When successful in an inclusive classroom the teacher

When a
child is diagnosed as having an evolving delay, there are many options for
parents to consider. Medical and educational interventions, some challenges,
and accommodations are put into place to ensure that their child will have a
successful life. The most important factor when dealing with any child with a
developmental delay or any other disability, is to realize that they are still
children. All children need the same love and attention as others. No child
should be singled out based on what they can and cannot due. If caregivers understand
the milestones and what’s going on with their child, they can address the
issues and put a plan in motion to help treat the delay.

In any
setting where a child with a developmental delay is present teachers as well as
caregivers need to make the necessary accommodations to insure the child’s
safety and comfort. For a child with an exceptionality to be successful in an
inclusive classroom the teacher must address the needs for every child as an
individual. A teacher’s main concern is to help student with developmental
delays to achieve their academic goals. Children with delays need to have the
proper seating while in a classroom setting, so it is necessary that you do not
seat them by any forms of distraction. Allowing children to be in their own
space as well as having the change to select the activities he or she
participates in will more than likely minimize behavior problems. Routines will
allow the child with a developmental delay to become more independent because
they get an idea of what to expect when entering the classroom. Doing the same
thing every day gives them a sence of consistency, also offers the child the
chance to predict what might happen in their day. Predictability is essential
to teaching children since it not only helps clarify skills and encourages
independence, but eliminated unwanted behavior as well.

When a
child is unaware of what is going on within their bodies and mind it can become
extremely frustrating for them. In which all relates to the challenges children
face in the community and with social interactions with others because children
do not understand, so it is hard for them to adapt. Based off a child’s delay
there can be several ways in which one can choose to react, all of which tie
together in one way or another. For example, when a child is delayed with
speech it is hard for people around the child to understand what he or she is
saying because their verbal expression is impaired. Although parents have the
option to choose speech therapy, children with this type of delay tend to act
out due to the inability to express their feelings. Another example is when a
child is delayed with their gross or fine motor skill. Gross motor is linked to
a child’s ability to use large muscles in their body while fine motor is linked
with the small muscles, so when a child is unable to walk or open a door it becomes
difficult for them to understand. Although physical therapy is available, in
some cases it is not enough to give the child the mobility they need to be
independent. All of which can cause a child with development delays to have
behavior problems. The social interaction can be positive and negative. On the
positive side when a child interacts with others, it is possible the detection of
a delay is made easier for someone to notice; furthermore, if it is known a
child has a delay interacting with other such as peer it can allow children to
acquire the skill they did not have before. On the negative side, I would have
to go back to bad behavior. When a child in unable to channel their feelings,
it makes it difficult to interact positively with other.

intervention is crucial in serving children to overcome any developmental
delays. Before any type of intervention can be put into effect, the child must
be diagnosed with a developmental delay. Developmental screening and
developmental evaluation are two types of tests that can be conducted to
determine if a child has any form of a delay. With developmental screening, the
child’s physician examines the ability of the child and how well he or she does
things like learns, speaks, behaves and moves. Considering there is no real way
for a physician to decide based off the screening, if a delay is suggested the
child will be referred to a specialist for a developmental evaluation. A developmental
evaluation is a detailed assessment of a child’s skills and is managed by
a team of highly trained professionals. When a delay is confirmed, the child
will be referred to a specialist that will help to determine why the child might
have a delay in a specific area. Once the evaluation is complete and the
specialist has determined the area of delay, the child will be placed on a
treatment plan. The plan is designed to meet the needs of the individual child.
Early intervention services include speech, occupational, physical, and behavior
therapies. Each is put into place according to the area of delay. Early
intervention is a program that children with developmental delays can utilize
until the age of three. After age three, children can go into a service for
school age children. The services are also known as special education services
for children ages three to five within the public-school system. Before
entering into the public-school system, the child must go through another
evaluation under IDEA. This team of specialist will determine if there was any
progress made with the previous delays or if there are any new areas of
concern. This evaluation will give the specialist grounds to create an IEP for
the child entering into the school system. The IEP or Individualized
Educational Plan is a plan developed to guarantee that a child who has a
disability recognized under the law and is joining an elementary or secondary
educational establishment receives specific education and correlated services.

delays refer to a child not meeting certain milestones when expected, typically
between birth and 8 years old. The cause for any type of delays has not been determined;
nevertheless, five main areas of development are assessed to determine whether
a delay might be present or not. Those areas consist of gross motor, fine motor,
language, cognitive, and social development. When a child has a significant lag
in one or more of the five main areas it becomes a concern. Naturally, a delay
in one area may coincide with a delay in another area. For example, a child
with a language delay may also have troubles with social development. In some cases,
children may overcome their delay while other children struggle throughout life.
For parent’s comfort there are no ways in which a developmental delay can be
prevented. By having the awareness of when your child is expected to meet
certain milestones, it then allows the parents to get the necessary help faster
by raising the concerns with the child’s physician.

            One of the most troubling feelings for a parent is knowing
something maybe wrong with your child. All children develop at different levels;
however, when a parent notices that their child is not doing the things that
children typically do at a given age it becomes alarming. Children are expected
to learn several skills as they grow up. All skills learned by children are referred
to as developmental milestones’. No one really knows why some children can walk
at nine months, while others do not walk until they are twenty months. When a child is classified as having a developmental
delay, there are medical and educational interventions, challenges, and accommodations
that need to be in effect for children to have a successful life.