Children who suffer from communications disorders suffer emotional and social effects that may be a huge quality of life issue for them. Speech therapy is used to help improve your child or your students’ ability to communicate. Spoken communications is incredibly important to the development of the child, allowing them to express their emotions, needs, and thoughts.
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Each of us have different handwriting styles. Some are neat while others are sloppy and misaligned, yet still remain legible. It is when the handwriting is illegible that you must take special note. Children who have trouble expressing themselves in writing may have a condition known as ‘Dysgraphia’. The term comes from the Greek words dys, which means “impaired”, and graphia, meaning “writing letter by hand”.
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If you are unsure about how your child’s speech and language is developing because they may appear to be unresponsive to vocal cues, or seem to be taking longer than their peers to speak in full sentences, the natural reaction may be to think the child might have speech and language delay. This may not always be the case.
Here are some things you need to know
In most instances, children develop along a progressive schedule with generally predictable milestones.
0-5 months:
6-11 months:
12-17 months:
18-23 months:
2-3 years:
3-4 years:
Contact us to see how you can develop an understanding of the different types of exceptional children, their needs, and the different special needs programmes and specialties that are available to you, for them.
CAE’s 12-months Advanced Diploma in Special Education course trains educators and parents in the identification, diagnosis and treatment of these needs and the basic principles and practices of effective teaching and learning. The programme is highly practice-oriented to ensure that what you learn in class can be applied to children with special needs under your charge.
CAE’s Diploma in Learning Disorders Management & Child Psychology programme is designed specifically to train potential teachers, parents and caregivers to identify, detect and support children with special needs, such as Autism, Attention Deficit Hyperactivity Disorder (ADHD), Dyspraxia, and Dyslexia.
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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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Many parents and educators may see slow language development as something children eventually outgrow but evidence suggests that sometimes they don’t. Children who have delays in language and speech development may be more at risk for learning disabilities and even children who outgrow the initial difficulties sometimes show signs of learning disabilities from age 6 onwards.
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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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