Patterns in Development and Disability

1. Patterns in Development and Disability Presented By Sonya Felmly

2. Objectives After this presentation you will be able to • Describe the definitions of development and disability • Understand the importance of the nervous system and development • Understand patterns and milestones of development • Recognize different developmental disabilities

3. What is Development? Anything the changes over time • Change in thought, behavior, and function • Growth in reference to • height, weight, head size, and sexual maturation

4. Different Meanings of Development Two meanings of development can be…. • Humans change due to life circumstances and experiences • Unique development history • “Blueprint” • Changes in cognitive, emotion, and specific abilities are during a common time period. • Examples- when kids start to speak, walk, toilet train • Behavior and social interactions

5. Common Blueprint (Erikson)

6. Piaget’s Stages of Cognitive Development

7. “Blueprint” • Vgostky (1896-1934) • Foundation for The Social Development Theory • Emphasis on social interaction Vgostky Vs. Piaget • Vgostky stresses the importance of culture for cognitive development. (Does not use steps!) • Vgostky stresses the role of language for cognitive development • Piaget focuses on motor learning and sensory abilities

8. Nervous System • Development of a human is directly related to the central nervous system. • By the end of the second trimester of pregnancy the fetus will have the maximum number of neurons. • By age two the brain is 80% of its adult size!

9. How does the brain work?

10. Synapse • When the synapses are strengthened it creates connections and pathways that is the foundation of how the child learns. • Example- parents repeatedly calling a child's name. That child’s brain strengthens that connection and the child will recognize their name. • If a pathway is not used, it will be eliminated.

11. Brain Connections Over Time

12. Patterns In Development • In order to observe specific development it is essential to break it down into different factor parts. • Strands, streams, and domains • Functional domains –real life situations • Activities of daily living • Dressing Skills • Toilet Skills • Feeding Skills

13. Patterns in Development • Specific Skills Sets- specific abilities that can be tested • Sensory • Vision • Hearing • Motor Skills • Fine motor • Gross motor • Oral motor • Academic Skills • Skill Sets contribute to functional domains • Example- fine motor skills can help with • zipping a zipper to get changed

14. Developmental Milestones • Arnold Gesell and his colleagues at Yale University defined a variety of milestones. • Gesell collected data using the different domains and correlating them to different ages. • His findings have become components of developmental assessments and screenings that are used today.

15. Milestones? • Milestones can be used to track children’s developmental progress. • Important milestones can include walking independently, and speaking in sentences.

16. Misunderstands About Milestones • Milestones are associated with an exact age • For example- children begin walking at one years old. • A more specific assessment for beginning to walk would be • a small percent of children take their first step before 9 months of age • 50% of children take their first step by 11 months of age • 75% of children take their first step by 12.5 months of age • 90% of children take their first step by 13.5 months of age *at 75% of children who achieve the milestone is considered the typical age for that skill set. At 90% the child is considered to be delayed.

17. Developmental Delay Development delay is defined as how many months or years a child is behind the specific milestone. • Example- A child who begins walking at 18 months is considered to be 6 months delayed. Developmental Gap • Chronological age- developmental age= Developmental Gap • 18 Months-12 Months=6 months Percentage of Expected Attainment 12 months/18 months X 100 = 67%

18. Developmental Delay • Importance of Expected Attainment • Shows how the child is developing • Tracks and compares developing delays over a period of years • Assesses delays in specific domains and behaviors to assist in diagnosis

19. Disability? • Disability- decrement in the ability to perform some action, engage in some activity, or participate in some real-life situation or setting. • In the past disability was in reference to cognitive, physical, or psychological impairment. • Now disability is in reference to ecological/environmental context.

20. Patterns Of Disability 1.  Delay- attaining milestones at a slower rate 2. Deviate- deviate from the expected development rate and demonstrates functional and behavioral characteristics that are not normal for any child at any age • Example- a child who has complete vocabulary but refuses to speak when he/she wants something. Instead they pull the person by the hand to show the adult what they want. That behavior is not typical for any child at any age.

21. Patterns Of Disability 3. Dissociation- when the child accomplishes some milestones at the typical time but is delayed or deviated in other domains. • Example- A student who excels in Reading, Science, and Social Studies but needs assistance in Math. **Most children will exhibit components of all three patterns

22. Developmental Disability • Specific diagnostic entity characterized by a disturbance in or departure from expected patterns of development that results in predictable patterns of impairment, functional limitation, and disadvantage with regard to participation in real-life situations and settings.

23. Developmental DisabilitiesTable 15.3 Page 226

24. Developmental Disabilities

25. Disability Diagnoses VS. Etiological Diagnoses • Disability diagnosis does not take in consideration of medical causes. • Etiological Diagnoses does take in consideration of medical causes • Genetic test • Brain Imagery • Down Syndrome

26. Modifications for PE • Visuals • PECS and Activity Cards • Modify Equipment- • Bigger play balls, play balls with different textures, tie equipment to wheel chairs • Keep PE routines the same • Be mindful of space • Light, sound, lines on the floor, etc • Reward System

27. Conclusion • As Physical Education teachers we need to make sure that every student gets the same opportunity. Physical Education teachers should be included in IEP meetings so we can make goals and objectives to help our students with close the achievement gap and become closer to meeting appropriate milestones!

28. Reference • Batshaw, M. L., Pellegrino, L., & Roizen, N. J. (Eds). (2007). Children with Disabilities. (6th ed.). Baltimore, MD: Brooks Publishing. ISBN-10: 1557668582