Hi Class,
Please answer the following:
1. How is a child's perception different from an adult?
2. As a teacher, what would you do if you suspect that a child has ADHD?
3. How can teachers and school help a child who has developmental disabilities?
Doc Raqui
Please answer the following:
1. How is a child's perception different from an adult?
2. As a teacher, what would you do if you suspect that a child has ADHD?
3. How can teachers and school help a child who has developmental disabilities?
Doc Raqui
1. Since the organs of perception linking the child to the external world, such as the eyes and ears, become active only quite late, then the whole picture of the world perceived by the child is clearly quite different from ours.
ReplyDeleteHaving experienced predominantly organic sensations at the beginning of his life – rest or disturbance, tension or relaxation, pain, touching, warmth and in particular the irritation of the most sensitive areas – the child’s spatial perception obviously differs from ours.
The fact that the body of a child is much smaller, it affects his perception of the environment. And since the child view things from a much lower height, many physical objects around him looks bigger and more imposing. The number of things that a child can attend at once and the length of time that the attention can be sustained are far lower than the child.
Child’s mind the answers to things are always simple. Some research suggests that a young child views the world as a state of unrest. The child does not see anything as permanent; he does not see cause and effect, and so on.
2. Kids with ADHD act without thinking, are hyperactive, and have trouble focusing. They may understand what's expected of them but have trouble following through because they can't sit still, pay attention, or attend to details.
Of course, all kids (especially younger ones) act this way at times, particularly when they're anxious or excited. But the difference with ADHD is that symptoms are present over a longer period of time and occur in different settings. They impair a child's ability to function socially, academically, and at home.
Although it can be challenging to raise kids with ADHD, it's important to remember they aren't "bad," "acting out," or being difficult on purpose. And they have difficulty controlling their behavior without medication or behavioral therapy.
As a teacher with concerns about a child with ADHD, it is sometimes hard to know what to do. Because it is a little unsure about what I am seeing and what the observable difference in a student might mean. I think as an educator it is better for me to get guidance about school or district policy and procedures in identifying students with a suspected special need. I could talk to the school psychologist, the principal and of course the parents.
3. First, it is important for the teacher and the school to understand how the child processes information on both a cognitive and an emotional level. Take into account the child's ability and capacity for understanding information, communicating what is heard, and expressing feelings. Second, they should manage the learning environment proactively to prevent behavior problems and promote learning. Children with developmental disabilities should therefore have explicit skills-training in deficit areas as a central component in their curriculum. Third, display classroom rules. Classroom rules must be very clear and concise. Provide clear and concise instructions for academic assignments. Break complex instructions into small parts. Offer more positive reinforcements than negative consequences. Fourth, be familiar to changes in manifestations of worry and anxiety. Many children with disabilities provide specific cues - words, images, sounds—that signal that they are concerned about their own safety. Consider the triggers and cues for these students and anticipate rather than react—prepare students for changes in routines. Fifth, teachers, staff and parents must consider how children with special needs respond to any form of stress and anticipate these and more extreme reactions following a crisis. Lastly, an educational evaluation, which usually includes a school psychologist, may also be done. It's important for everyone involved to be as honest and thorough as possible about the child's strengths and weaknesses.
- BESSIWIN MAGAT
1. There is something difference between being a child and being an adult. Obviously height, life experience, pure knowledge, coordination, etc. But, these things only form the basis for the fundamental difference between children and adults this is how we view the world and our willingness to question the world around us. One of the first things we you should remember about kids is that their brains are more elasticity than adults. We could say that their brains are not yet formed. Children also tend to have short attention spans, drawn out exercises which involve a lot of silence will not work. The kids will become agitated, start fidgeting and lose interest keep them engaged at all times. Posing questions, getting everyone involved in the exercise and generally keeping them on their toes is always a good idea and very effective.
ReplyDeleteAdults, on the other hand, are very different. Adults when heard societies stories all their lives and when they were children they too questioned these stories. But sometimes adults begin to lose this questioning aspect. They just begin to take the stories they hear as fact or just dismiss them all together. They do not bother to explore or to try and find out the truth for themselves.
The fundamental difference between adults and children is their willingness to question. Adults stop questioning the world around them for many reasons, reasons that may never be fully understood. Children as they grow they begin to be able to express themselves better and to provide evidence for their findings.
2. ADHD is not just hyperactivity, impulsivity, and inattention, and it doesn’t affect children only in the classroom. ADHD is a complex, chronic neurobiological disorder that affects every aspect of a child’s life from family relations to academic achievement to friendships to, even, physical health.
As an educator, I’ll get in touch with their parents and child’s pediatrician to schedule a complete physical for the child,including screenings for vision and hearing problems the assessment should include thorough interviews with the child,the child’s parents, and the child’s teacher. Because as with any disorder or condition as insidious as ADHD, it is very important to get the diagnosis right the first time so that an effective treatment plan can be developed without delay.(NOTE:Children with disabilities may not always make eye contact, even when they are paying attention to you. Be on the lookout for other signs of attending--e.g., alert posture, orientation toward you, stopping other activities, verbalizations)
3. When working with children with developmental disabilities, teachers can accomplish a great deal by managing the learning environment proactively to prevent behavior problems and promote learning. But identified students may also experience behavior or learning problems because they lack key skills (e.g., capacity to interact with other children in socially appropriate ways). Children with developmental disabilities should have explicit skills-training in deficit areas as a central component in their curriculum. Build student motivation. Motivation is the 'engine' that drives student engagement and learning included in social groups, you can take steps to foster relationships between special-needs and typical children: Keep other members of the child's teaching team (e.g., parent, regular-education teacher) informed about what skills the identified student has mastered. Provide ideas to them about how they can encourage the student to use the skill in a new setting and/or with different people and how to reinforce the child for doing so.
1. A child's perception are not very clear and is more illusory because he lacks experience and cannot understand the meaning of things. They still need training from school and family. Their perceptions are very much influenced by immediate interest while adult's perception is they think so complicated, they give themselves too many options and replay to many bad scenarios that happened and scared them out of the things they want most in life.
ReplyDelete2. Actually, I have a student with an ADHD and for me to be able to handle him I always provide regular and frequent breaks so the student will not be bored doing their work. I always make sure that the student is seated away from distractions, my classroom rules are clear and concise and I also have a clear academic assignments for him.
3. To be able to help those children with developmental disabilities, first of all the school should provide a classroom with strong visual cues to guide them through. Teachers and School Administration should motivate the student to be engaged and learn. Also should use strategies to make directions and learning expectations clearly understood and lastly be engaged with the parents so that they'll be able to inform teachers about the student's attitude at home.
1. A child perceives the world as unstably and variably while an adult’s perception is already affected by how he adapts to the changing external world. A child also views the world as a state of flux; he does not see anything as permanent and does not see cause and effect. A child can also lose the boundary between reality and fantasy.
ReplyDelete2. Children with ADHD are usually impulsive. They have short attention span and they can be bossy and rebellious. They also find it difficult to bond with other kids.
As a teacher, I think it would be best if I talk to my superiors about the matter. Each student has different needs and I would like to get the best option for my student. I’ll consult an expert about the matter so that my student can be assessed properly. I would also like to have the opportunity to talk to the parents of my student. I would like to know if they are aware of the situation so that hand in hand we can apply proper guidance both in school and household set-up.
3. First, the school and the teachers should identify where the difficulty occurs. Once the problem is pinpointed, interventions can be done in the areas concerned. For example, the curriculum shouldn’t be covered too fast. The teachers must adjust to the pace of their students for some students may find it hard to absorb the instructions while others can absorb but cannot go through the task itself. Room arrangement should also be considered so that interaction can take place and boredom will not set in. Mode of instructions must be refined as well for some students are visual learners while others prefer kinesthetic.
Teachers also need to be active and well-versed in problem solving. Patience and understanding should be exemplified at all times. Compassion should come first and not discrimination.
1. A child’s perception is different from an adult. The perception of a child is simply a smaller and less complicated version of our own since we adult has fund of knowledge and detail that we have acquired over time. The physical body of the child also affects his perception of the environment. We, adults, have constructed our surroundings to accommodate our own bodily needs. Due to weaker muscles, child perceives many objects as heavier and stronger than adults do. And relate to his own perceived body size. The world in which the child lives is narrower in scope than that of the adult. The boundaries of space and time are much less extended. Child perceives the world as ‘Here and Now’ rather than ‘there and then’.
ReplyDelete2. As a teacher, if I suspect a child has an ADHD I will not immediately jump into conclusion but I would handle this matter with high importance. The first thing that I will do is to talk to our school guidance counselor and ask her help regarding this issue. Kids with ADHD should be handled with accurate information concerning their cases and we must inform their parents about it. Children suspected with ADHD should undergo several evaluations and assessment from people who are expert on the subject matter to be diagnosed correctly. Also, aside from communicating regularly with the kid’s parent, we must as well coordinate with the child’s personal psychologist to know furthermore about the child’s developmental status and overall evaluation.
3. School and teacher can help children who have developmental disabilities or delays through special support and education. Children with developmental disabilities show significant difficulties in one or more of the following areas: cognition, speech and language, motor skills, vision, hearing, emotions and behavior and self-help skill. Accurate diagnosis, careful assessment, and appropriate medical management are important in helping parents, caretakers, educators and health personnel to work together effectively on behalf of a child with a handicap. Different treatment approaches will vary depending on the kind of disability a child has. In the school setting there are specified individual educational plan designed to meet the students learning needs of each child. Specific educational interventions are effective for improving academic skills.
1. How child perceive things differ from that of an adult. A child sees the world in a more smaller scope, starting from home and only his world become bigger as he enters school and meet new friends, while an adult is well aware of how wide his world could be and that he has the capability to adjust to it.
ReplyDeleteAnother comparison is that adults think realistically, based on real life experiences and the things he learned. While a child thinks more of fantasies like what he usually read from books or watched from televisions. He usually thinks all things around him have life.
Most adults often said that things are more simpler when they're smaller, that adulthood is full of complications. On the other hand, a child sees adults as powerful and strong human being. A child, with their size and less developed body, often see things difficult and heavy for them and that "the powerful" adults are always on their side to give aide. But just as Uncle Ben told Peter Parker in the movie Spiderman, "With great power comes great responsibility", we adults have enough strength, fully developed body and personality to handle things but we often associate responsibility with complications due to the problems encountered. As expected of us, these problems are being resolved because adults have the ability to think of solutions.
2. As a teacher, when I suspect that one of my students have ADHD, I would report it first to my superior or the principal and would immediately recommend to have a conference with the child's parents. It is important that the child's parents be educated of their child's condition and possible treatment planning. Assessment of the child by health care professionals should also follow.
3. Even with developmental disabilities, a child still needs to be educated like other normal kids do. Teachers and the schools together with parents should help achieving this goal. Assessment of the child's disability should be the first priority. Teachers should not discriminate and should give special attention to children with disabilities. It is important that a teacher knows how to properly handle them like giving learning activities. The school can also help by modifying curriculum and teaching methods to make it easy for them to learn.
1. Due to a lack of experience in life, a child sees the world as simple, meek and mild. Whereas the adults view the world as realistic, harsh and complicated. Thus, it is so easy to please and gratify a child than an adult. As the saying goes: “Give a child an ice cream, and everything becomes bearable”, the sweetness takes the pain away. Contentment and satisfaction is easily attainable for a child, hence, making them see the world and life itself as simple.
ReplyDelete2. If I suspect that one of my pupils has ADHD, I should immediately report my observation to the school psychologists or guidance counselors, so that their department can conduct diagnostic tests to verify my observation. If the child is indeed diagnosed with ADHD, special consideration and attention then must be given to that pupil. It will also be very helpful to inform the parents of the experts’ assessment of their child, so that both his/her family and his/her school will work together for the treatment of the child’s disorder. Expert and proper guidance as well as thoughtful care and consideration must be administered to children with ADHD.
3. The first thing that the school must do is to assess their students’ learning abilities, and this can be achieved by conducting aptitude tests to identify their students’ learning ability. If a certain pupil is diagnosed with learning/developmental disability, then the school can attend to his/her special needs by placing him/her under the care of teachers with expertise on dealing with students who have developmental disabilities. In addition, the school can provide a modified course curriculum and teaching methods adapted to the special needs of that particular pupil.
1. How is a child’s perception different from adult?
ReplyDeleteAnswer:
As human being, both child and adult follows a process of growth and development. As adults we presume, that their world is much simpler, less complicated because they still lack knowledge, wisdom and even skills which were acquired as one aged through the years. A child views things from a much lower height, many physical objects around him loom larger, more imposing, and less within reach. Because of weaker muscles he perceives many objects as heavier and stronger than adults do.
Experiences to a child seemed to happen just here and now and to sustain it, are far lower for a child. In adults, they can’t forget it easily especially hurtful memories.
A child’s perception of parts and wholes is limited. A child can see a girl dancing but she can’t all at once perceive the color of her shoes, her ribbon, etc.
To an adult, objects are only objects but to a child’s it can have power and expression, like the sun is smiling or the fire is angry.
Although in a child’s world there is absence of complete objectivity and “realism” there is freshness and spontaneity in the child’s view of the world. It has been noted that the mark of a truly great and original person is that he somehow retained as an adult a “childlike” perception.
2. As a teacher, what you would do if you suspect that a child has ADHD?
I will talk to the parents to make them aware of the condition of their child. I will tell them the things I noticed or observed about her behavior on class such as difficulty in focusing on the lessons, difficulty in following instructions, distractability, etc.
If the child was diagnosed by the doctor with ADHD, the doctors can suggest medications and he referred to several specialists (psychiatrist, psychologist, neurologist) if there are other concerns such as learning disability, anxiety or depression.
I would suggest that the child be transfer to a “Special School”.
3. How can teachers and school help a child who has developmental abilities?
A school can build a separate building or a wing for children with developmental abilities. They should be separated from the “normal” students for they have special needs and requires special attention. The teachers can device ways and means for the children to stay focus and minimized forms of distraction. Teachers should inform the parents on the progress or improvement of the child. If problems arise, inform too the parents. Together they can find other alternative solutions to addresses it.
1. A child’s physical stature is small and lacking in strength. Since they are small in height, they perceive the things around as much bigger and more powerful than them. Whether or not they are aware of their lack of physical strength, they consider not having control of the things around them and they can perceive everything as potentially dangerous. They would fear doing things that they’ve had no knowledge about. A child’s world is also confined to what he can perceive. He is unaware of the things beyond, so he will only treat his surroundings as part of his own world. A child is also unaware of time. His boundary of time is only confined as far as his memory can go. The complexity of the structure of objects is defined by a child as only something used by his favorite cartoon characters. He is unaware of the real purposes of a constructed object and he can use it according to his imagination. For an adult, an object is created for various reasons and the adult considers these reasons as unchangeable.
ReplyDelete2. If I suspect that a child has ADHD, I will first report it to our principal, head teacher, or guidance counselor. So as not to jump into conclusions quickly, I will first report my observations to them and let them compare theirs to mine. Then, we will have a formal meeting with the child’s parents stating our observations but not concluding that the child has ADHD in respect to the parents’ emotional disposition. I will also consult a medical expert and have him talk to the child’s parents. Then, altogether, we can work as a team on what interventions can be done to the child. However, while the formal assessment of the child is ongoing, if the child is doing serious distraction and injury to other children, I can do immediate action to reprimand and control the child in a proper way as what I would do to a normal child, so as to temporarily address the situation.
3. First of all, when we suspect that a child has developmental disabilities, he must go through a proper and thorough evaluation before declaring the diagnosis. He must be taken care of with proper treatment instructed only by certified doctors and medical personnel. I think that the child with developmental disabilities should still be part of a regular class and not isolated into special classes. Part of the child’s development of identity and self-esteem is being able to understand that he can also have the potential to do what other children can do. As the child with disabilities study in a regular setting, he will learn not only the formal curriculum of class but also more important things in life such as friendship and cooperation with classmates. Since it’s a give-and-take relationship, his classmates can also help him cope up with everyday tasks. It’s the teacher and the school’s responsibility to adapt to the needs of the child, and not the other way around. Therefore, while putting the child with disabilities in a regular class, the teacher should implement special interventions to the child without disrupting the normal flow of the lessons, such as stimulating and interesting visuals. In addition, the school can make the lessons equally applicable to all children, whether they have developmental disabilities or not.
1. How is a child's perception different from an adult?
ReplyDeletePerception is an individual’s awareness and of reaction to stimuli. The adult years comprise the major portion of our lives; they are occupied more with our interactions with our environment than development as such. As we get older, the development is perhaps more social and intellectual than biological. We constantly adjust to the changing demands of our lives. Adults tend to perceive objects at their real size as far as 100 feet away, but the children perceive the same objects as smaller than life-size at this distance. Children tend to use the most obvious cues available and may ignore context or other stimuli that influence the perception. Children perception depend more on the stimulus itself. (Silverman, 1978)
2. As a teacher, what would you do if you suspect that a child has ADHD?
First, we need to have calm manner of dealing with it. We need to partner with parents and health care workers to understand the cause of the problem before we can effectively participate in addressing it. (MS Book)
3. How can teachers and school help a child who has developmental disabilities?
We need to know the origin of certain disabilities to react accordingly to its cause and effect. Generally, warm, helpful responses are considerably more fruitful in evoking positive change than punitive measures which tend to increase anxiety and impulsiveness. (MS Book)
It is in our childhood that the development of skills and knowledge acquisition gradually improves. It is also true in senses and perception. Although skills and perception is definitely developed in adults,it still depends on the guidance and training given to this child the success of maximizing these perceptions into its full advantage. However there are many differences between these two ages. A child mostly react on reflexes as they still have immature responses to the stimuli in the environment. Regardless of that, it is evident that from babyhood that it is already innate in us like the sense of survival or self-preservation, and still imbedded until adulthood.
ReplyDeleteAs I already equip myself with the knowledge regarding behaviors of children with ADD and ADHD, I could also adjust my teaching strategy and extent some kind of a special guidance to them. For example, I could have different motivational techniques for this particular learner so that every now and then a new and different experiences can catch his interest. Most importantly I'll try to have more patience towards them so that they will have a chance to develop their skills and develop his fill potential
This comment has been removed by the author.
ReplyDelete1. How is a child's perception different from an adult?
ReplyDeleteThe child’s perceptual world may seem to suffer by comparison with the adult’s but there are compensatory values. The very absence of complete objectivity and “realism”, and the sensitivity to the influence of physiognomic qualities, are such as to preserve a freshness and a spontaneity in the child’s view of the world. It has been noted that often the mark of a truly great and original person, whether he is an artist, scientist, inventor, or entrepreneur is that he has somehow retained as an adult much of the freshness and spontaneity of the ‘childlike” perception of the world.
2. As a teacher, what would you do if you suspect that a child has ADHD?
As a teacher, you have to consult the help of the guidance councillor of the school. Since this is quite a sensitive case, assistance from the authority must be sought to be able to address the problem correctly and appropriately. Once the result comes out, that is only the time that the teacher will perform his duty. If the student is diagnose with ADHD, the teacher should know how to deal with this kind of students so that they will be able to give their needs and cope with the problem.
3. How can teachers and school help a child who has developmental disabilities?
Children with developmental disabilities show significant difficulties in one or more of the following areas: cognition, speech and language, motor skills, vision, hearing, emotions and behavior, and self-help skills.
The teachers and school should help these students to have a home. They have to treat these students like the normal ones. Their needs must be given, and they must feel that they are loved.
This comment has been removed by the author.
ReplyDeleteJerome Chuatoco
ReplyDelete1. A child sees the world differently from an adult. A child sees the world in much simpler point of view. Compared to a child, an adult already has plenty of experiences about the world. These experiences changes how we adults view things. For a child, seeing or experiencing something for the first time can be exciting or frightening to them, and as a child, many things around you is new. As an adult, we have already experienced most things around us, and because of this we tend to take most of them for granted, thus things are far less exciting compared to the point-of-view of a child.
2. It is very important to know all of your students, what their needs are, what their disabilities are to be able to teach them better. If i suspect one of my students of ADHD, the first thing i would do is to confirm it if it is really ADHD or something else. Once i am sure that it is ADHD, i will then inform his parents of his condition. Unlike other disorders, students with ADHD can be put together with normal students. However since they have a harder time concentrating, i would put them either in the front of the class or in a place where they won't be distracted much.
3. A school can help children with developmental disabilities by getting to know them more. Since each student with disability has a different need from others,it is important to know what type of disability the student has. From there they can talk to the parents about it and then give the child a diagnostic test to find out his disability. After all the tests, they can assign a SPED teacher to help him continue his development despite his abilities.
1. How is a child's perception different from an adult?
ReplyDeleteA child's perception is different from an adult in a way on how they look at things around them. Example: A child may perceive that a pale of water is too heavy but in an adults perception it is light.
Considering their physical development with smaller arms and weaker body muscles they could perceive their environment as a complicated ones but if an adult is place on that same environment he/she wont experience any difficulties.
2. As a teacher, what would you do if you suspect that a child has ADHD?
As a teacher I will further study the case of that student be sure if it is really ADHD. Afterwards if i found out that it is really an ADHD then i will explain it to his/her parents that their child is suffering from such disorder so that they could also focus on his/her development. I will also design my classroom in a simplest form to avoid thing that may destruct the student. I will also design a sitting arrangement that will help that student and explain it to the class so that they wont perceive me as a bias teacher.
3. How can teachers and school help a child who has developmental disabilities?
A teacher and school can help children who has developmental disabilities by designing a curriculum that is suited for the needs of those with developmental disabilities. They should also be equipped with sufficient skills and knowledge to handle such students.
Blessed day Prof. Raqui
ReplyDeleteI've posted my answer to this assignment last July 10, 2013, immediately after receiving the invitation. But I posted it in separate portion. Anyways, just to be sure, I've decided to post it here in the comment section.
Thank you.
ASSIGNMENT #3: PHYSICAL AND MOTOR DEVELOPMENT
1. How is a child’s perception different from an adult?
Child’s perception is far more different from that of an adult’s perception. Perception of a child is simple, shallow and primitive. They see and perceive things as easy and uncomplicated. Not like of an adult who perceives things more deep, complicated and difficult. For instance, a teenage girl broke up with her boyfriend because of another girl. For a child, the situation is very easy to solve, just simply by talking to the girl is enough to win her back. But for an adult, it is not that simple to resolve especially that emotion/ feelings is involved in the situation.
2. As a teacher, what would you do if you suspect that a child has ADHD?
If the child happens to have ADHD, as a teacher, I will seek the help and guidance of someone capable of handling such condition like a child psychologist. I will work and coordinate with people who are knowledgeable and has experienced on this condition so that better plans could be made on what teaching – learning activities are applicable and suitable for the child. Lastly, it is better to equip myself about by studying, learning and browsing research studies regarding this.
3. How can teachers and school help a child who has developmental disabilities?
Developmental disabilities are severe, long term conditions that appear before the age of 22. It maybe physical like blindness, it may affect mental ability such as learning disorders or both physical and mental such as Down syndrome.
Children with DD should be placed in a special school like SPED to ensure the learning of each student. Remember that each one of them has specific needs to attend to. Teachers and schools should abide to the implementing rules and regulations implemented by the national government, specifically the Department of Education. DepED has assured additional provision thru DepEd Order No. 98 Series 2011 or the Revised Guidelines on the Utilization of the Financial Support Fund to the Secondary School Special Education (SPED) Program. In this guideline, additional funding is given to the school for the effective delivery of services to students with exceptionalities. This additional fund will be utilized mainly on the following:
Purchase of assistive devices and psychological/IQ test tools;
Training and professional upgrading of teachers and school heads relevant to the implementation of the program;
Student development, leadership training, education visit and student participation in SPED-related activities;
Development of instructional materials and evaluation tools.