Developmental delay by Chirstina

Developmental delay- Significantly limited, impaired, or delayed learning capacity of a young child (3-9 years old), exhibited difficulties in one or more of the following areas: receptive and/or expressive language cognitive abilities; physical functioning; social, emotional, or adaption functioning; and/ or self-help skills

Major Categories of Adaptive Behavior:
Conceptual Skills

• Receptive and expressive language
• reading and writing
• money concepts
• self-direction
  

Social Skills

• interpersonal
  
• responsibility
• self-esteem
• gullibility
• naivete
• follows rules
• obeys laws
• avoids victimization
  

Practical Skills

• instructional activities
  

Characteristics:

• The most obvious characteristic of children who have mild or moderate IDD is their limited cognitive ability their ability to process information.
  
• Many children who have IDD have problems in central processing or the classification of a stimulus through the use of memory, reasoning, and evaluation.
• Executive function- the decision- making function that controls attention, central processing, and expression, is the key factor in the poor performance of children with IDD.
• The ability to develop language is one of the great achievements of humans. and there always has been curiosity as to how language development is changed or modified in children and adults with IDD. Language develops in the same fashion, only more slowly, in children with IDD.
  
• Emotional and behavioral issues associated with IDD may lower social acceptance by peers in the inclusive classroom.
  

How children with Developmental delay differ:

Children with developmental delay develop essentially the same way as other children, they have a typical human growth and developmental pattern, just at a slower pace. This effects the cognitive process and tier ability to acquire and use language because they are so far behind other students.



Assistive Technology:

There are different intensities of support for persons with IDD:

• Intermittent refers to support as needed but that is not necessarily present at all times.
• Limited refers to support provided on a regular basis for a short period of time.
• Extensive support indicates ongoing and regular involvement.
  
• The prevasive level of support describes constant high-intensity help provided across environments and involving more staff than the other categories.
  

The most common adaptation suggestion to teachers for children with IDD is differntiated instruction, this means that each teacher adjusts the level of difficulty of tasks to fit the level of development of the child with IDD.

Possitive Behavior Supports are one of the most advanced moves made for children with IDD. This strategy espouses that, when faced with some form g behavior disruption, the teacher should focus on human motivation, not just on human behavior.




For the child with IDD, the computer is actually a window on the world, given capable instruction in its use and the availability of appropriate software.

Organizations:

Special Olymplics- the purpose of the games is to allow children with disabilities the opportunity to participate in races, swimming meets, field events, and team games and to feel what other athletes feel in competition, in winning and losing, this is an experience they are rarely able to achieve anywhere else.


Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed. , pp.144-182). Boston, NY: Houghton Mifflin Company.