Human Development in Stages

1. 13 Categories of SPED under IDEA

1.1. SLD (specific learning disability)

1.1.1. Includes

1.1.1.1. Dyslexia

1.1.1.2. Dyscalculia

1.1.1.3. Written expression disorder

1.1.2. Most common category under IDEA

1.2. Other health impairment

1.2.1. Covers conditions that limit

1.2.1.1. Strength

1.2.1.2. Energy

1.2.1.3. Alertness

1.2.1.3.1. Hightened

1.2.1.3.2. Limited

1.2.2. Includes

1.2.2.1. Asthma

1.2.2.2. ADD/ADHD

1.2.2.3. Diabeties

1.2.2.4. Epilepsy

1.2.2.5. Various other health issues

1.3. ASD (Autism spectrum disorder)

1.3.1. Wide range of symptoms but mainly affects

1.3.1.1. Social skills

1.3.1.2. Communication skills

1.3.1.3. Behavioral impact

1.4. Emotional Disturbance

1.4.1. May include

1.4.1.1. Anxiety disorderr

1.4.1.2. Schizophrenia

1.4.1.3. Bipolar disorder

1.4.1.4. Obsessive-compulsive disorder

1.4.1.5. Depression

1.5. Speech or language impairment

1.5.1. difficulties with speech/language

1.5.1.1. Stuttering

1.5.1.2. Pronouncing words

1.5.1.3. Making vocal sounds

1.5.1.4. Inability understanding words and expressing self

1.6. Visual impairment

1.6.1. Includes

1.6.1.1. Partial sight

1.6.1.2. Blindess

1.6.2. An impairment , that even with correction, adversely affects the child's educational performance

1.6.2.1. If eyewear can correct the problem then it doesn't qualify

1.7. Deafness

1.7.1. Hearing impairment severe enough to impair learning

1.7.1.1. impairments to processing linguistic information through hearing

1.7.1.1.1. with or without amplification

1.8. Hearing impariment

1.8.1. refers to loss not covered by the definition of deafness

1.8.1.1. Can change over time

1.8.1.2. Being hard of hearing is not the same as having trouble with

1.8.1.2.1. auditory processing

1.8.1.2.2. language processing

1.9. Deaf-blindess

1.9.1. Have both severe

1.9.1.1. Hearing loss

1.9.1.2. Vision loss

1.9.2. Needs are so unique that programs for just the deaf or blind cannot mee them

1.10. Orthopedic impairment

1.10.1. Lack of function or ability in their bodies

1.10.2. Includes

1.10.2.1. Congenital anomalies

1.10.2.1.1. Clubfoot

1.10.2.1.2. Absence of some member

1.10.2.2. Impairments by disease

1.10.2.2.1. Poliomyelitis

1.10.2.2.2. Bone turberrculosis

1.10.2.3. Other causes

1.10.2.3.1. Cerebral palsy

1.10.2.3.2. Amputations

1.10.2.3.3. Fractures or burns that cause contractures

1.11. Intellectual disability (ID)

1.11.1. Below-average intellectual ability

1.11.2. May have poor

1.11.2.1. Communication skills

1.11.2.2. Self-care skills

1.11.2.3. Social skills

1.11.3. Includes

1.11.3.1. Down syndrome

1.11.3.2. Fragile X syndrome

1.11.3.3. Phenylketonuria (PKU)

1.11.4. Can be caused by

1.11.4.1. Complications during pregnancy

1.11.4.2. Problems during birth

1.11.4.3. Diseases or toxic exposure

1.12. Traumatic brain injury

1.12.1. Caused by

1.12.1.1. Accident

1.12.1.2. Physical force

1.12.2. Total or partial functional disability or psychosocial impairment

1.12.2.1. Example

1.12.2.1.1. Shaken baby syndrome

1.12.3. Impairments in one or more areas

1.12.3.1. Cognition

1.12.3.2. Language

1.12.3.3. Memory

1.12.3.4. Attention

1.12.3.5. Reasoning

1.12.3.6. Abstract thinking

1.12.3.7. Judgment

1.12.3.8. Problem-solving

1.12.3.9. Sensory, perceptual and motor abilities

1.12.3.10. Psychosocial behavior

1.12.3.11. Physical functions

1.12.3.12. Information processing

1.12.3.13. Speach

1.13. Multiple disabilities

1.13.1. Has more than one condition covered by IDEA

1.13.1.1. Creates educational needs that cannot be met in a program designed for any one disability

1.13.2. Concomitant impairments

1.13.2.1. ID-Blindness

1.13.2.2. ID-orthopedic impairment

1.13.2.3. Does not include Deaf-blindness

2. Character and Morality

2.1. Influenced by physical environment, Social interactions, and cognitive fuction

2.1.1. Character

2.1.1.1. Essential role in developing perrsonality

2.1.1.1.1. Traits

2.1.1.2. Various studies

2.1.1.2.1. Freud

2.1.1.2.2. Erikson

2.1.2. Morality

2.1.2.1. Kohlberg

2.1.2.1.1. Stages of Moral Development

2.1.2.1.2. Stages separated by levels

2.1.2.1.3. Note: this theory has been criticized for a number of reasons

3. Infant

3.1. Typical

3.1.1. Physical

3.1.1.1. Learning to crawl and possibly walk

3.1.2. Social-Emotional

3.1.2.1. Well handled nurtured and loved

3.1.2.1.1. Develops trust and security and basic optimism

3.1.2.2. Poorly handled

3.1.2.2.1. Becomes insecure and mistrustful

3.1.3. Language

3.1.3.1. Learn the first aspects of language

3.1.3.2. Cries to get attention of others

3.1.3.3. Coos and gurgles at the world

3.1.4. Morality

3.1.4.1. Kohlberg stages of moral development

3.1.4.1.1. Seperated by levels

3.1.4.1.2. Stage 1:Obedience and punishment

3.1.4.1.3. Stage 2: Individualism and exchange

4. Toddler

4.1. Typical

4.1.1. Physical

4.1.1.1. First physical steps

4.1.1.2. Beginning to gain independence

4.1.1.2.1. in eating

4.1.1.2.2. helping with getting dressed

4.1.1.2.3. picking up toys

4.1.2. Social-Emotional

4.1.2.1. Sure of self

4.1.2.2. Sense of autonomy

4.1.2.3. Enjoying new found control

4.1.2.4. Senses of

4.1.2.4.1. Possession

4.1.2.4.2. Initiative

4.1.2.4.3. Independence

4.1.2.4.4. Will

4.1.2.5. Emotional turbulance

4.1.2.5.1. Tantrums

4.1.2.5.2. Stubbornness

4.1.2.5.3. Negativism

4.1.3. Cognitive

4.1.3.1. Begin to know the world through movements and sensations

4.1.3.1.1. Learn the world through basic actions

4.1.3.2. Begin to understand the idea of object permanence

4.1.3.3. Realize they are separate from the people and objects around them

4.1.3.4. Begin to note their actions can cause things to happen in the world around them

4.1.4. Language

4.1.4.1. Rapid development of language skills, assisted by reading and interactions by parent figures

4.1.4.2. Still mastering difficult sounds, but can what they are saying can be understood

4.1.4.3. Learning to make three-word sentences

4.1.4.4. Conversation skills are developing

5. Preschooler (3-5)

5.1. Typical

5.1.1. Physical

5.1.1.1. more capable at the actions of: run, jump, skip, climb, and slide

5.1.1.2. Fine motor skills in developments

5.1.1.2.1. drawing, coloring, and the use of safety scissors

5.1.1.3. More responsible for physical care, enjoys completing these tasks on their own

5.1.1.3.1. dressing

5.1.1.3.2. eating

5.1.1.3.3. bathing

5.1.1.3.4. bathrooming

5.1.2. Social-Emotional

5.1.2.1. Would rather play with others than by self

5.1.2.1.1. Wants to pleas friends

5.1.2.1.2. Wants to be liked by friends

5.1.2.2. Learning to lead and follow

5.1.2.3. More and more creative with make-believe play

5.1.2.3.1. Likes to sing, dance and act

5.1.2.4. Play learn through cooperation with others

5.1.2.4.1. Playing "mom" and "dad"

5.1.2.5. Often cannot distinguish between real and make believe until the end of this stage

5.1.2.6. Talks about likes and interests

5.1.2.7. Shows concern for others

5.1.2.8. Aware of gender

5.1.2.9. Sometimes demanding and sometimes cooperative

5.1.3. Cognitive

5.1.3.1. Can name colors and numbers

5.1.3.2. Count to ten

5.1.3.3. Remembers parts of a story

5.1.3.4. Understands the idea of "same" and "different"

5.1.3.5. Drawings identifiable as a person

5.1.3.6. Plays boardgames/card games

5.1.3.7. Tells what they think will happen next in a book

5.1.3.8. Knows about things used in everry day life

5.1.3.8.1. Money

5.1.3.8.2. Food

5.1.3.9. Says name and address

5.1.4. Language

5.1.4.1. More competence in speech

5.1.4.1.1. Endless question phase

5.1.4.1.2. By age 5 should be able to speak very clearly

5.1.4.2. Knows basic rules of grammar

5.1.4.3. Sings songs or says poems from memory

5.1.4.3.1. "the itsy bitsy spider"

5.1.4.3.2. "wheels on the bus"

5.1.4.4. Tells stories

5.1.4.4.1. Simple story telling using full sentences by age 5

5.1.4.5. Can say first and last name

5.1.4.6. By age 5 can use future tense

5.1.4.6.1. "they will be here"

5.2. Atypical

5.2.1. Cognitive

5.2.1.1. Does not understand "same" and "different

5.2.1.2. Can not retell a favorite story

5.2.1.3. Doesnt follow three-part commands

5.2.1.4. Generally loses skills once had

5.2.1.5. Can't give first and last name

5.2.1.6. Easily distracted

5.2.1.6.1. Trouble focusing on one activity for more than 5 mins

5.2.1.7. Doesn't play a variety of games and activites

5.2.1.8. Can't tell what's real/make believe

5.2.2. Movement/Physical

5.2.2.1. Without help cannot

5.2.2.1.1. Brush teeth

5.2.2.1.2. Wash

5.2.2.1.3. Dry hands

5.2.2.1.4. Get dressed/undressed

5.2.2.2. Trouble with fine motor

5.2.2.2.1. i.e. Scribbling

5.2.2.3. Jumping in place is difficult

5.2.3. Language/Communication

5.2.3.1. Unclear speach

5.2.3.2. Cannot retell a favorite story

5.2.3.3. Doesnt talk about daily activities

5.2.3.4. Doesnt use plural or past tense

5.2.4. Social-Emotional

5.2.4.1. Ignores other children

5.2.4.2. Doesnt respond to people outside of family

5.2.4.3. Usually Withdrawn and not active

5.2.4.4. Superficial responces

5.2.4.5. Doesn't show a wide range of emotions

5.2.4.6. Wide range of behaviors

5.2.4.6.1. fearful

5.2.4.6.2. aggressive

5.2.4.6.3. shy

5.2.4.6.4. sad

6. MIddle Childhood (6-11)

6.1. Typical

6.1.1. Physical

6.1.1.1. Should have smooth and strong motor skill by this age and be continually improving upon them

6.1.1.2. Differences between height, weight, and build will beocme more pronounced

6.1.1.3. Sense of body image begins to develope around age 6 ***

6.1.1.4. Sexual dimorphism begins to become more pronounced

6.1.1.4.1. Girls begin to develop breast, underarm and pubic hair growth begins

6.1.1.4.2. Boys begin to grow underarm, chest, and pubic hair. Growth of the testicles and penis happens during this time as well

6.1.2. Social-Emotional

6.1.2.1. Clearer understanding of their place in the world

6.1.2.2. Starts to think about the future

6.1.2.3. Pays more attention to friendships and teamwork

6.1.2.4. Increased wants to be liked and accepted by friends

6.1.2.5. Shows more independence from parents and family

6.1.3. Cognitive

6.1.3.1. Rapid cognitive development

6.1.3.2. Learns better ways to

6.1.3.2.1. Describe experiences

6.1.3.2.2. Talk about thoughts and feelings

6.1.3.3. Less focus on one's self and more concern for others

6.1.4. Language

6.1.4.1. Capable of describing experiences, thoughts, and feelings

6.1.4.2. More confident speakers

6.1.4.2.1. May begin swearing or using slang to fit in with friends

6.1.4.3. Less reliance on pictures ot learn new words

6.1.4.4. Can reason and persuade

6.1.4.5. Can name items, objeces, animals by descripts of size, shape, and function

6.1.4.6. Use of newly learned works in appropriate manner

6.1.4.7. Will join in peer discussions

6.1.4.8. Expression in voice

6.1.5. Morality

6.1.5.1. Kohlberg

6.1.5.1.1. Stage 3: Developing good interpersonal relationshipt

6.1.5.1.2. Stage 4: Maintaining social order

6.2. Atypical

6.2.1. Social-Emotional

6.2.1.1. Might play better with younger children

6.2.1.2. Frequently aggressive

6.2.1.2.1. Even with no apparent provocation

6.2.1.3. Behavioral outbursts that are severe

6.2.1.4. Needs constant supervision

6.2.1.5. Withdrawn from peers

6.2.2. Language/Communication

6.2.2.1. May speak only in two- to three- word sentences

6.2.3. Cognitive

6.2.3.1. May only follow single step directions

6.2.3.2. May be able to identify what is seen

6.2.3.3. Low IQ

6.2.3.4. Struggles in larger groups

6.2.4. Movement/Physical

6.2.4.1. May need help bathing/ brushing teeth

6.2.4.2. Physical delays in activities

6.2.4.2.1. catching a ball

6.2.4.2.2. hopping

6.2.4.2.3. jumping in place

7. Adolescent (12-18)

7.1. Typical

7.1.1. Physical

7.1.1.1. Puberty occurs in early adolescence, a marker of sexual maturity and the ability to procreate

7.1.1.2. Menstruation, wet dreams, and other body changes occur

7.1.2. Social-Emotional

7.1.2.1. Development of a unique identity

7.1.2.2. Understand that their parents are not perfect

7.1.2.2.1. May respond with rudeness

7.1.2.2.2. Challenges parental authority

7.1.2.3. Towards the end of adolescence

7.1.2.3.1. Able to see various points of view

7.1.2.3.2. Can compromise

7.1.2.3.3. Can examine personal experiences

7.1.2.4. Friendships/ Peer relationships

7.1.2.4.1. Cliques

7.1.2.4.2. Clubs

7.1.2.4.3. Teams

7.1.2.5. More forward thinking

7.1.2.5.1. Contemplate romantic relationships

7.1.2.5.2. Work options

7.1.2.5.3. Moving away from home

7.1.3. Cognitive

7.1.3.1. Begins to think abstractly and reason about hypothetical problems

7.1.3.2. Begins to think about moral, philosophical, ethical, social, and political issues that require theoretical and abstract reasoning

7.1.3.3. Begins to use deductive logic, or reasoning from a general principle to specific information