Normal and Exceptional Development

1
CHAPTER 4

• Normal and Exceptional Development

2
Introduction

• Different definitions of normal and
  exceptional
• Typical preferred term
• Atypical different from others the same age
• Exceptional terms developed in 1930 White House
  Conference
• Same meaning as atypical
• 2 Principles
• A child is a child
• Every child is unique, different, and therefore
  exceptional

3
What is Normal or Typical Development?

• Ongoing process that follows a predictable
  pattern of growth and acquisition of skills along
  a developmental continuum
• Considerations
• Individual pace
• Cultural expectations

4
What is Normal Dev

• Developmental Sequence
• Principles that serve as guidelines
• Skills are mastered in a predictable order
• Certain skills are learned before others are
  attempted

5
What is Normal Dev

• Developmental Milestones
• Significant events or points of development
• Causes for concern
• Not reaching a milestone
• Serious delay

6
Developmental Milestones

• Infancy p. 98 - 100
• Early response of visual and auditory stimulus
  from environment
• Social smile 4-10 weeks
• Absence by 12-16th week cause for concern
• Reciprocity (give and take) in verbal and visual
  communications
• Important in attachment process
• Sensorimotor stage importance of motor skills
  to healthy development

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Developmental Milestones

• Toddlers 18-30 months, p. 100
• Increasing mobility
• Property rights issues
• Conflicts with limits
• Preschool 3-6 years of age, p.100-102
• Increasing independence
• Slower growth, decreased appetite
• Speech dysfluency
• Autonomy self-directing individuality

8
Developmental Milestones

• Primary school years p. 102
• Becoming more competent in taking care of their
  own personal needs
• Learning to read and write is a major task
• Reversal of letter shapes and sounds is common
• Having friends is important
• By 7 or 8 most enjoy team group activities

9
What is Atypical or Exceptional Development?

• Language used for children who are not typical
  presents problems
• People-first language is preferred and most
  respectful
• All children are children first
• Children with disabilities are different because
  they need environments that are specifically
  adjusted to minimize their disabilities and to
  promote learning of a broad range of skills.
• Fig. 4-1 p. 103

10
Dev. Disabilities and Delays

• PL99-457 uses the terms developmental disability
  and delay
• Be careful of labeling a young child
• Early intervention can overcome early serious
  problems
• Impairment may not be a handicap
• Delay in this text when a child is performing
  like a typically developing child of a much
  younger age p. 105

11
Children at Developmental Risk

• At-risk reason to believe some serious
  problems likely to develop
• Developmental risk almost certain in cases of
• Malnutrition
• Inadequate shelter
• Poor health care
• Many at-risk children have the potential for
  healthy development
• Early intervention is important

12
Developmental Risk

• 2 types of Risk factors
• 1.Biological caused by accident, injury, stress
  before, at, or after birth
• RDS respiratory Distress Syndrome
• Premature birth or low birth weight
• Genetic and chromosomal disorders
• 2.Environmental
• Poverty
• Child abuse and unfit living conditions
• Religious or cultural beliefs
• Remote locations

13
Developmental Risk

• A facilitative environment may help vulnerable
  children
• Those who have trouble dealing with traumatic
  situations
• Resilient children may overcome effects of a poor
  environment
• Those who are able to deal with traumatic
  situations

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Children with Special Gifts and Talents

• Defined children that do exceptionally well in
  one or more areas of development
• Gardners 8 types of intelligence
• 1.Linguistic,
• 2.Logical-mathematical
• 3.Musical
• 4.Spatial
• 5.Bodily-kinesthetic
• 6.Interpersonal
• 7.Intrapersonal
• 8.Naturalist

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Special Gifts and Talents

• Abilities usually do not emerge because of early
  training
• Origins
• Probably a combination of genetic inheritance and
  environment
• Gifted and and talented children need specific
  services/programs
• Not required by federal law
• Determined by state or community

16
Special Gifts and Talents

• Characteristics
• Generally a combination of
• Advanced verbal skills
• Curiosity
• The ability to concentrate
• Learn rapidly
• Enjoy problem solving
• Others listed on page 109,110

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Special Gifts and Talents

• Gifted Minority Children
• May not be identified because of
• Lack of white, middle-class language skills
• Attitude that giftedness does not exist in
  low-income children
• Definition that reflects majority culture
• Biased identification procedures
• Few opportunities to enhance giftedness in
  minority children

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Special Gifts and Talents

• Children with development disabilities who are
  gifted
• Gifts and talents are often missed because the
  focus is on the disability
• Ex. P. 112
• Importance of early intervention
• Training in identifying and nurturing children
  from every socioeconomic level