Human Development and Conflicting Theoretical Views
Journal Article
Week 4
Andria Allen
Grand Canyon University
SPE-553 Course Characteristics of Intellectual Disability & Strategies to Teach Individuals with ID
March 10, 2014
Students that suffer from developmental issues often have parents that diligently monitor their growth as an infant and as a toddler. They often anticipate and hope that as the time go by (rather it is days, months, or years), their child will accomplish every developmental accomplishment when they should and will reach every milestones they are supposed to. (For example, standing up on own without any assistance). A students development can be challenging for the individuals parent because there are a lot of modifications that are in an individual’s development and their developmental milestones; there are several events in life that can cause a student’s development to go wrong, but in most cases changes are meaningless and do not last for a long period of time, permitting the individuals parents to have a sense of calmness, feeling, that all is well. There are instances, nevertheless, when developments with an individual do not go as designed, and there is a reason to be concern when an individual might be exhibiting an intellectual disability (ID), early sign of autism, some other physical disorder, or language impairment. At this point the parent will determine to rule out the visit to the pediatrician, a possible disorder will be determined, and once the student is enrolled in school, the academic faculty will approach the student’s parent with interests about their student 's language or behavior development. This essay discuss students delays vs. differences, it will also the survey of development theories, and early intervention. Developmental problems present teachers with some difficult issues to get over, not the least of which is finding out when and how to interact with the student in order to accomplish maximum effects. There are
Week 4
Andria Allen
Grand Canyon University
SPE-553 Course Characteristics of Intellectual Disability & Strategies to Teach Individuals with ID
March 10, 2014
Students that suffer from developmental issues often have parents that diligently monitor their growth as an infant and as a toddler. They often anticipate and hope that as the time go by (rather it is days, months, or years), their child will accomplish every developmental accomplishment when they should and will reach every milestones they are supposed to. (For example, standing up on own without any assistance). A students development can be challenging for the individuals parent because there are a lot of modifications that are in an individual’s development and their developmental milestones; there are several events in life that can cause a student’s development to go wrong, but in most cases changes are meaningless and do not last for a long period of time, permitting the individuals parents to have a sense of calmness, feeling, that all is well. There are instances, nevertheless, when developments with an individual do not go as designed, and there is a reason to be concern when an individual might be exhibiting an intellectual disability (ID), early sign of autism, some other physical disorder, or language impairment. At this point the parent will determine to rule out the visit to the pediatrician, a possible disorder will be determined, and once the student is enrolled in school, the academic faculty will approach the student’s parent with interests about their student 's language or behavior development. This essay discuss students delays vs. differences, it will also the survey of development theories, and early intervention. Developmental problems present teachers with some difficult issues to get over, not the least of which is finding out when and how to interact with the student in order to accomplish maximum effects. There are
References: 1. SPE 553 Lecture 4 (2012). Development issues and interventions for students with ID. Characteristics of Intellectual Disabilities and Strategies to Teach Individuals with ID. Lecture conducted from Grand Canyon University, Phoenix.