Physical and Motor Development

The healthy development of young children is directly related to practicing healthy behaviors,
strengthening large and small muscles, and developing strength and coordination. As their gross
and fine motor skills develop, children experience new opportunities to explore and investigate the
world around them. Conversely, physical health problems can impede a child’s development and
are associated with poor child outcomes. As such, physical development is critical for
development and learning in all other domains. The components within this domain address
health and safety practices, gross motor development, and fine motor development.

Children with physical disabilities may demonstrate alternate ways of meeting gross and fine
motor goals; for example, by pedaling an adaptive tricycle, navigating a wheelchair, or feeding
themselves with a specialized spoon. Children with cognitive disabilities also meet these same
goals in a different way, often at a different pace, with a different degree of accomplishment, and in
a different order than typically developing children. When observing how children demonstrate
what they know and can do, teachers must consider appropriate adaptations and modifications, as
necessary. Principles of universal design for learning (UDL) offer the least restrictive and most
inclusive approach to developing environments and curricula that best support the physical health
and motor development of all children.
Nature of Growth and Development
• Life is a constant change and growth is among of the gratest and most exciting.
It is an extraordinarily compilcated process in living organisms. The mechanics
of growth in in animate objects are accretion, living organisms grow by
metabolism, from within. In addition increased and size organic growth involves
differentiation and change in form. The baby spring from a single fertilized egg
to become a multi-million cellular organism.

• The body of the human adult which has develop from a single fertilized egg
produces a fantastic increase in number of individual cells. They divided over
and over creating daughter cells not identical with another and with their
parents. Each daughter contains half the mass of the parent cell. But the
chromosomes inside the nucleus have not been divided in half. At some point
before the cell divided, the chromosomes began reproducing themselves. After
the division of yard each daughters contains precisely the same number and
kind of chromosomes as did the parents.

Organic growth contains of three elements:

1. Increase in size
2. Differentiation of structure: and
3. Alteration of form.

• On the other hand development constitutes something that are more than those
3 elements of growth. Those are 3 elements divided comprise in development
still undergo as series of orderly and irreversible stages that every organisms
goes through from the beginning of its life to the end. Growth is only one aspect
of the larger process of development. While the baby is gets bigger in size his
body parts as his lower limbs against strength and stability to enable to use
them in setting him in the upright position.
Physical and Motor Development of the Child
• As the baby grows it develops. The babies change its size is accompanied
with developmental changes in patterns of growth and behavior. The
"developmental pattern" of growth is seen in the direction and growth rates of
the individual. Changes come about through different growth rates for the
different parts of the body. The head start growing at very rapid rate with
almost immediately after conception. The trunk is next in growth rate, and
then the legs and arms. This progressive differential growth- first the head,
then the trunk, then the legs - has been designated by cephalocaudal.

• While the body has been growing in length, it has also been growing
proximodistal direction, that is, from the central part to the peripheral. For
example, the trunk and the shoulders develop first than the arms, fingers and
toes begin their real growth.
 Some Common Skills in the Early Childhood Stage

Hand Skills
Hand skills is the ability to accurately use and manipulate
objects, utensils, tools and even fingers in isolation for
functional task performance. Finger strength is one of the
most significant underlying abilities that impacts a child’s
ability to demonstrate hand control. It influences the ability
to maintain effective finger positioning for very precise
movements required of many fine motor tasks (e.g. drawing,
writing, cutting).

Play Skills

Play is voluntary engagement in self motivated activities that are normally

associated with pleasure and enjoyment. Play may consist of amusing, pretend
or imaginary, constructive, interpersonal (play with others) or intrapersonal
(solitary play) interactions. Play is the way that children learn about the
environment, their bodies and their place in the world around them.

Play is often thought to be frivolous in nature, but can in fact be very structured
or very specific in its goal (e.g. defined games such as sports or computer
games). Play skills are determined by the ability to plan and sequence play
activities (including new activities), problem solve challenges and generalise
skills from one activity/toy to another.
Growth of Body Organs
• Conceptually, body and organ shape can
be separated in two categories, although in
practice these categories need not be
mutually exclusive. Body shape results
from the extent to which organs, or parts of
organs, grow relative to each other. The
patterns of relative organ size are
characterized using allometry. Organ
shape, on the other hand, is defined as the
geometric features of an organ’s
component parts excluding its size.
Characterization of organ shape is
frequently described by the relative
position of homologous features, known as
landmarks, distributed throughout the
organ. These descriptions fall into the
domain of geometric morphometrics.
 Patterns of Motor Control
Head Region:

Facial Expressions Head Holding

In prone a prone position, babies can
A facial expression is one or more motions or
hold their heads eret at one month;
positions of the muscles beneath the skin of the
when lying on their backs, at five
face. According to one set of controversial theories,
months; and held in sitting position
these movements convey the emotional state of an
individual to observers. Facial expressions are a
form of nonverbal communication.

Eye Contol
A baby's vision goes through
many changes during their first
year of life. Your pediatrician will
check your infant’s vision at each
well-child visit. They make sure
your baby's vision is developing
as it should.
 Trunk Region Leg Region

The trunk of the body is the central, main part
of the body that houses all of the internal
organs. It includes the chest, abdominal, and
pelvic regions of the body. The stomach, heart,
lungs, reproductive organs, small and large
intestines, liver, gall bladder, and pancreas are
all in the trunk of the body.
Arm and Hand Region
The human leg, in the general word sense, is the entire
lower limb of the human body, including the foot, thigh or
sometimes even the hip or gluteal region. However, the
definition in human anatomy refers only to the section of the
lower limb extending from the knee to the ankle, also known
as the crus or, especially in non-technical use, the shank.
Legs are used for standing, and all forms of locomotion
including recreational such as dancing, and constitute a
significant portion of a person's mass. Female legs
generally have greater hip anteversion and tibiofemoral
angles, but shorter femur and tibial lengths than those in
males.

The upper extremity begins at the shoulder joint. This joint is commonly referred to as a ball-and-socket
joint, although it is more correctly described as a ball-and-saucer joint. In contrast to the hip, the other ball-
and-socket joint of the body, the socket is much shallower. This allows for less restriction of movement at
the joint but compromises stability in the process. The elbow joint is referred to by many as a hinge joint.
This is partially true but does not explain the ability to pronate and supinate the forearm at the elbow joint.
The articulation of the radial head and the radial notch on the ulna allows for this motion. This creates what
is called a "pivot" joint, allowing the movement of one bone on another. The wrist joint can be classified as
an ellipsoidal or condyloid joint.
 Research Studies on Motor Control
If the results of the trial are positive, the intervention can be implemented in other similar
settings with reasonable ease and at a relatively low initial cost. This is due to the
extensive end-user involvement, the broad population base, and the pragmatic nature of
the intervention. The cohort will provide important information about the influence of
early motor skills on children’s development across many domains and the potential
interactions between these domains.

The children are aged 3–6 years at baseline. A total of 1461 children have
been invited into the cohort, 368 to the intervention arm and 359 to the
control arm. Follow-up time for the trial is 2.5 years. The cohort is planned
to run at least until the children leave school at age 15–16 years. Longer
follow-up will depend on future funding.
 Late Childhood Physical Development
Height

Late-maturing children, who have a prolonged

period of prepubertal growth, usually have
longer limbs than other children and often
attain greater height. A temporary decline in
coordination and balance may occur during
puberty because of rapid growth.

Weight

Rates of growth generally slow during

these years. Typically, a child will gain
about 5-7 pounds a year and grow
about 2-3 inches per year. They also
tend to slim down and gain muscle
strength and lung capacity making it
possible to engage in strenuous
physical activity for long periods of time.
 Late Childhood Skills
Self-Help Skill
Self-help skills are
abilities that children
gradually attain to give
them more
independence. It includes
getting dressed, having a
shower and brushing
teeth. It's about learning
life skills so they can look
after themselves without
depending on others.
Social-Help Skill School Skill
A social skill is any offer a viable alternative
competence for pupils who are unable
facilitating interaction to cope or develop in
mainstream schools or
and communication
classrooms. A School of
with others where Skills assist learners with
social rules and special needs who can't
relations are created, cope or achieve in the
communicated, and National Curriculum
changed in verbal Statement (NCS). These
and nonverbal ways. schools fulfill an important
role within the education
system.
 Play Skill
Play is voluntary engagement in self
motivated activities that are normally
associated with pleasure and enjoyment.
Play may consist of amusing, pretend or
imaginary, constructive, interpersonal (play
with others) or intrapersonal (solitary play)
interactions. Play is the way that children
learn about the environment, their bodies
and their place in the world around them.
Handedness
Most children have a preference for using
one hand or the other by the age of about
18 months, and are definitely right or left-
handed by about the age of three.
However, a recent UK study of unborn
babies found that handedness might
develop in utero.
 The Adolescent Physical Development
During these growth spurts, bones and
muscles get longer and stronger,
which allows adolescents to take on
tasks they were likely not able to do as
younger children, such as lifting heavy
objects and walking, running, or biking
long distances. Many young people
will reach their full adult height by the
end of puberty. Beyond the growth
spurts, other physical changes that
happen in both males and females
include body odor, acne, and more
body hair.
 Height and Weight

On average, the steady growth of

middle childhood results in an
increase in height of a little over 2
inches a year in both boys and girls.
Weight gain averages about 6.5
pounds a year. A number of factors,
including how close the child is to
puberty, will determine when and
how much a child grows.
 Muscular and Skeletal Development
Musculoskeletal anatomy is fascinating since it
gives us insights as to how our body utilizes
our muscles, bones, and joints to give us the
ability to navigate in the world. If this article
peaks your interest, you probably have a solid
foundation in this topic and are ready to take
your knowledge to the next level. By studying
the embryological development of the
musculoskeletal system, you will achieve a
better understanding of how different types of
congenital anomalies can occur.
Facial Contour Strength

Facial contouring is a
Muscular strength is the ability to
procedure that
improves the general
exert force against resistance.
appearance of your Exerting force may or may not mean
face. Also known as there is movement of the joints or
facial sculpting, it body. It might be that you carry an
ameliorates the object in front of you and you contract
proportion of your your biceps, but there is no movement as
face and its features. your arms are neither raising nor lowering.
Facial contouring in This is called an isometric contraction.
Los Angeles can When the muscles contract and there is
make your face look movement at a joint, such as a bicep curl,
smaller and more this is called an isotonic contraction.
balanced.
Difference in Growth Rate

The rate, or speed, at which the number

of organisms in a population increases.
this can be calculated by dividing the
change in the number of organisms
from one point in time to another by the
amount of time in the interval between
the points of time.
 Disadvantages of Late Growth Rate
Growth problems” is a broad phrase used to describe
various causes and effects of conditions relating to your
child’s insufficient growth.

About 3 to 5 percent of children are considered to be

short, meaning that their heights are below the 3rd or
5th percentiles on a growth chart. Many of these
children have one or more short parent, and only a few
will have a specific and treatable medical growth
problem.
A growth problem may be clear at birth, if your child is
abnormally small for his age. Or, it may surface if he
remains underdeveloped compared to his peers.
A child is considered to show “growth delay” when he is
small for his age, but grows for a longer period of time
compared to other children, often reaching a normal
height.
 Abnormal Developments
Abnormal development of sensory-motor,
visual temporal and parahippocampal cortex
in children with learning disabilities and
borderline intellectual functioning.

Borderline intellectual functioning (BIF) is a condition

characterized by an intelligence quotient (IQ) between 70
and 85. BIF children present with cognitive, motor, social,
and adaptive limitations that result in learning disabilities
and are more likely to develop psychiatric disorders later
in life. The aim of this study was to investigate brain
morphometry and its relation to IQ level in BIF children.
Thirteen children with BIF and 14 age- and sex-matched
typically developing (TD) children were enrolled. All
children underwent a full IQ assessment (WISC-III scale)
and a magnetic resonance (MR) examination including
conventional sequences to assess brain structural
abnormalities and high resolution 3D images for voxel-
based morphometry analysis.
 Brain Development
The early years of a child’s life are very important for later health
and development. One of the main reasons is how fast the brain
grows starting before birth and continuing into early childhood.
Although the brain continues to develop and change into
adulthood, the first 8 years can build a foundation for future
learning, health and life success.

Brain of baby x-ray graphic 3D rendering

How well a brain develops depends on many factors in addition
to genes, such as:

Proper nutrition starting in pregnancy

Exposure to toxins or infections
The child’s experiences with other people and the world
Nurturing and responsive care for the child’s body and mind is
the key to supporting healthy brain development. Positive or
negative experiences can add up to shape a child’s development
and can have lifelong effects. To nurture their child’s body and
mind, parents and caregivers need support and the right
resources. The right care for children, starting before birth and
continuing through childhood, ensures that the child’s brain
grows well and reaches its full potential. CDC is working to
protect children so that their brains have a healthy start.
The Brain Before and at Birth Anatomy and Composition of the Brain

Human brain development starts soon after conception and The brain has three main parts: the cerebrum,
continues into early adulthood. The fetal brain begins to
cerebellum and brainstem. Cerebrum: is the largest
develop during the third week of gestation. Neural progenitor
cells begin to divide and differentiate into neurons and glia, part of the brain and is composed of right and left
the two cell types that form the basis of the nervous system. hemispheres. It performs higher functions like
interpreting touch, vision and hearing, as well as
By the ninth week, the brain appears as a small, smooth
structure. Over the course of pregnancy, the structure of the speech, reasoning, emotions, learning, and fine
brain will change as it grows and begins to form the control of movement.
characteristic folds that designate distinct brain regions.
Changes in brain anatomy reflect dramatic changes at the
cellular level. Neurons in the different brain regions begin
producing the chemical signaling molecules that will enable
communication between nerve cells. The fiber pathways that
will become the brain’s information superhighway are forming.
The cells that will make up the neocortex—the part of the
brain that coordinates sight, sound, spatial reasoning,
conscious thought, and language—begin to communicate.
Cerebellum Thalamus Hypothalamus

The cerebellum Your thalamus is your , a structure deep in

is the part of the body's information your brain, acts as your
relay station. All
brain that is body's smart control
information from your
responsible for body's senses coordinating center. Its
coordinating (except smell) must main function is to keep
voluntary be processed through your body in a stable
movements. It is your thalamus before state called
also responsible being sent to your homeostasis. It does its
for a number of brain's cerebral job by directly
functions cortex for influencing your
interpretation. Your
including motor autonomic nervous
thalamus also plays a
skills such as role in sleep, system or by managing
balance, wakefulness, hormones.
coordination, consciousness,
and posture. learning and memory.
Pons Medulla Oblongata Limbic System
pons is a part of your Your medulla
The limbic system is the
brainstem, a structure oblongata is the
part of the brain involved
that links your brain bottom-most part of
in our behavioural and
to your spinal cord. It your brain. Its
emotional responses,
handles unconscious location means it's
especially when it
processes and jobs, where your brain
comes to behaviours we
such as your sleep- and spinal cord
need for survival:
wake cycle and connect, making it a
feeding, reproduction
breathing. It also key conduit for
and caring for our
contains several nerve signals to and
young, and fight or flight
junction points for from your body. It
responses
nerves that control also helps control
muscles and carry vital processes like
information from your heartbeat,
senses in your head breathing and blood
and face. pressure.
 Cerebral Cortex

The cerebral cortex is the

outermost layer of the brain that
is associated with our highest
mental capabilities. The cerebral
cortex is primarily constructed of
grey matter (neural tissue that is
made up of neurons), with
between 14 and 16 billion
neurons being found here.
 The Endocrine Glands
Pituitary Gland
The pituitary gland is a small pea-
sized gland that plays a major role in
regulating vital body functions and
general wellbeing. It is referred to as
the body's 'master gland' because it
controls the activity of most other
hormone-secreting glands.
Thyroid
The thyroid gland is a vital
hormone gland: It plays a major
role in the metabolism, growth and
development of the human body. It
helps to regulate many body
functions by constantly releasing a
steady amount of thyroid hormones
into the bloodstream.
 Adolescent Feelings

Adolescents may
show signs of stress,
anxiety, or
depression such as
increased irritability
or anger, changing
sleeping and eating
habits, dropping
favorite activities, or
feelings of
loneliness.
Resources are
available to those
experiencing an
emotional crisis.
The Conscious Brain

The conscious mind is one element of

Sigmund Freud's topographic model of
the mind. Freud was not the first
theorist to describe consciousness or
unconsciousness, but these elements
played a fundamental part in his
theories of human psychology.

This article discusses the conscious

mind, including how it is defined, how it
works, and why it is important in
Freudian theory. It also covers how the
conscious mind differs from the
preconscious.
 Empathy and the Adolescent Brain

The area of the brain associated with higher-

level thinking, empathy, and guilt is underused
by teenagers, reports a new study. When
considering an action, the teenage medial
prefrontal cortex, located in front of the brain,
doesn't get as much action as adults.

In the study, teens and adults were asked how

they would react to certain situations. As they
responded, researchers imaged their brains.

Although both adults and teens responded

similarly to the questions, their brain activity
differed. The medial prefrontal cortex was
much more active in the adults than in the
teens. However, the teenagers had much
more activity in the superior temporal sulcus,
the brain area involved in predicting future
actions based on previous ones.
 The Sensitive Developing Minds

Sensitive periods are periods of

psychological development in the child.
This period is a time of limited duration.
During the sensitive periods, the child has
very powerful capacities. The child is able
to do great things and make very
important acquisitions, like language and
movement. But after some time, these
powers disappear. “Children pass through
definite periods in which they reveal
psychic aptitudes and possibilities which
afterward disappear. That is why, at
particular epochs of their life, they reveal
an intense and extraordinary interest in
certain objects and exercises, which one
might look for in vain at later age”.
 Brain Gap

A problem underlying the mind brain

gap is the complex integration
among the disciplines involved in it:
neurosciences, clinical psychiatry
and psychology, and philosophy of
science. Research in neurosciences
and clinical psychiatry requires a
positioning in relation to some
conceptual/philosophical aspects.
These are related to the models of
interrelationship of the brain and the
mind, to explanatory approaches in
psychiatry, and to conceptual issues
such as dimensionality versus
categories, symptoms versus
disorders, and neurobiological
correlates versus clinical
determination of mental disorder.
 Digital Natives

The term digital native

describes a person who has
grown up in the information
age. Often referring to
Millennials, Generation Z,
and Generation Alpha, these
individuals can consume
digital information and stimuli
quickly and comfortably
through devices and
platforms such as
computers, mobile phones,
and social media
Multitasking
Human multitasking is the concept
that one can split their attention on
more than one task or activity at the
same time, such as speaking on the
phone while driving a car.
Multitasking can result in time
wasted due to human context
switching and becoming prone to
errors due to insufficient attention.
Video Game Brain
Researchers in China, for
example, performed magnetic
resonance imaging (MRI) studies
on the brains of 18 college
students who spent an average
of 10 hours a day online,
primarily playing games like
World of Warcraft. Compared
with a control group who spent
less than two hours a day online,
gamers had less gray matter (the
thinking part of the brain).
 Digital Immigrants
Researches Related to the Brain
The human brain is the most
A digital immigrant is a complex entity we know. Disorders
person who was raised prior of the human brain are embedded in
to the digital age. These this complexity. Potential advances
in treating these disorders result
individuals, often in the
from the growing understanding of
Generation-X/Xennial this complex organization. The
generations and older, did brains of monkeys have some
not grow up with ubiquitous important similarities to the human
brain in structure and organization,
computing or the internet, and monkeys have therefore been
and so have had to adapt to extensively studied to help us to
the new language and understand human brain disorders.
With this in mind, the National
practice of digital
Academy of Sciences (NAS)
technologies. convened a colloquium, “Using
Monkey Models to Understand and
Develop Treatments for Human
Brain Disorders,” in Irvine, California
on January 7th and 8th, 2019. The
colloquium articles in this issue of
PNAS offer a glimpse into the
relationship of scientific discovery to
the treatment of brain disorders. We
begin by considering how this kind
of scientific discovery works.
 Factors Affecting Development
Maternal Nutrition
Maternal nutrition is one of the
major determinants of pregnancy
outcome. It has been suggested
that reduced intakes or lack of
specific nutrients during pregnancy
influences the length of gestation,
proper placental and fetal growth
during pregnancy. Maternal
nutrition, particularly micronutrients
such as folate and vitamin B12, and
long-chain polyunsaturated fatty
acids (LCPUFA) are the major
determinants of the one carbon
cycle and are suggested to be at
the heart of intrauterine
programming of diseases in adult
life.
Other Maternal Factors

• Pre-existing medical conditions (for example

polycystic ovary syndrome, diabetes and
endometriosis)
• Maternal stress and mental health (including
socio-economic factors, stigmas)
• Environmental exposures (for example smoking,
alcohol and pollution)
• Obesity/high BMI.
• Microbiota.
• Breastfeeding.
Maternal Age and Previous Birth

Advanced maternal age generally denotes

age after 35 years during the time of delivery.
Despite the fact that being pregnant at any
reproductive age is not risk-free, older
gravidity usually culminates with adverse
outcomes both to the mother and fetus or
neonate. This study aimed to determine the
association of adverse obstetrical and
perinatal outcomes with advanced maternal
age pregnancy. The study was conducted in
Ayder comprehensive specialized hospital,
north Ethiopia, from 2015 to 2017.
Breastfeeding

Breastfeeding is one of the most effective

ways to ensure child health and survival.
However, nearly 2 out of 3 infants are not
exclusively breastfed for the
recommended 6 months—a rate that has
not improved in 2 decades.

Breastmilk is the ideal food for infants. It is

safe, clean and contains antibodies which
help protect against many common
childhood illnesses. Breastmilk provides
all the energy and nutrients that the infant
needs for the first months of life, and it
continues to provide up to half or more of
a child’s nutritional needs during the
second half of the first year, and up to one
third during the second year of life.
Micronutrient Deficiences

Micronutrient deficiencies can

cause several serious health
issues. A lack of iron, folate and
vitamins B12 and A can lead to
anaemia. Anaemia is a condition
in which there is a reduced
number of red blood cells or
haemoglobin concentration,
causing fatigue, weakness,
shortage of breath and dizziness.
 Researches Related to Child Nutrition
Early Sensory Stimulation

Children require sensory stimulation of an appropriate nature and duration,

at the right time. Failing to provide children with adequate sensory
stimulation puts them at a high risk of developmental and cognitive delays.
This is known to have been recorded in young babies who grew up in
orphanages, as well as in preterm babies.
Newborn Reflexes
Physical Stimuli and the Senses

The topics of sensation and perception are among the oldest and most important
in all of psychology. People are equipped with senses such as sight, hearing and
taste that help us to take in the world around us. Amazingly, our senses have the
ability to convert real-world information into electrical information that can be
processed by the brain. The way we interpret this information-- our perceptions-- is
what leads to our experiences of the world. In this module, you will learn about the
biological processes of sensation and how these can be combined to create
perceptions.
Visual Perception

Visual perception is the ability to perceive our surroundings through

the light that enters our eyes. The visual perception of colors,
patterns, and structures has been of particular interest in relation to
graphical user interfaces (GUIs) because these are perceived
exclusively through vision.
 Auditory Perception

Auditory perception raises a variety of

challenging philosophical questions. What
do we hear? What are the objects of
auditory awareness? What is the content
of audition? Is hearing spatial? How does
audition differ from vision and other sense
modalities? How does the perception of
sounds differ from that of colors and
ordinary objects? This entry presents the
main debates in this developing area and
discusses promising avenues for future
inquiry. It discusses the motivation for
exploring non-visual modalities, how
audition bears on theorizing about
perception, and questions concerning the
objects, contents, phenomenology,
varieties, and bounds of auditory
perception.
Taste and Smell Perception

The perception of a smell occurs when substances in the

air pass through the nose and stimulate the olfactory
(smell) nerve. The experience of taste, or gustation,
occurs when the taste buds in your mouth respond to
substances dissolved in saliva. The four basic tastes are
salty, sweet, sour and bitter.
The Child’s World of Perception

Children think differently than

adults. They don’t fully understand
how the world works yet, so they
see things in a completely different
light. This, however, doesn’t last
long. It’s believed that by around
the age of 11, children have most of
the mental abilities of adults; they
just lack the experience or
knowledge to put these new skills
into practice.
Physical and Sensory Disabilities

Physical disabilities may also occur as a result of a

traumatic event such as spinal injury or a brain injury
including stroke.

Sensory impairment refers to visual impairments and

hearing impairments. Again, people may have been living
with sensory impairments all their life, or may have
developed sight or hearing loss in their later years.
Types of Developmental Disabilities
 Mental Retardation

According to DSM-IV criteria,7 an individual is diagnosed

with mental retardation if they have significantly below
average intellectual functioning, as defined by an
intelligence quotient (IQ; measured using a standardized,
individually administer/red intelligence test) at or below 70.
In addition, limitations in adaptive functioning (i.e., effective
coping of common life demands) are present in at least two
of the following skill areas: communication, home living,
self-care, self-direction, use of community resources,
functional academic skills, social/interpersonal skills, work,
leisure, health, and safety. Finally, onset must occur before
age 18 years.
 Visual Impairment and Legal Impairment

Legally Blind refers to people that have less than

20/200 vision in the better eye or a limited field of
vision that is 20 degrees or less at its widest
point. People who are legally blind may have
some useful vision.

Totally Blind individuals need Braille, raised-line

drawings, audio recordings, and/or other non-
visual media as an accommodation for accessing
the content of visually presented materials.
 Hearing Impairment

Hearing impairment is defined by IDEA

as "an impairment in hearing, whether
permanent or fluctuating, that
adversely affects a child's educational
performance."

Deafness is defined as "a hearing

impairment that is so severe that the
child is impaired in processing linguistic
information through hearing, with or
without amplification."

Thus, deafness may be viewed as a

condition that prevents an individual
from receiving sound in all or most of
its forms. In contrast, a child with
hearing loss can generally respond to
auditory stimuli, including speech.
 Cerebral Palsy

Cerebral palsy (CP) is a group of disorders

that affect a person’s ability to move and
maintain balance and posture. CP is the
most common motor disability in childhood.
Cerebral means having to do with the brain.
Palsy means weakness or problems with
using the muscles. CP is caused by
abnormal brain development or damage to
the developing brain that affects a person’s
ability to control his or her muscles.

The symptoms of CP vary from person to

person. A person with severe CP might
need to use special equipment to be able to
walk, or might not be able to walk at all and
might need lifelong care. A person with mild
CP, on the other hand, might walk a little
awkwardly, but might not need any special
help. CP does not get worse over time,
though the exact symptoms can change
over a person’s lifetime.
 Language Problem

A child may have a language disorder if he has

difficulty getting his meaning across through speech,
writing, or even gestures. Some children have a
language disorder even though they produce sounds
well and have clear speech. Difficulty expressing
meaning to other people is called an expressive
language disorder. Difficulty understanding other
people is called a receptive language disorder. A child
might have difficulties with both. This is called a
mixed receptive-expressive language disorder.
Learning Disabilities

Learning disabilities are

disorders that affect the
ability to understand or use
spoken or written language,
do mathematical calculations,
coordinate movements, or
direct attention. Although
learning disabilities occur in
very young children, the
disorders are usually not
recognized until the child
reaches school age.
ADD and ADHD
Attention-deficit/hyperactivity disorder (ADHD) is marked by an ongoing pattern of inattention and/or
hyperactivity-impulsivity that interferes with functioning or development. People with ADHD experience an
ongoing pattern of the following types of symptoms:

• Inattention means a person may have difficulty staying on task, sustaining focus, and staying
organized, and these problems are not due to defiance or lack of comprehension.
• Hyperactivity means a person may seem to move about constantly, including in situations when it is not
appropriate, or excessively fidgets, taps, or talks. In adults, hyperactivity may mean extreme
restlessness or talking too much.
• Impulsivity means a person may act without thinking or have difficulty with self-control. Impulsivity could
also include a desire for immediate rewards or the inability to delay gratification. An impulsive person
may interrupt others or make important decisions without considering long-term consequences.
ADD and ADHD Behavior Management

Behavior therapy is an effective treatment for

attention-deficit/hyperactivity disorder (ADHD)
that can improve a child’s behavior, self-control,
and self-esteem. It is most effective in young
children when it is delivered by parents. Experts
recommend that healthcare providers refer
parents of children younger than 12 years old
for training in behavior therapy. For children
younger than 6 years old, parent training in
behavior management should be tried before
prescribing ADHD medication.
Thank You For Listening
Group 2