SPE-226: Educating The Exceptional Learner

Caula Rogers
SPE-226 Educating the Exceptional Learner
September 14, 2013
Professor Gibson Lifelong Learning
Developmental incapable, as dyslexia, can have an effect on a child’s capability to comprehend as well as to use language, do calculations of math, and coordinate movements as well as direct attention. This is typically diagnosed in students at the beginning of school. Developmental incapable illnesses affect the capacity to understand, speak, and write, as well as affect the capacity to interpret what they see/or hear as well as combine information from all parts of the brain. Such problems widen schoolwork and can hinder reading, writing, and use of the English language. Developmental
disable do not reflect on intelligence quotient/ or nor on how smart students are. Developmental disable can be a lifelong provision, in some cases may have an effect on a child’s existence: schoolwork, as well as daily routines, and family circumstances as well as friendships. People have various coinciding learning disabilities, that can be ostensible, but there are others that may have a learning problem that has little influence on their lives. Not all erudition obstacles classification of developmental disabilities, it could be that some students are merely dawdling in advancing skills. As students shows differences in of development, occasionally, what seems just be a developmental disability just may be a setback in maturation. For children to be analyzed as having a developmental disability, their situation has to meet specific standard. With development, behavioral disabilities on the rise, there is much that endures badly to understand, the cause to cure. Through, one extensively known fact: early intervention has a reflective impact on children who life is at risk as well as families. Surprise, one out of six children is affected by developmental disabilities. Did you know that the rate of Autism Spectrum disability is as high as one out of fifty children? This symbolizes 300% boost in the past years. With proper intervention, children can overcome developmental as well as behavioral and learning problems. Regrettably, many doctors don’t always recognize a developmental postpone when children should be getting early intercession services. When a child is born and at age three is a serious time in a child’s maturity, a hindered diagnosis may concession changes for a student success.
Emergent incidence of developmental learning requests knowledge and make early identification better. But some doctors refer students to early intercession, and some doctors just don’t know, what to look for in children during these phase; some doctors are not well-known with early intervention; indemnity companies permit doctors to limited visits; Pediatricians believe that children developmental disability will not be pretentious by early intervention, other physicians would rather not terrify parents/ guardian redundant because the children are able to beat this developmental setback.
Three reasons for intervening with an exceptional child: to improve the children development, and provide support as well as aid the family as well as to make the most of the children, as well as family benefit to society. One, child development examiner has established the velocity of learning and development in the kindergarten years. Invention is important, when a student is at the risk of maximum readiness. The most moments or steps of greatest readiness are not taken advantage of; children may have difficult learning a particular proficiency later on. According to Karnes and Lee (1978), “only through early identification and appropriate programming children can develop their potential” (p.1). Secondly, early intervention also has an impact on the family/ guardian as well as their siblings. The family of an exceptional feels saddened, as well as stress and also helplessness. The complexes stress of an exceptional child may get in the way of the child’s development. And the final reason to intervening is that society will gain maximum benefits. The child’s increase developmental and educational gains as well as decrease dependence upon social institutions, the parent’s ability to cope with an exceptional child, and will increase the child’s eligibility for employment, and economic as well as social benefits.
Disadvantaged as well as gifted kindergarten benefits from early intervention as well. Longitudinal data on disadvantaged students participated in the “Ypsilanti Perry Preschool Project” showed that they had maintained significantly at age 19 (Barrueta-Clement, Schweinhart, Barnett, Espstein, Weikart, 1984). Students were more committed to school and a lot of the students finished high school and went onto postsecondary schools and found employment easier than children who did not attend kindergarten. These students also scored higher in reading, as well as language English achievement tests on all levels; they also showed a 50% decrease for special education service to the end of high school; and they showed fewer anti-social behaviors outside of school ( Karnes, 1983) asserts underachievement.
Through positive forces as lifelong partners in the disabled student enduring and success, the IEP plays a seamless part of bridging the breach between the young and adulthood. Potency and weakness in evaluation, and interventions used in special education, propose suggestions for improvements. Maybe, the weakness impacting the field of childhood education is the shortage of teachers as well as principles with special education training. The way to court additional teacher the difficult call of inclusion on special education could improve the pay scale as well as the opportunity for implementation of individual potency designer of curriculum.
Transitions are times of changes. Families of students with disabilities meet various transitions. Each presents a challenges as well as a set of common experiences. And for instance, the change from early intercession to kindergarten services with feelings of stress and anxiety as parents/guardian adjust to exceptions, children services systems change and adapt to instructional procedures (Hains, Rosenkoetter, Fowler, 1991; Lazzari & Kilgo, 1989). According to Fowler and Ostrosky (1994)” the role of families who are the children first and most important source of continuity” (p.160). Some families from diverse cultures pose challenges to achieving objective. The families from culturally, and linguistically diverse groups presents a shared differences in relation to transition planning. Service providers and families, (Hanson & Lynch, 1992; Harry & Kalyanpur, 1994), potential concerns and preferences, (Hughes, 1992; Salend & Taylor, 1993), and related to cross- cultural communication, (Anderson, 1989; Meadows, 1991; Watkins & Eatman, n.d.). Also Lynch and Hanson (1992) stated the importance of respecting corporating cultural differences, into culturally appropriate services. This can be achieved when families, se providers as well as administrators comes to an understanding of how to meet an individual family’s needs during times of transition.
In closing, Autism is the growing developmental disorder in the United States. And only 25% of the children under the age of three are being served through the federally-funded Intervention Programs, which is designed to mitigate developmental delays and disability.

References:
Anderson, P.P. (1989). Issues in serving culturally diverse families of young children with disabilities. Early Child Development and Care, 50,167-188.
31st Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, (2009). Section 664 (d) of the Individuals with Disabilities Education Act (IDEA).
Berrueta- Clement J.R. and Others (1984). Changed lives: The Effect of The Perry Preschool Project on youths through age 19. Ypsilanti, MI: High/Scope Educational Research Foundation.
Blumberg, S. J. et.al (2013). Changes in Prevalence of Parent-report Autism Spectrum Disorder in school-aged U.S. Children: 2007 to 2011-2012. National Health Statistics Reports. Number 65, March 20, 2013. Material and Child Health Bureau.
Boyle, C.A. et.al (2011). Trends in the Prevalence of Developmental Disabilities in U.S. Children, 1997-2008. Pediatrics. 10.1542/peds.2010-2989.
Development Disabilities (2009). Retrieved from www.paperdue.com/essay/development-disabilities-19333.
Fowler, S.A. & Ostrosky, M. (1994). Transition to and from preschool in early childhood special education. In P. L. Safford, B. Spodek, O. N. Saracho (Eds.), Yearbook in Early Childhood Education volume 5: Early Childhood Special Education(pp.142-164). New York, NY: Teachers College Press.
Hains, A. H., Rosenkoetter, S. E., & Fowler, S. A. (1991). Transition planning with families in early intervention programs. Infants and Young Children, 3(4), 38-47.
Hanson, M.
J., & Lynch, E. W. (1992). Family diversity: Implications for policy and practice. Topics in Early Childhood Special Education, 12(3), 283-306.
Harry, B., & Kalyanpur, M. (1994).Cultural underpinnings of special education: Implications for Professional interactions with culturally diverse families. Disabilities & Society, 9, 145-165.
Hughes, S. (1992). Serving culturally diverse families of infants and toddlers with disabilities. Infant- Toddler Intervention, 2,167-177.
Karnes, M. B., ed. (1983). The Undeserved: Our Young Gifted Children. Reston, VA: The Council for Exceptional Children.
Karnes, M. B., & R. C., Lee – Early Childhood. Reston, VA: The Council for Exceptional Children.
Lazzaria, A. M., & Kilgo, J.L. (1989). Practical methods for supporting parents in early transition. Teaching Exceptional Children, 22(1), 40-43.
Lynch, E. W., & Hanson, M. J. (1992). Steps in the right direction: Implications for interventionists.
Lynch, E. W., & Hanson M. J. (Eds.) Developing cross-cultural competences. A guide for working with young children and their families (pp.355-370). Baltimore, MD: Brookes.
Meadows, J. L. (1991). Multicultural communicate, Physical and Occupational Therapy in Pediatrics, 11(4),
31-42.
Salend, S. J., Taylor, L. (1993). Working with families: A cross-cultural perspective. Remedial and Special Education, 14(5), 25-32.
Thank you for submitting this week Module Assignment.
The entire process of the IEP and IEP committees is an essential component of the implementation and placement of any SWD. It becomes more profound for Pre-K students and those who will be transitioning to embracing a regular life of expectations. You were able to clearly provide the keen information needed to express the appropriate and important procedures/process that goes into making sure the Early Childhood programs are developed with fidelity. As well as the process and importance of making sure that students are able to begin to think about and create an action plan to transition from the school to society. This is why you were able to touch upon making sure that testing and appropriate testing must be addressed. This will work hand in hand with the student making the transition
smoothly.