Typical Development: Principles of Growth and Development PDF

**TOPIC 1** - **Typical Development: Principles of Growth and Development** **Typical Development** Typical Development refers to a child\'s normal developmental process from infancy to middle school, encompassing physical, social, and cognitive milestones such as smiling, crawling, and talkin...

**TOPIC 1** - **Typical Development: Principles of Growth and Development** **Typical Development** Typical Development refers to a child\'s normal developmental process from infancy to middle school, encompassing physical, social, and cognitive milestones such as smiling, crawling, and talking. These milestones vary based on a child\'s family history and environment, and are typically reported in age ranges. **Atypical Development** Atypical development is characterized by abnormalities in a child\'s development, often resulting from special needs. This can be seen in infants or children with motor or movement disorders, as well as older children who struggle with eating, dressing, cutting, or drawing. **DEVELOPMENT** This refers to: the way that **people grow and change as they age**. It is an increase in the complexity of function and skill progression. It is a capacity and skill of person to function. **Example:** Keisha has developed her ability to walk, talk, and to run **PRINCIPLES OF DEVELOPMENT** 1\. Development is relatively **orderly.** 2\. Development **varies among individuals.** 3\. Development takes place **gradually.** 4\. Development is a complex process because it is a byproduct of biological, cognitive and socio-emotional processes (Santrock,2002) **GROWTH** This refers to: the **physical process of development**, particularly the process of becoming physically larger. It is quantifiable, meaning that it can be measured, and it is mostly influenced by genetics. **Indicators of growth include height, weight, bone size and dentition.** **Example:** The year that she was 11, Keisha got taller by two inches. This is an example of growth because it involves her getting physically taller and is quantifiable (two inches) **MATURATION** This refers to: the **physical, intellectual, or emotional process of development**. Maturation is often **not quantifiable**, and it too is **mostly influenced by genetics**. Example: As Keisha became older, her brain developed in a way that meant she was able to handle more complex tasks than she could before. **HUMAN DEVELOPMENT** This refers to: the pattern of movement or **change that begins at conception and continues** **through the life span** includes growth and decline can be positive or negative **Why teenagers usually make poor decisions?** **Answer:** Teenagers usually make poor decisions because they respond to situation using their gut feeling (**amygdala**)  **General Theories of Development** **1. The Psychosocial Theory - Sigmund Freud** **2. Cognitive Development -- Jean Piaget** **3. Pyschosocial Stages of Development -- Erik Erikson** (WA NA NAKO GI DEEPEN) **4. Ecological Theory -- Urie Bronfenbrenner** **Exceptionality and Atypical Development: Developmental delays, disorders, at-risks, giftedness** **1. Exceptionalities** ❑ A child who has an exceptionality has some area of functioning in which he or she is significantly different from an established norm. This definition includes both students with disabilities and those with special gifts or talents. ❑ Exceptional children is an inclusive term that refers to children with learning and/or behavior problems, children with physical disabilities or sensory impairments, and children with superior intellectual abilities and/or special talents. ❑ The term students with disabilities is more restrictive than exceptional children because it does not include gifted and talented children. **2. At risk** ❑ This refers to children who, although not currently identified as having a disability, are considered to have a greater than usual chance of developing one. ❑ Educators often apply the term to infants and preschoolers who, because of biological conditions, events surrounding their births, or environmental deprivation, may be expected to experience developmental problems at a later time. ❑ The term is also used to refer to students who are experiencing significant learning or behavioral problems in the general education classroom and are therefore at risk of being diagnosed with a disability. **3. Developmental Delays** ❑ the condition of a child being less developed mentally or physically than is normal for its age. **4. Disorders** ❑ a physical or mental condition that is not normal or healthy ❑ A disorder is a problem or illness which affects someone\'s mind or body **5. Disability** ❑ having a physical or mental condition that limits movements, senses, or activities. **6. Impairment** ❑ the act of impairing something or the state or condition of being impaired : diminishment or loss of function or ability **7. Handicapped** ❑ having a condition that markedly restricts one\'s ability to function physically, mentally, or socially. ❑ not able to use part of your body or your mind because it has been damaged or does not work normally. **8. Giftedness** ❑ when their ability is significantly above the norm for their age. **NOTE: The terms impairment, disability, and handicap are sometimes used** **interchangeably, they are not synonymous**. **Impairment** refers to the **loss or reduced function** of a particular body part or organ (e.g., a missing limb). A **disability** exists when an **impairment limits a person's ability to perform certain tasks** (e.g., walk, see, add a row of numbers). A person with a disability is not handicapped, however, unless the disability leads to educational, personal, social, vocational, or other problems **Handicap** refers to a **problem or a disadvantage** that a person with a disability or an impairment encounters when interacting with the environment. A disability may pose a handicap in one environment but not in another. **Ex.** The child with a **prosthetic limb** may be **handicapped** (i.e., disadvantaged) when competing against nondisabled peers on the basketball court but experience no disadvantage in the classroom. - - **Characteristics of Learners with SEN** The learners with special needs are categorized by **IDEA or the Individuals with** **Disability Education Act**. It is a four-part piece of American legislation that ensures students with a disability are provided with Free Appropriate Public Education that is tailored to their individual needs. A. **What is Autism?** C. **Specific Learning Disability** ✓ disabilities in using language, spoken or written, ✓ manifested from imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations ✓ includes conditions such as perceptual disabilities **✓ brain injury** **✓ minimal brain dysfunction** **✓ dyslexia** **✓ developmental aphasia** ✓ learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, ✓ cultural, or economic disadvantage D. **EMOTIONAL DISTURBANCE** ✓ A Multidisciplinary teams usually obtain a developmental and health history from a student's parent or guardian to rule out sensory and health factors as causes of a student's inability to learn. E. **Traumatic Brain Injury** **Traumatic brain injury applies to open** or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. **Speech or Language Impairment** A student with a speech or language impairment has a communication disorder: ✓ such as stuttering, ✓ impaired articulation, ✓ a language impairment, ✓ a voice impairment, that adversely affects a child's educational performance. **VISUAL IMPAIRMENT** ✓ term includes both partial sight and blindness. ✓ students with severe visual impairments are usually identified by an ophthalmologist before they enter school **Deafness and Hearing Impairment** Deafness will be presumed to adversely affect a student's educational development, and students with this disability are presumed to require special education services and curricular adaptations. (BASTA KADTONG MGA GIPANG INGON NI MAAM, WA NA NAKO GIBUTANG DIRI TANAN KAY MAS NA EXPLAIN TO NI MAAM) - **New Labelling for Children with Special Needs** - Learners with Giftedness and Talents - Learners with Difficulty Hearing - Learners with Difficulty Seeing - Learners with Difficulty Communicating - Learners with Difficulty in Walking and Moving - Learners with Difficulty in Remembering and Understanding **RA 9442 -- An Act Amending Republic Act No. 7277**, Otherwise Known As The "Magna Carta For Disabled Persons, And For Other Purposes" SEC. 4. The title of Republic Act No. 7277 is hereby amended to read as the "Magna Carta for Persons with Disability", and all references on the said law to "Disabled persons" shall likewise be amended to read as "persons with disability". SEC. 42. Any individual, group or community is hereby prohibited from vilifying any person with disability which could result into loss of self-esteem of the latter." **TYPICALLY THE 6 TYPES OF GIFTEDNESS** - **Type 1- The Successful** Obedient, and obvious gifted learnersthey are the students who are well adjusted to the society - **Type 2- The Challenging** Possesses high levels of creativity, the school level does not recognize their abilities - **Type 3: The underground** Denies their talents or giftedness in order to feel more included to nongifted peers - **Type 4-- The Dropouts** They are frustrated because their abilities are not recognized. They are identified as late therefore they are bitter. - **The 5- The double-labeled** Physically and emotionally handicapped, does not show signs of giftedness. - **Type 6: The Autonomous Learner** Those who have learned effectively to work on school system - **International Classification of Functioning** **Indigenous People** **The Philippines is home to around**  **110 Indigenous peoples communities**  Approx. 15 to 20 million in population  More than 60% in Mindanao, 30% in Luzon, 10% in Visayas  While varying in ways of life and cultural heritage, they share similar experiences of discrimination and marginalization. **In 1997**  Philippine government passed the **Indigenous Peoples Rights Act or Republic Act 8371** that recognizes and protects the rights of indigenous communities. **1980's** The various forms of interventions done by IPAs and religious congregations were the following:  basic literacy  livelihood education  support to enter school  school buildings - **Madrasah Education for Muslim Learners** (STANDARD CURRICULUM FOR ELEMENTARY PUBLIC SCHOOLS AND PRIVATE MADARIS) May 19, 2011 **DO 40, s. 2011** **Amendment to DepEd Order No. 51, s. 2004 (Standard Curriculum for Elementary Public Schools and Private Madaris)** - **Vision for all LSEN in the Philippines** **Vision, Policy, Goal, and Objectives of Special Education** The Philippine government has recognized children and youth with special needs as legitimate beneficiaries of basic education reforms. The Department of Education\'s Special Education Division provides a framework for establishing and maintaining special education programs in public and private schools. **1) promote access, equity and participation of children with special needs education in the mainstream of basic;** **2) improve the quality, relevance and efficiency of special education in schools and communities; and sustain special education programs and services in the country** - **Special Education: definition, characteristics, SPED programs/services for LSEN** **Integration and Mainstreaming Program** children with moderate or severe forms of disabilities are mainstreamed in regular classes Children with disabilities are enrolled in regular classes and recite in all the subject **Special Day School** Serves one or more type of disabilities The special education classes are taught by trained teachers. Aside from special education, array of services are available or arranged , such as psychological, medical and social services. Examples: ❖ Southeast Asian Institute for the Deaf (SAID); and ❖ St. John Maria Vianney Special School for the Mentally Retarded in Quezon City**Prevalence** Refers to the total number of cases of a particular condition Those with exceptionality ( giftedness and talent) and developmental disabilities and impairments. **True Prevalence** ** Children with special needs** who are in school or in the community who have **not been recognized** and are not in the special education programs of the Department of Education (DepEd). **Identifiable Prevalence** Refers to the cases that have come in contact with some systems The number of children and youth with special needs derived from census data