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Supporting parents, schools and professionals with children who have learning, social, emotional, behaviour, mental health, needs and disabilities

 

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Supporting children with their individual needs.

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Supporting children with their individual needs.

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Supporting children with their individual needs.

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Supporting children with their individual needs.

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Supporting children with their individual needs.

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Supporting children with their individual needs.

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Supporting children with their individual needs.

boy with over sensitivitySensory processing organises the sensations from one's own body and the world around us. For some children, their sensory integration does not develop as it should and may affect their sight, hearing, smell, touch, taste or spatial awareness.

Children can experience hypersensitivity (excessive and undesirable reactions) or hyposensitivity (under-responsive and difficulty in processing responses) to stimuli.

Sensory Audit & Checklist

This checklist aims to identify sensory processing issues. It is not a diagnostic tool and professional advice should be sought. Also bear in mind the child's age, developmental stage and ability. Simply Highlight all that apply to give you a good idea of what the stimuli need or over stiumuli are!

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aspergersAsperger's syndrome is a neurological disorder and one of the autism spectrum disorders. There is no precise checklist of behaviours and some children display some or all of typical symptoms and a professional will make a specific diagnosis. There are many behaviours that may indicate and lead to a diagnosis of Asperger's Syndrome.

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oppositional defiant disorderOppositional Defiant Disorder (ODD) is psychiatric disorder which appears as two problems. These are aggressiveness and the need to bother and irritate others.

Features include:
• disobedience to parents, teachers and adults
• defiant behaviours
• hostility towards others
• irritability
• temper outbursts
• intolerance of others
• anxiety
• depression
The child may have low self-esteem but this may appear as 'toughness.'

 

Take a look at the checklist to help identify needs.

 

More information can be found here  www.specialeducationalneeds.co.uk

 

 

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child 258370 640Different pressures can result in the child struggling to communicate which can lead to mutism.

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talking with stammeringStammering (also known as stuttering) needs to be handled carefully, with a son who stammered as a toddler and working with a few stammering children over the years, I have always been interested in supporting these children.

Stammering can be a short development problem but can become a life long problem and personal difficulty.

Great advice and support is available from http://www.stammering.org/

Speech development

We all know speech and language is imperative to be successful at school. Communication enables children to interactive successfully with friends, family and at school. Dysfluency, the repeating or words or sounds and getting stuck starting or at mid sentence makes children self conscious about their communication.

Between 2 and 5 years old children gain an enormous amount of language and usually they learn to speak well but occassionaly children develop problems and struggle then a temporary or more serious stammer occurs. There is no absolute way to tell if a child experiencing these problems at the developmental stage will develop a permanent stammer.

Why does a stammer occur?

Some professionals believe that the demands on speaking can cause a stammer. A noisy environment, an exciting time, demands of parents to speak well, the demand for clear speech etc. may influence whether a child develops a stammer.

Certainly, in my son's case he was so enquisitive and wanted to talk and share his ideas with adults, often his brain was producng the ideas before his speech development was able to convert into clear sentences. His whole body would tense as he tried to splurge the info at full speed.

How can I help a child stammering?

Firstly, stay calm yourself, allow time for the child to speak and never finish what they are saying for them.

Here's a list of good strategies

Listen carefully
Listen to what the child is saying and not how they are saying it
Slow down your own rate of talking
Respond kindly and uncritically
Reduce the number of questions, include closed question where a yes and no repsonse is required
Always allow the child time to finish their sentence
Never complete the sentence for the child or interupt the child
Keep calm and ignore the stammer
Never echo the stammer back to the child or be sarcastic
Routines are always good, structured home and school routines help

 

Find our printable help list below

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