As parents and educators, we often do our homework on the various disabilities of special needs students. With the best of intentions, we sometimes make personal assessments of our children and students that look correct, but in some circumstances, these impromptu assessments end up incorrect a great deal of time.
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Parenting a child with special needs is challenging. It requires extra effort in time, awareness, and education. These considerations will be quite different from one child to the next because ‘special needs’ is used as an umbrella term to encompass anything from light learning disabilities to more severe behaviour issues. Proper diagnoses ensure parents will be focussing on the right methods and activities for their child.
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After a child is diagnosed with a learning disability, it’s assumed this will greatly affect their ability to learn. In some sense it may be true, but in another, this need not be the case. When diagnosed early enough, the effects of the child’s learning disability can be mitigated with the proper intervention strategies and the right education for both the child, parent, and educator.
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Jump ahead with your career in the special education industry with CAE’s WSQ Early Intervention Principles and Practices. This WSQ course is a short 2-day (15.5 hrs) course that will help better equip you with skills to educate students and children under your care, whether you are a preschool teacher, special needs educator, or allied educator.
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Join our July intake for CAE’s Special Education programmes.
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Play Therapy is an intervention strategy to help children safely communicate and express their feelings and thoughts naturally in order to deal with trauma, loss, delayed development, and other developmental and social issues. Play therapy is fun, free-flowing, non-directed, and effective.
Play therapy allows people who are experiencing emotional or behavioural issues to open up their emotions in the safe space of the ‘playroom’, where they are allowed to face their thoughts and emotions nonverbally.
Have you ever caught yourself or someone else saying, “Will my child grow out of it?” Many times, adults and educators tend to think that the child may have behaviour issues. The common signs that lead to that conclusion are:
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We don’t often attribute meaning to how children play or even what they decide to play with. They seem to always have their preference for the things that they do. Especially at a younger age, they may not even be able to tell us why specifically they do certain things. Especially in early childhood trauma cases, the child may indeed not talk much at all and instead opt to do their thing in silence.
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The demand for educators who are equipped with the necessary skills and knowledge to create an inclusive environment for their students has never been higher.
Inclusive education is education that makes consideration for and understands the needs of students’ differences and diversity whether those are physical, emotional, social, or academic. Students, regardless of any challenges they may have, should be placed in appropriate education classes so they are able to receive high-quality instruction, intervention, and support that enable them to succeed. Students should feel welcomed and comfortable in the environment and are supported throughout their education.
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Autism Spectrum Disorder (ASD) can be diagnosed as early as 18 months but professionals will suggest parents monitor and wait until age 3. Parents will actually predict their child’s later autism spectrum disorder long before any professional diagnosis. According to a 2009 research (J Dev Behav Pediatr. 2009 Oct; 30(5): 367–375.),
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