SPD-500-RS-Developmental-Milestones.pptx final

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Developmental Milestones In-Service Danyelle Sayles 10/11/2023

What are Developmental Milestones? Describe What They Are • Such as skills as taking their first step • Babies smiling for the first time • Baby Waving Bye-bye • learning how to Play • the skills of learning to speak • the skills Learning to act Why are They Important • Reaching milestones during typical ages means it is developing as expected. • If a child reaches milestones earlier, they can become advanced. • Not reaching the milestones early can indicate the child may have a developmental delay.

Specific Learning Disability (SLD) with Dyslexia • Typical Development • Reading on level • Right in Spelling • Able to Decode • Strong in reading • Development of a Student with SLD and Dyslexia • Impact reading • Decoding • Reading Fluency • Spelling

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Specially Designed Instruction for Students with SLD and Dyslexia • Academic • Oral Expression • Listening Comprehension • Written Expression • Basic Reading Skills • Reading Fluency Skills • Mathematics Calculation • Environmental • Seating at the front of the class • Limited distraction • Distance in between desk • Noise reduction • Having alternative work space

Intellectual Disability (ID) • Typical Development • Children with ID includes delayed motor skills, delayed speech or trouble communicating, delayed self-support to include feeding/dressing one’s self, trouble understanding social skills and norms. • Development of a Student with ID • Students with ID will work toward mile stoned, which were not achieved at the appropriate milestone

Specially Designed Instruction for Students with ID • Academic • In a classroom, they should be arranged to allow students with ID to stay on task and focused. There should be special consideration with seating, So there will be quick help if needed. • Classroom material needs such as reading and homework assignments should be some modification due to the IEP, • Environmental • There are many options for students to learn and apply skills in practical situations. • ID students have excellent opportunities to learn and socialize with typically developing peers. • Students with intellectual disabilities should be placed in groups with peers who will help foster a favorable learning environment. In

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Emotional Behavior Disorders (EBD) • Typical Development • There are two types of EBD • Externalizing behavior characteristics- include instances of defiance and disruption, notably aggression and non-compliance. • Internalizing behavior characteristics are social withdrawal, depression, and anxiety • Development of a Student with EBD • Students that have EBD deal with Chronic, pervasive behavioral or emotional behaviors. It differs from appropriate age, ethnic norms, or cultural.

Specially Designed Instruction for Students with EBD • Academic • Students with EBD experience many deficits across these subjects. • Reading • Mathematics. • Environmental • When the students are experiencing these academic characteristics, teachers must address specific instructional techniques.

Autism Spectrum Disorder (ASD) • Typical Development • Autistic children may start using a few single words within 12 months of age and then develop language. • Typically, developing children as they age. • They might recite the alphabet or count beyond 20 but might not be able to use language to make requests or say hello. • Development of a Student with ASD • may not speak sooner than other children, • Sometimes, they may not want to make eye contact. • May have may not have social skills, • The reason why they cannot under facial expressions or understand emotion in people.

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Specially Designed Instruction for Students with ASD • Academic Children who are diagnosed with ASD often have delays, such as emotional, communication, cognitive, and physical milestones, in different ways than neurological people do. • Environmental Their developmental delays are that they fail to capture the development with Autistic In many cases, they reach developmental milestones that can be on time or delayed.

Traumatic Brain Injury (TBI) • Typical Development • TBI occurs with a forceful bump, blow, or jolt to the head or bodily. The object pierces the skull, and it enters the brain. • Not all objects will cause damage. • Physical disabilities are caused; they may have problems speaking, seeing, and using their other sense • Development of a Student with TBI • Students with TBI they do become overstimulated very quickly; the noisy hallways and crowded classes can become too much. • This can lead to challenging thinking with emotional distress. • Many times a student will respond negatively to an unexpected event or lack to a clear structure,

Specially Designed Instruction for Students with TBI • Academic • Limit distraction in the classroom. • Breaking assignments into smaller tasks. • One way to have the students write them down: this helps repeat and review assignments. • Giving extra time for tests and assignments. • Environmental • There needs to be repetition and consistency. • New tasks need to be demonstrated, such as state instructions that provide examples to illustrate many ideas and concepts.

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Orthopedic Impairment (OI) • Typical Development Orthopedic impairments can be classified as belonging to one of three categories: servomotor impairments, degenerative diseases, or musculoskeletal disorders (Heller & Swinehart-Jones, 2003). When you are born with Problems that stem from deformities, disease injuries, or surgeries. Loss of a limb or muscle tissue. • Development of a Student with OI • When many students with OI do not have cognitive and learning problems, they experience problems. • Neurological and motor issues that can affect such as sensory. • Processing and perception while learning.

Specially Designed Instruction for Students with OI • Academic Seating arrangements to help with posture and mobility. Participation may pose difficult in class. • Environmental • When children are born with OI, they may develop. • Hereditary issues • Congenital issues • These can play environmental play and cause orthopedic impairments affecting function, such • Bones, joints, or muscles.

References • Peterson, T. (2022, January 11). What Are Emotional and Behavioral Disorders?, HealthyPlace. Retrieved on 2023, October 11 from https://www.healthyplace.com/parenting/behavior-disorders/what-are-emotional-and-behavioral-disorders • Information adapted from McLeskey, J., Rosenberg, M., and Westling, D. (2013) Inclusion: Effective practices for all students (2nd ed.). Pearson: Boston, (pp. 96-109). • Landrum, T., Tankersley, M., Kauffman, J. (2003). What is special about special education for students with emotional or behavioral disorders? The Journal of Special Education, 37(3), 148-156. • Keyser-Marcus, L., Briel, L., Sherron-Targett, P., Yasuda, S., Johnson, S., Wehman, P. (2002). Enhancing the Schooling of Students with Traumatic Brain Injury. Teaching Exceptional Children , v34 n4 p 62-67. • National Dissemination Center for Children with Disabilities. (2011). Intellectual Disability. NICHCY Disability Fact Sheet No. 8 . Retrieved from http://www.parentcenterhub.org/repository/intellectual/ • Gargiulo, R.M. (2006). Special education in contemporary society: An introduction to exceptionality. Belmont, CA: Thomson Wadsworth. • Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2007). Exceptional lives: Special education in today's schools. Upper Saddle River, NJ: Pearson Merrill Prentice Hall • Heller, K.W., & Swinehart-Jones, D. (2003). Supporting the Educational Needs of Students with Orthopedic Impairments. Physical Disabilities: Education and Related Services, 22(1), 3–24. • Individuals with Disabilities Education Act of 2004 § 300, A § 300.8 c 8 (2004). Retrieved from https://sites.ed.gov/idea/regs/b/a/300.8/c/4

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