There are many interventions that can be used when a child is not developing in the expected pattern. Some of these include: ICT; role play; writing frames; one to one support; peer tutoring; games; speakers; special classes; and reduced timetables.
ICT can be used in a number of ways to support children who may be not be developing in the expected pattern. There may be programmes that help to develop specific skills, for example it may be a game designed to improve memory, or it may be a game to improve recognition of objects and words. ICT is also useful for children who have difficulties with writing. This could be because of sequencing issues, or co-ordination issues which makes it difficult to write with a pen and typing allows them to communicate their ideas.
ICT if used correctly can be a great support to children who are not developing in the expected pattern. It can help them to learn new skills, and will also help refine the ones they have, for example with object recognition a programme can teach new objects as well as consolidate their knowledge that they have. It can also increase confidence and make children less frustrated as they are able to communicate their ideas and show their knowledge, and they are able to keep up with their peers. For children who may have problems with their fine motor skills, it is a good way for them to communicate, especially if there are also speech problems.
However, there can also be some drawbacks with the use of ICT. IT may not always help with confidence, if a child with problems with their fine motor skills, they may click on something they didn’t mean to, and require adult intervention to sort things out. If this keeps happening then it can damage their confidence. It may also be an issue if the problems are picked up on by their peers, as they can make fun of the child, and further undermine their confidence.
There are also issues with children who are autistic becoming too fixated on using a computer, and using it to escape human interaction. Another problem is if the child has limited keyboard skills then they can become frustrated at the length of time it takes to type. If there is also the need for adult intervention then it can take even longer, and make the child even more frustrated. In addition to this, there may be issues with children not using the computer as intended and simply messing about on them (SCOTEN, 2009).
One to one support is another intervention that has proved to be a positive intervention. One to one support for children may be by the use of a teaching assistant within the classroom that works with one child in particular, or it may include additional lessons that a child may have to catch up on their work.
A benefit to one to one support in the classroom is that the child is still within the classroom setting, and is not excluded from their peers. This helps with any social problems the child may have, and there is also the benefit that the other children may accept them more, and this in turn teaches tolerance and acceptance. Another benefit is having the support of a dedicated member of staff can enhance the child’s learning and their self esteem. Also, if a child requires additional help, then there may be one to one support outside of the classroom. This is beneficial because it enables children to catch up with the work thats been set, or do different work to the rest of the class without the distractions of the classroom.
However, if a child is being taken out of class for one to one support, then it is important that this does not occur too often. This is because it can have an impact on the child’s social development, some learning in the classroom comes from peer interaction, and if a child is being taken away from this then they are missing out on vital socialisation. Also, if the lessons are additional then the child may be missing out on fun activities such as art or music. This can lead to the child feeling resentful, and again can lead to further social exclusion, as the child is not taking part in any activities with other children and therefore has fewer shared experiences which they can relate to. It also means that the child may not learn how to interact with other children in an educational setting, for example, learning to listen to others and taking turns.
One to one support in the classroom also has its negatives. If done correctly then it can be a great way of helping children learn and develop. However, if not done properly one to one support can hinder learning as it can lead to children not being able to learn independently as they always have a staff member to guide them through any problems they may encounter. Also, if a child spends most of their time with a teaching assistant, then they can become distanced from the teacher and the curriculum and therefore falling further behind with their learning (Teaching Times, 2011).
H Chapman
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