Benefits of the Montessori Method

 

Maria Montessori saw much need for reform in the educational system of her day, just as we see the same need for reform in our educational system today. Her goal was to develop the whole personality of the child and her system is based on a strong belief in the spontaneous working of the human intellect. Her three primary principles are observation, individual liberty and preparation of the environment. These principles and their various practical expressions with children are gradually becoming part of our educational system. Modem kindergarten classrooms use the child-sized furniture and didactic materials first introduced by Montessori. Such current concepts as individualized learning and readiness programs, manipulative learning, ungraded classes, combined age groups, team teaching and open classrooms reflect many of her early insights.

Parents of young children in the 90′s want to feel safe and secure in leaving their children in an environment that provides for all of their academic, social and emotional needs.A Montessori environment does meet all of the above needs, but it also teaches children an “I can do it” attitude that will ensure their future success in all aspects of their life.

Below are some characteristics and benefits of the Montessori method:

• Three year age span of children within the classroom – Older children teaching younger children, sense of community and builds self esteem.
• Self correcting materials within the environment – Children learn through their own errors to make the correct decision versus having the teacher point it out to them.
• Individual learning takes place within the environment – Montessori recognizes that each child learns at a different pace and allows that growth to take place.
• Children are quiet by choice and out of respect for others within the environment – The Montessori classroom allows children to return to the “inner peace” that is a natural part of their personalities.
• There is an emphasis on concrete learning rather than on abstract learning – Children need to experience concepts in concrete “hands-on” ways
• It is a child-centered environment – All the materials are easily within the child’s reach and placed on shelves at their levels. The tables and chairs are small enough for the children to sit comfortably while the pictures and decorations are placed at the children’s eye level.
• The children work for the joy of working and the sense of discovery – Children are natural leaders or “sponges” and delight in learning new tasks. Their interests lie in the work itself rather than in the end product.
• The environment provides a natural sense of discipline – The “ground rules” or expectations of the child are clearly stated and are enforced by the children and the teachers.
• The environment is “prepared” for the children – Everything in the room has a specific place on the shelf. Children are orderly by nature and having the room set this way allows them to grow in a very positive way.
• The teacher plays a very unobtrusive role in the classroom – The children are not motivated by the teacher, but by the need for self development.

The items found on the shelves in the classroom are “materials” rather than “toys.” The children “work with the materials” rather than “play with the toys.” This allows the children to gain the most benefit from the environment by giving them a sense of worth – the same sense of worth adults experience as they go to their jobs and do their “work.”

Goals of a Montessori School

 

The main purpose of a Montessori school is to provide a carefully planned, stimulating environment which will help the child develop an excellent foundation for creative learning. The specific goals for the children who attend a Montessori school are presented below.

Developing a positive attitude toward school
Most of the learning activities are individualized:  i.e., each child engages in a learning task that particularly appeals to him…because he finds the activities geared to his needs and level of readiness. Consequently, he works at his own rate, repeating the task as often as he likes, thus experiencing a series of successful achievement. In this manner, he build a positive attitude toward learning itself.

Helping each child develop self confidence
In the Montessori school, tasks are designed so that each new step is built upon what the child has already mastered, thus removing the negative experience of frequent failure. A carefully planned series of successes builds upon inner confidence in the child assuring him that he can learn by himself. These confidence building activities likewise contribute to the child’s healthy emotional development.

Assisting each child in building a habit of concentration
Effective learning presupposes the ability to listen carefully and to attend to what is said or demonstrated. Through a series of absorbing experiences, the child forms habits of extended attention, thus increasing his ability to concentrate.

Fostering an abiding curiosity
In a rapidly changing society, we will all be students at some time in our lives. A deep, persistent and abiding curiosity is a prerequisite for creative learning. By providing the child with opportunities to discover qualities, dimensions and relationships amidst a rich variety of stimulating learning situations, curiosity is developed and an essential element in creative learning has been established.

Developing habits of initiative and persistence
By surrounding the child with appealing materials and learning activities geared to his inner needs, he becomes accustomed to engaging in activities on his own. Gradually, this results in a habit of initiative – an essential quality in leadership. “Ground rules” call for completing a task once begun and gradually results in a habit of persistence and perseverance for replacing materials after the task is accomplished. This “completion expectation” gradually results in a habit of persistence and perseverance.

Fostering inner security and sense of order in the child
Through a well ordered, enriched but simplified environment, the child’s need for order and security is intensely satisfied. This is noticed in the calming effect the environment has on the child. Since every item in the Montessori classroom has a place and the ground rules call for everything in its place, the child’s inner need for order is directly satisfied.

IMPORTANCE OF MONTESSORI METHOD

As a responsible parent you would definitely wish to give your child the best education possible. You should be aware that between the age of two and six years the child grasps the maximum amount of information from his surroundings. The child's mind is like a sponge. He absorbs all that he perceives around him. This period is therefore very crucial in a child's life. In fact, this period can be concluded as the formative years of a child. A carefully-planned environment run by properly-trained adults should be a feature of any school, house of children, or play home which promises to aid the development of the child's personality and intellect in this critical phase of his life. The Montessori System of Education is the most scientific, comprehensive, effective and humane system of early education.
A Montessori House of Children is a place where children are guided in their activities by Montessori-trained Adults. Montessori-trained adults are individuals who are trained in the Montessori methodology. The Montessori-trained adult plays a very critical role in the development of the Child's personality and intellect. Instilling self-confidence and thereby building the child's self-esteem will be one of the main tasks of the Montessori-trained adult in a Montessori environment. In fact, the Montessori method is the only education method which addresses the issue of building self-confidence and self-esteem in a child. It has repeatedly been proved in studies that self-confidence should be instilled in a child early in life.
Statistics and studies have established beyond doubt that individuals who began their learning years in a Montessori environment have fared much better in lives than children who underwent conventional education in their early years. In fact this is one major reason for the ever-growing popularity of the Montessori Methodology.

INDIAN MONTESSORI PHILOSOPHY

The Montessori system of education is both a philosophy of child development and a rationale for guiding the child’s growth. It is based on the child's developmental needs for freedom within limits, as well as, a carefully prepared environment which guarantees exposure to materials and experiences. Through this, the child develops intelligence as well as physical and psychological abilities. It is designed to take full advantage of the children's desire to learn and their unique ability to develop their own capabilities. The child needs adults to introduce him to the possibilities of his life. But it is the child who must determine his response to such possibilities.
Can the Montessori philosophy get outdated?
Montessori practice is always up-to-date and dynamic because observation and the meeting of needs is continual and specific for each child. When physical, mental, spiritual, and emotional needs are met, children glow with excitement and a drive to work with enthusiasm, to learn, and to create. They exhibit a desire to teach, help, and care for others and for their environment.

The high level of academic achievement so common in Montessori schools is a natural outcome of experience in such a supportive environment. The Montessori method of education is a model which serves the needs of children of all levels of mental and physical ability. The children  live and learn in a mixed-age group which is very much like the society they will live in with the adults.

Today Montessori teacher training centres and schools exist on all continents. There are Montessori parenting classes, infant communities, "children's houses" (for age 3-6), and classes for children up to age eighteen in public and private schools. Montessori assists in the work with gifted and talented children. It also helps in programmes for children with developmental disabilities of all kinds. Many parents use Dr. Montessori's discoveries to raise/educate their children at home.

Main thoughts of Montessori education

• Children are to be respected as different from adults but as individuals. They are all not exact replicas but individually different..
• The children possess an unusual sensitivity and intellectual ability to absorb and learn from their environment. The child’s Will has to be different in order to achieve this. Their powers are unlike those of the adult both in quality and capacity.
• The most important years of a child's growth are the first six years of life when unconscious learning is gradually brought to the conscious level.
• The child has a deep love and need for purposeful work. He works, however, not as an adult for completion of a job, but the sake of performing the activity itself. It is this activity which enables him to accomplish his most important goal: the development of himself - his mental, physical, and psychological powers.
• Montessori philosophy is finally being used as originally intended, as a method of seeing children as they really are and of creating environments which foster the fulfillment of their highest potential - spiritual, emotional, physical, and intellectual - as members of a family, the world community and the Cosmos.

Dr. Montessori gave the world a scientific method, practical and tested, It intends bringing forth the very best in young human beings. She taught adults how to respect their individual differences, and to emphasize  on social interaction and the education of the whole personality rather than the teaching of a specific body of knowledge.

Impact of the Montessori method of education on your child in India.

 

In Montessori schools( Houses of children), children are admitted at the age of two-and-a-half years. When they leave at the age of six, they have with them the basics of learning - knowledge of the world around them, the ability to write, the ability to read, and the ability to perform the four arithmetic operations (addition, multiplication, subtraction, and division).Several of the subjects like history, geography, sciences etc are introduced to them as items of human culture.

Worth much more than all these is the sense of self-worth and the self-esteem that they develop. Self-worth and self-esteem are what that makes a child happy. Sense of freedom and independence is a great advantage to life. Discipline becomes part of his life, self imposed. There is no bitterness about it.

 It provides him with the necessary base to face the rigors of life positively throughout life.

A look at the Traditional classroom.

the Montessori method stands apart as a method of education, It is a method that truly respects the child and promotes independence in the child.

How is it different from the traditional method?

Walk into a traditional classroom and what do you see? Twenty, or thirty, or forty (or more!) children seated in parallel rows, facing the teacher. Let us assume that they are three-year olds, and that the teacher is telling them the colour name 'Red'. She shows them a red apple as an example of the colour. Some of the children do make the association. But here's a boy in the fourth row, who is hearing the word 'red' but looking at the shape of the apple. And there's another who is thinking of the taste! And the girl in the front row is thinking of her uncle who brought apples home yesterday! The children at the back aren't even listening.

This is the story of traditional education - it is based on the hope that the children are listening to the teacher, and are mentally making the connections that the teacher wants them to.

What is it that makes the Montessori method so wholesome for children?
Children in Montessori schools are happy while they learn.

One reason is that it brings about development in every sense of the word - truly an enveloping development. There is development of the body - physical development - as the child performs that involve movements of the fingers and large movements of the body. There is spiritual development as the child seeks for knowledge and is encouraged in this seeking - he develops the spirit of enquiry. There is intellectual development as the child gains the knowledge he has sought. There is linguistic development as the child speaks freely, is listened to,. Thus he learns to express himself. There is emotional development as the child feels the fullness of positive emotions at work completed and ends achieved. There is social development as children show consideration for each other as they share the material. The child develops the ability to concentrate for longer and longer periods. Through it all, the child is growing as an individual, not as an insignificant member of a group.

The Montessori method gives the child "inner work" and "outer work," both of which he needs in his efforts to grow and develop into an adult. It develops his will, his intellect, and his motor control, separately and together. His senses become efficient servants of the intelligence apart from supplying all experiences. These experiences are the raw materials for shaping his personality.. He has opportunity for intelligence to focus on the use of his senses. It gives him a strong foundation in Mathematics and Language. It gives him the ability to work, and   helps him to be a responsible person. The real sense of the term ‘social interaction’ is seen in a Montessori House of children. Obviously the child is happy.

This article makes an attempt to explain the Montessori Method of education in layman's terms. It is often found that parents are not sure how this method works. The method sounds different because it has a macrocosmic vision of Life of humans. It is not only ‘teaching’ but includes teaching. It is more of a learning method than a teaching method By reading this article parents can understand how the method works. It will help clear any apprehensions they may have about the Montessori method.

Montessori Method of education

This system of education is both a philosophy of child development and a rationale for guiding such growth. It is based on two important developmental needs of children:

1. The need for freedom within limits
2. A carefully prepared environment which guarantees exposure to materials and experiences.

Through these developmental needs, the child develops intelligence as well as physical and psychological abilities. The Montessori method of education is designed to take full advantage of the childrens desire to learn and their unique ability to develop their own capabilities. Children need adults to expose them to the possibilities of their lives, but the children must determine their response to all the possibilities.
The main premises of Montessori education are:

• Children are to be respected as different from adults and as individuals who differ from each other.
• Children possess an unusual sensitivity and intellectual ability to absorb and learn from their environment that are unlike those of the adult both in quality and capacity.
• The most important years of childrens growth are the first six years of life when unconscious learning is gradually brought to the conscious level.

Children have a deep love and need for purposeful work. They work, however, not as an adult for the completion of a job, but the sake of an activity itself. It is this activity which enables them to accomplish their most important goal: the development of their individual selves – their mental, physical and psychological powers

AUTISM -Tips for parents

•Always be patient and allow your child to be expressive by listening only to them. •Provide frequent positive feedback on the individual's performance. •Keep routines and possessions organized. Try to maintain a regular daily routine. Avoid any sudden changes as autistic children frequently have trouble adapting. Gradual transitions are important if there are any changes to be made. •Be consistent with rules and consequences. •Keep an activity schedule or calendar posted. •Behaviors should be addressed immediately during the situation, whether it is positive or negative. Give more attention and positive reinforcements for good behaviors and let your child know you are upset (using facial expression/body language/stern voice) when he shows negative behaviors like throwing tantrums. •When your child is doing any physical play or activity (jumping) leave the child alone but always set a time frame. Average duration - 10 mins a day. •Use positive reinforces to encourage positive behavior. Not always eatables. •Try to spend as much time with them as possible, especially when the child is idle. •Always tell them before-hand when its time to do something e.g. talking about bedtime or making the bed together, maybe 30 minutes ahead of time so they will know what to expect and reduce the chance of anxiety. •Prepare the child before doing any activity. Give him verbal instructions •Create specific routines for troublesome times of day (meal time or getting ready for school). •Discuss upcoming anticipated changes in routine at a point in time that is beneficial for your child. You will have to experiment with how early the child "needs to know." •Try to indirectly use your child's sensory preferences for fun rewards to help you handle behavior. However, try not to restrict movement activities when your child is being disciplined. For example, taking away recess time or playground time for not sitting at the table appropriately during study time may not be the most effective way to deal with these issues. Your child may need that movement time, and by removing it, his or her behavior may actually become more difficult later. Here are a few tips to help determine whether the child may have improved from a specific treatment: •If your child improves after receiving several treatments, it will be impossible to determine which one(s) really made a difference. A general rule is to try a treatment for atleast three months before beginning to determine whether or not the treatment was helpful. However, in some cases we can see clear indications that the child is improving, even after a week or two. In some cases it might take a 6 month intervention program before seeing any visible progress. •If at all possible, tell no one when a child starts a new treatment. This includes teachers, friends, neighbors, and relatives. If there is a noteworthy change in the child, it is likely that the people who come in contact with the child will say something about the improvement. It is also a good idea not to ask "Have you noticed any changes in my child?" In this way, any spontaneous statements regarding the child's improvement will be credible. •People who do know that the child received a specific treatment can, independently, compile a list of what changes they have noticed in the child. After a month or two, you can compare their observations. If similar changes are observed by different people, then there is a reasonable chance that these changes are real. It is important they these observations be written down; otherwise, when appropriate behaviors replace inappropriate ones, you may not remember what the child's behavior was like before the treatment, especially if the behavior was an undesirable one. •Parents and others should note in writing when the child's behavior 'surprises' them. Basically, parents usually know how their child will respond in various situations; and once in a while, their child may do something that is unexpected. If a child improves soon after an intervention is begun, one can assume that the child will act differently than before; and his/her behavior will likely lead to more 'surprises' than usual-hopefully good ones! It is important to keep in mind that no single treatment will help everyone with autism. Although one child may have improved dramatically from a certain treatment, another child, even with similar characteristics, may not benefit from the same treatment. Careful observation along with a critical perspective will allow parents and others to decide whether or not a treatment is truly beneficial

AUTISM - APPROACHES

Approaches used Picture Exchange Communication System ( PECS ) The Picture Exchange Communication System (PECS) is augmentative/ alternative package that allows nonverbal children and adults with autism and other communication deficits to initiate communication. It has recently been incorporated in Speech Therapy practice to enhance speech and language development. It allows educators, care providers and families to able to readily use in a variety of settings. Verbal prompts are not used, thus building immediate initiation and avoiding prompt dependency. The system goes on to teach discrimination of symbols and then puts them all together in simple "sentences." Children are also taught to comment and answer direct questions. Sign-along Signalong is a UK based approach which offers children with learning disabilities and those around them a valuable aid to communication. A successful communication system combats frustration, builds self-esteem and a sense of achievement for everybody. Signalong achieves this through sign-supported speech. Only the most important words are signed. The use of key words simplifies sentences. The word is said as it being signed. Since signs often pictorially echo their meaning, they help clarify the subject. The action of signing slows down speech giving more time for comprehension. Facial expression and body language further enhance communication. This approach provides an opportunity to children of all abilities who are able to sign before they are able to talk to communicate, provided signs are used consistently with speech. Sensory Integration Therapy (SI) is based on the idea that people with motor or sensory problems have difficulty processing the information their body receives through the various senses. A child with sensory issues will often present their difficulties as one or more of the following - •being extremely silly and unresponsive •laughing uncontrollably •losing control of his body i.e. getting extremely limp and/or clumsy •becoming either hyper- or hypo-sensitive to pain and other physical stimuli •getting aggressive such as pinching or spitting •flapping hands •humming and clicking while wandering around aimlessly One of the most effective treatments for Sensory Processing Disorders is a sensory diet. A "Sensory diet" provides the kind of sensory input that will help your child feel less threatened by sensory experiences, be calmer, more focused, and better able to cope. WHEN TO USE THESE ACTIVITIES: • Periodically throughout the day to maintain self-regulation and attention • Before an event that is likely to trigger a "flight or fight" response. E.g. before going into a crowd or an activity with a lot of unexpected or novel stimuli, before dinnertime or washing hair, before going to school. • When your child is showing poor self-regulation or a "flight or fight" response. E.g. before activities which require your child to sit, pay attention, or focus. before activities which your child finds difficult or frustrating . Auditory training can be considered a form of sensory integration in which stimulation may sensitize or desensitize one or more senses. Theoretically speaking, if one or more senses are impaired in an individual, he or she may develop a distorted perception of the environment. There has been much research in the past 15 years to indicate that many individuals with autism have sensory dysfunction in one or more areas. Music Therapy includes singing, movement to music and playing instruments. It is a good medium for children with ASD and ADD/ADHD because it requires no verbal interaction as music is by nature structured. It also facilitates play which can aid in socialization indirectly influencing behaviour.

AUTISM - INTERVENTIONS

Early Intervention If parents, teachers, and other professionals discover a child's disability early and provide the right kind of help, it can give the child a chance to develop skills needed to lead a successful and productive life. It begins from birth or first diagnosis. It involves specialized therapy services for the child, as well as support for the whole family through information, advocacy, and emotional support. Early Childhood Intervention has several goals. Firstly, it is provided to support families to support their children's development. Secondly, it is to promote children's development in key domains such as learning, communication or mobility. Thirdly, it is to promote children's coping confidence, and finally it is to prevent the emergence of greater future problems. Intervention programs - Interdisciplinary approach The child should be provided services in a multi-disciplinary setting. Look for a centre which has a team comprising people with varied expertise. An ideal Intervention team generally consists of Speech and Language pathologists, Occupational therapists, Special Educators, Psychologists and Counselors. A key feature of "interdisciplinary model" is where staff members discuss together and work on goals as a team. This approach would be more beneficial to the child as well as the family. Professionals involved in intervention A good program should involve the following consultants (along with medical practitioners) who will work as a team to enhance overall development and facilitate independence in the mainstream society. Parents play an integral role and hence should be actively involved in the whole process. •Speech-Language Therapists •Occupational Therapists •Psychologists •Special Educators •Counselors Speech-Language Therapy is a major part of the intervention model as it has been recognized that children with autism have difficulties with language. But it is clear that traditional approaches emphasizing mastery of the formal language (grammar etc.) are largely inappropriate. Training children just to speak is not going to bring about a transformation of their behaviour. A Speech-Language Pathologist who specializes in the diagnosis and treatment of language problems and speech disorders is ideal to help a person learn how to communicate effectively. Speech Therapists working with a nonverbal autistic individual, may consider alternatives to the spoken word such as signing, writing, typing, or a picture board with words. Speech therapists work with the child and as well as the family to build strong social bonds and incorporate the most apt communication system to enhance a positive nourishing environment. Speech therapists also help the child cope in school by designing communication systems that can be used within the school setting to facilitate social interaction among peers and adults. Using their mode of communication to not only request for needs but also express and share ideas is a primary focus of communication therapy. Occupational Therapy (OT) focuses on improving fine motor skills, or sensory motor skills that include balance (vestibular system), awareness of body position (proprioceptive system), and touch (tactile system). Children are assessed in terms of age-appropriate life tasks. OT addresses areas that interfere with the child's ability to function in such life tasks. OT may be provided to children in the form of play activities which are used to enhance or maintain play, self-help and school-readiness skills. Occupational therapists collaborate with families and other professionals to create an environment and routines to support optimal developmental progress and outcomes. Occupational Therapy benefits a child with autism by attempting to improve the quality of life for the individual through successful and meaningful experiences. This may be accomplished through the maintenance, improvement, or introduction of skills necessary for the child to participate as independently as possible in meaningful life activities. Such skills include coping skills, fine motor skills, self-help skills, socialization and play skills. Occupational Therapists use a variety of theories and treatment approaches which include developmental and learning theory, model of occupational performance, sensory integration, and play therapy. The choice of therapeutic methods depends upon the specific needs of the child and the Occupational Therapist may choose to employ a combination of approaches to meet those specific needs. In most cases, treatment is provided in a one-to-one setting. Group therapy is recommended for a child whose issues are more in the areas of social-emotional adjustments and interaction. Here the therapy will focus on socialization skills such as sharing things and ideas, eye contact while interacting, body language, following rules in a game, competitiveness, following a leader, decision making etc Occupational Therapy plays an important role in overall program planning as a member of the interdisciplinary team providing consultation or direct services. Areas of focus include: posture and movement, bilateral skills, fine motor skills, preschool / school skills, self-help skills and sensory issues. The current role of psychologists and behavior specialists as interventionists in the education of young children with autistic spectrum disorders most often involves assessment, consultation, and development of intervention strategies. Psychologists and behaviour specialists are often involved in providing functional analysis of problem behaviours; designing behavioral interventions; providing cognitive, adaptive, and social assessments; guiding the educational curriculum in these areas; and consulting with the rest of the educational team about educational strategies and interventions. Psychologists and behavior specialists are often involved in parent training and support as well. Psychologists, speech language therapists and occupational therapists are sometimes involved in carrying out social skills groups, generally for older school age children to help cope in the mainstream school environment.

AUTISTIC ASSESSMETS

Assessments procedure usually involves the following: Informal evaluations Informal evaluations include non-standardized tests and behavioural observation. Non-standardized tests (e.g., criterion referenced tests) compare the student's level of performance to a predetermined criterion. This form of testing would allow the examiner to look at the student's academic functioning as it relates to where he/she should be in the curriculum and also his/her needs within the demands of the everyday environment.. For students with ASD, the most common informal evaluations are observation, interaction, interview, behavioral checklists, and curriculum-based assessments where information about a child's emotional, social, communication and cognitive abilities is gathered. Functional assessment Aims at discovering why a challenging behavior (such as self-destructive ones) occurs. Based on the premise that challenging behaviors are a way of communicating, functional assessment involves interviews, direct observations, and interactions to determine what a child with autism or a related disability is trying to communicate through their behavior. Once the purpose of the challenging behavior is determined, an alternative, more acceptable means for achieving that purpose can be developed. This helps eliminate the challenging behavior and decide the plan for a behaviour modification program. Play based assessment The therapists observe the child and family in structured and unstructured play situations that provide information about a child's social, emotional, cognitive, and communication development. By determining the child's learning style and interaction pattern through play based assessments, an individualized treatment plan can be developed. Formal assessments Assessment refers to the act of collecting data. The term should not be confused with evaluation which refers to the systematic process of not only collecting but also analyzing and interpreting data. The formal assessment tools consider how the student compares with age mates in the general population on skills related to language, academics, intellectual ability, memory, etc. The assessment should address the concerns of the academic and non-academic environments. Formal evaluation may include standardized tests or developmental scales. A standardized test allows for specific comparisons to be made between individuals. The tests have clear administration and scoring criteria with known statistical measurements. Developmental scales use interview and/or observation and usually provide age- or grade-equivalent scores. Developmental scales do not provide standard comparison scores needed to make the judgment of degree of need. Once the evaluation has been completed professionals list strengths and needs based on the information they have gathered to be incorporated in the development of an intervention program. Parents and family members should be actively involved throughout these assessments. What actually occurs during a specific assessment depends on what information parents and evaluators want to know. Assessments are usually conducted by • Pediatricians • Psychiatrists • Speech Therapists/Speech-Language Pathologists • Occupational Therapists • Special Educators. Although input form all the above mentioned professionals is vital before any diagnostic label is given to a child, it is only the Paediatrician or Psychiatrist who can actually certify the child as having a Autism Spectrum disorder

AUTISM CHRACTERISTICS

If you see several of these characteristics over a long period of time, consider the possibility of taking the child for an assessment. •does not respond to his/her name. •cannot explain what he/she wants. •language skills are slow to develop or speech is delayed. •doesn't follow directions. •at times, the child seems to be deaf. •seems to hear sometimes, but not other times. •doesn't point or wave "bye-bye." •used to say a few words or babble, but now he/she doesn't. •throws intense or violent tantrums. •has odd movement patterns. •is overly active, uncooperative, or resistant. •doesn't know how to play with toys. •doesn't smile when smiled at. •has poor eye contact. •gets "stuck" doing the same things over and over and can't move on to other things. •seems to prefer to play alone. •gets things for him/herself only. •is very independent for his/her age. •seems to be in his/her "own world." •seems to tune people out. •is not interested in other children. •walks on his/her toes. •shows unusual attachments to toys, objects, or schedules (i.e., always holding a string or having to put socks on before pants). •spends a lot of time lining things up or putting things in a certain order. Physically people with autism are typical in appearance. Some studies show children with autism tend to have larger head circumferences but the significance in the disorder is unclear. Assessment There is no single test that can provide a definitive diagnosis of an autism spectrum disorder or define the intervention plan. Assessment is based on information gathered through a variety of methods and relies on the collaboration of family members, health care professionals, and educators. It is crucial in the assessment process to consider the purpose of the evaluation and most likely depends on the source of referral (e.g., parent, teacher, and other professionals), reason for referral, and the environment (e.g., school, clinic etc). The purposes of assessment could be Screening, Diagnosis, Assessing strengths/weaknesses, Planning Intervention and designing a Curriculum program. The Diagnostic Criteria from DSM-IV 299.00 ASD (American Psychiatric Association) (A) Total of six (or more) items from 1, 2, and 3, with at least two from 1, & one each from 2 and 3: 1. Qualitative impairment in social interaction, as manifested by at least two of the following: (a) marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction (b) failure to develop peer relationships appropriate to developmental level (c) a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest) (d) lack of social or emotional reciprocity 2. Qualitative impairments in communication as manifested by at least one of the following: (a) delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gestures or mime) . (b) in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others (c) stereotyped and repetitive use of language or idiosyncratic language (d) lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level 3. Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following: (a) encompassing preoccupation with one or more stereotyped patterns of interest that is abnormal either in intensity or focus (b) apparently inflexible adherence to specific, nonfunctional routines or rituals (c) stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements) (d) persistent preoccupation with parts of objects (B) Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years: (1) social interaction, (2) language as used in social communication, or (3) symbolic or imaginative play. (C) The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder.

Autism Spectrum Disorder

The National Autistic Society, UK defines Autism as "A lifelong developmental disability that affects the way a person communicates and relates to people around them. Children and adults with autism have difficulties with everyday social interaction. Their ability to develop friendships is generally limited as is their capacity to understand other people's emotional expression." There are three key areas of cluster features, which provide the criteria for a diagnosis for autism, these are known as the 'triad of impairments' (Wing and Gould, 1979) 1. Social: Impaired, deviant and extremely delayed social development - especially interpersonal development. The variation may be from 'autistic aloofness' to 'active but odd' characteristics. 2. Language and Communication: Impaired and deviant language and communication development - verbal and non-verbal. 3. Thought and behaviour: Rigidity of thought and behaviour and poor social imagination, like ritualistic behaviour, reliance on routines, extreme delay or absence of pretend play. 1. Social: Difficulties with social engagement may appear in different ways. This will include a person who is classically 'aloof', but also a person who respond to social interaction, but may not be able to initiate it, through to the 'active but odd' person who seeks social interaction but is socially naive and cannot quite 'get it right' A person may withdraw from social contact, or may cause others to leave them alone through their apparently 'anti-social' behaviour. They may seem cut off and passive, content to be by themselves but not resisting when others approach (especially someone familiar) who insists they join in. Others may appear at first to be very sociable, even socially indiscriminate. They may pester people (even strangers) with questions and monologues and approach people too closely, making no distinction for different levels of intimacy. Far from avoiding others, people on this level, especially as young adults, may be desperate for friends and may be vulnerable to abuse in their eagerness to have a 'friend' at any cost. These behaviours are clearly different, almost opposites in some cases, yet they all demonstrate a lack of social understanding. 2. Language and Communication: Difficulties in all aspects of communication. The problem of autism concerns communication rather than language. At one end of the spectrum, a person may speak fluently, but their speech has odd intonation and may show echolalia (automatic reiteration of words or phrases which have been heard recently or in the past) and 'reversal' of pronouns - referring to themselves as 'you' and the person being spoken to as 'I' - (at least when very young). Their understanding is literal. To say you can do something 'standing on your head'; to tell someone 'Looks can kill' or describe a person as a 'bad apple' will cause confusion. A person with autism will often have difficulty holding conversation and tends to speak 'at' rather than speaking 'to' or 'with' people. There will also be difficulties in understanding and using facial expressions, body posture and communicative gestures. At the other end of the spectrum, a person will have the same difficulties in understanding all forms of communication, but will have no speech and will not easily compensate with sign or communicative gesture. Communication, at all levels of ability, is directed at having needs met, rather than sharing information or interests. 3. Thought and behaviour: Difficulties in flexible thinking and behaviour. This is shown in repetitive, stereotyped behaviour and with some people, an extreme reaction to change in expected situations or routines. Play is not socially creative or symbolic (although symbolic play acts may be copied or developed) and tends to be isolated, sometimes involving spinning objects, lining objects up in a ritualistic way, or a fascination with light or angles. The more able show these difficulties in their development of obsessive interests or 'hobbies' that are pursued to the expense of everything else. Understanding of fiction is minimal, even in the more able. Learning is by rote. A person with autism is dependant on cueing or prompting to start behaviour or trigger thoughts and feelings. It is not that the individual cannot be creative in an artistic sense but that their behaviour is almost entirely habitual. The person is likely to have poor development with their sense of self-autonomy or the planning and reviewing of their thoughts or actions.

DEVELOPMENTAL MILESTONES

The word "develop" means "to expand or realize the potentialities of; bring to a fuller, greater, or better state." "Developmental delay" is a term that means an infant or child is developing slower than normal in one or more areas (Anderson, Chitwood, & Hayden, 1997). "Developmental disorder" is a term that means an infant or child is developing in a manner that is slightly or significantly deviant in one or more areas. The first three years of a child's life is an amazing time of development, what happens during those years stays with a child for a lifetime, and it is therefore very important to watch for signs of delays in development, and to get help from professionals if you suspect problems. The sooner a developmentally delayed child gets early intervention, the better their progress will be. It is a well-observed fact that many families, especially in our country with its diverse cultures (and languages), may not identify a certain series of behaviors or symptoms as being descriptive of a 'delay' or 'disability'. Often families see their child's condition as temporary or something that could be remedied and it is therefore not uncommon to see families following a combination of 'professional/medical' prescriptions along with home remedies, alternative practices in order to help their child. Opinions vary among members of even the same family in how much weight is attributed to professional, educational, or medical interventions as compared to alternative interventions. Because families have different interpretations of what constitute a delay or disability, even having the child labeled can sometimes lead to misunderstandings and mistrust between them and the professionals who are attempting to be helpful. The intervention plan for a child with developmental delay should reflect the goals identified and mutually agreed upon by the parents, specialist doctors, professionals, and educators. The learning objectives should include the child's strengths as the foundation. Aim should be on bridging the gap between what the child is currently able to do in his or her environment and what he or she needs to learn to do in order to be optimally successful in the current or upcoming environments. Professionals and families should be realistic in their expectations and implement multicultural practices while designing instructional strategies and materials keeping in mind every child's culture and language. Emphasis should be on the child's development from a more holistic, functional, situational approach, which is more culture specific. The five primary areas of development in any child include 1. Cognitive development 2. Physical development 3. Speech-Language development 4. Social-emotional development 5. Adaptive development. In order to help parents and others understand who they should approach when any one or more specific areas, mentioned above, is identified as a concern, we have very briefly listed below who are professionals qualified to address the same. 1. Cognitive development (perception, concept formation, sequencing, problem solving, memory, attention and motor planning): PSYCHOLOGISTS, SPEECH-LANGUAGE THERAPISTS (must be specifically trained in cognitive therapy), OCCUPATIONAL THERAPISTS. 2. Physical development (both in gross and fine motor skills, with particular emphasis to developing purposeful hand function, perceptual-motor abilities and general levels of motor function to aid in daily life skills): PHYSIOTHERAPISTS (work on physical aspects of the body such as muscle tone, improving strength etc); OCCUPATIONAL THERAPISTS (work on functional aspect such as using body and limbs to perform tasks). 3. Speech-Language development (production of fluent, coherent speech, developing language and communicating one's needs, ideas, and emotions): SPEECH-LANGUAGE AND COMMUNICATION THERAPISTS. 4. Social-emotional development (inter-personal relationships, exploration, and encouragement of play and practice of social skills in everyday situations.): PSYCHOLOGISTS, SPEECH-LANGUAGE THERAPISTS, OCCUPATIONAL THERAPISTS. 5. Adaptive development (dressing/undressing, eating, drinking, bathing, toileting, etc. - both in relation to access to, and for, independence skills): OCCUPATIONAL THERAPISTS.

Speech-language pathologists

Speech-language pathologists provide services to individuals with disorders often along with physicians, social workers, psychologists, and other therapists. Speech-language pathologists use qualitative and quantitative assessment methods, including standardized tests, as well as special instruments, to analyze and diagnose the nature and extent of speech, language, and swallowing impairments. Speech-language pathologists develop an individualized plan of care, tailored to each patient's needs. For individuals with little or no speech capability, speech-language pathologists may select augmentative or alternative communication methods, including automated devices and sign language, and teach their use. They teach these individuals how to make sounds, improve their voices, or increase their oral or written language skills to communicate more effectively. They also teach individuals how to strengthen muscles or use compensatory strategies to swallow without choking or inhaling food or liquid. Speech-language pathologists help patients develop, or recover, reliable communication and swallowing skills so patients can fulfill their educational, vocational, and social roles. They counsel individuals and their families concerning communication disorders and how to cope with the stress and misunderstanding that often accompany them. They also work with family members to recognize and change behavior patterns that impede communication and treatment and show them communication-enhancing techniques to use at home. Speech-language pathologists keep records on the initial evaluation, progress, and discharge of clients. This helps pinpoint problems and track client progress. There are a variety of facilities in which these professionals work. •Hospitals/Clinics: There are many hospitals/clinics in which these professionals are employed with in the pediatric department. The children will be directly referred to them by doctors for assessment and therapy. •Rehabilitation centre: There are many public/private rehabilitation centers. •Special schools: Therapists also work within the school settings. •Private practice: In India private practice is very common where many therapists work independently. They may be working part-time in any of the facilities mentioned above along with private practice also.

SPEECH THERAPY

What is speech therapy? Speech therapy is the corrective or rehabilitative treatment of physical and/or cognitive deficits/disorders resulting in difficulty with verbal communication. This includes both speech (articulation, intonation, rate, intensity) and language (phonology, morphology, syntax, semantics, pragmatics, both receptive and expressive language, including reading and writing). Depending on the nature and severity of the disorder, common treatments may range from physical strengthening exercises, instructive or repetitive practice and drilling, to the use of audio-visual aids. Who is a speech therapist? Speech-language pathologists, in India widely called as speech therapists - assess, diagnose, treat, and help to prevent speech, language, cognitive-communication, voice, swallowing, fluency, and other related disorders Qualification: There are recognized courses in the field of Speech-Language pathology. There are many institutes in India offering Bsc & Msc programs in Speech Language and Hearing Sciences. The Bachelors program is of 4 years duration. The Masters program is of 2 years duration. Only individuals who have completed the Bachelors or both these courses are eligible to be called as Speech-language pathologists or Speech therapists. When does a child need speech therapy? Speech-language pathologists work with people: •who cannot produce speech sounds, or cannot produce them clearly; •who cannot produce speech sounds, or cannot produce them clearly; •who have problems with speech rhythm and fluency, such as stuttering; •who have voice disorders, such as inappropriate pitch or harsh voice; •who have problems with understanding and producing language; •who wish to improve their communication skills by modifying an accent; •who have cognitive communication impairments, such as attention, memory, and problem solving disorders. •who have swallowing difficulties. Speech, language, and swallowing difficulties can result from a variety of causes including developmental delays or disorders, learning disabilities, cerebral palsy, cleft palate, voice pathology, mental retardation, hearing loss, stroke, brain injury or deterioration, or emotional problems. Problems can be congenital, developmental, or acquired. The practice of speech-language pathology involves: •Providing prevention, screening, consultation, assessment and diagnosis, treatment, intervention, management, counseling, and follow-up services for disorders of: ◦speech (i.e., articulation, fluency, resonance, and voice including aeromechanical components of respiration); ◦language (i.e., phonology, morphology, syntax, semantics, and pragmatic/social aspects of communication) including comprehension and expression in oral, written, graphic, and manual modalities; language processing; preliteracy and language-based literacy skills, including phonological awareness; ◦swallowing or other upper aerodigestive functions such as infant feeding and aeromechanical events (evaluation of esophageal function is for the purpose of referral to medical professionals); ◦cognitive aspects of communication (e.g., attention, memory, problem solving, executive functions). ◦sensory awareness related to communication, swallowing, or other upper aerodigestive functions. •Collaborating in the assessment of central auditory processing disorders (CAPD) and providing intervention where there is evidence of speech, language, and/or other cognitive communication disorders. •Speech-language pathologists in schools collaborate with teachers, special educators, interpreters, other school personnel, and parents to develop and implement individual or group programs, provide counseling, and support classroom activities. •Speech-language pathologists can also conduct research on how people communicate. •Speech-language pathologists design and develop equipment or techniques for diagnosing and treating speech problems.

Special Education

What is special education? Special Education is that component of education which employs special instructional methodology (Remedial Instruction), instructional materials, learning-teaching aids and equipment to meet educational needs of children with specific learning disabilities. Remedial instruction or Remediation aims at improving a skill or ability in a student. Techniques for remedial instruction may include providing more practice or more explanation, repeating information, and devoting more time to working on the skill. For example, a student having a low reading level could be given remediation via one-on-one reading instruction, phonic instruction, or practice in reading aloud. Qualification Any one with a Bachelors degree education who has an aptitude for teaching can join a course on Special Education. There are institutes which offer Bachelors and Masters Program in Special Education. There are many organizations which offer short term programs (2 weeks to 1 month) in Special Education. It is always advisable to join courses of atleast 1 year duration. There are very few institutions offering a 1 year program. When does a child need special education? Special education teachers work with children and youths who have a variety of disabilities. A small number of special education teachers work with students with mental retardation or autism, primarily teaching them life skills and basic literacy. However, the majority of special education teachers work with children with mild to moderate disabilities, using the general education curriculum, or modifying it, to meet the child's individual needs. Most special education teachers instruct students at the elementary, middle, and secondary school level, although some teachers work with infants and toddlers. Special educators provide programs for specific learning disabilities, speech or language impairments, mental retardation, emotional disturbance, multiple disabilities, hearing impairments, visual impairments, autism, combined deafness and blindness, traumatic brain injury, and other health impairments. Students are classified under one of the categories, and special education teachers are prepared to work with specific groups. Early identification of a child with special needs is an important part of a special education teacher's job. Early intervention is essential in educating children with disabilities. How do they work? Special education teachers use various techniques to promote learning. Depending on the disability, teaching methods can include individualized instruction, problem-solving assignments, and small group work. When students need special accommodations in order to take a test, special education teachers see that appropriate ones are provided, such as having the questions read orally or lengthening the time allowed to take the test. Special education teachers help to develop an Individualized Education Program (IEP) for each special education student. The IEP sets personalized goals for each student and is tailored to the student's individual needs and ability. Teachers work closely with parents to inform them of their child's progress and suggest techniques to promote learning at home. They are involved in the students' behavioral, social, and academic development, helping the students develop emotionally, feel comfortable in social situations, and be aware of socially acceptable behavior. Special education teachers communicate and work together with parents, social workers, school psychologists, speech therapists, occupational and physical therapists, school administrators, and other teachers. Special Education can be provided to the child as: •a one to one setting outside or within his/her formal educational environment. •a Pull-out service where special remedial, therapeutic, or enrichment services can be provided to students outside the regular classroom which is referred to as Pull-out services. An Inclusive Model of education would imply educational provision for individuals with special needs within the educational system where these children study side by side with their mainstream peers, so as to enable them to develop to their full potential. Inclusion is an educational philosophy aimed at "normalizing" special services for which students qualify. Inclusion involves an attempt to provide more of these special services by providing additional aids and support inside the regular classroom, rather than by pulling students out for isolated instruction. Inclusion involves the extension of general education curriculum and goals to students receiving special services. It involves shared responsibility, problem solving, and mutual support among all the staff members who provide services to students. One aim of inclusion is to reduce the removal of students from the regular classroom when the same intent of service can be provided within the regular classroom. The different areas looked into and modifications incorporated for a child with specific learning needs maybe- Accommodation: An adjustment made to an environment, situation, or supplies for individual differences. Adaptation: A change in what students do or a reshaping of the materials students use. Adaptations are essentially the same as modifications, but can specifically refer to the materials and equipment student's use to aid in learning. Enlarging the print on a worksheet and audio taping a textbook are examples of adaptations. Cognitive learning: The area of learning based on knowledge and reasoning; also called academic learning. Compensation or compensatory instruction: Instruction aimed at tackling a problem or an area of difficulty. Techniques for compensatory instruction include the use of alternative instruction, alternative techniques, and adaptive equipment. Co-teaching: An instructional arrangement in which there is more than one adult in a classroom, instructional and classroom responsibilities are defined and assigned, and some type of co-planning is involved. Individualized education program (plan) (IEP): A written plan of educational goals and objectives for a student. This plan is reviewed and rewritten each year. Modification: A change in what students do or a reshaping of the materials students use. Reducing the number of questions students must answer at the end of a textbook chapter, allowing a student to answer aloud instead of writing an answer, and allowing the student to do an activity that is different from what the other students are doing are all examples of modifications. Transition services: Services, training, skills, support, or instruction identified as necessary to help a special education student successfully move from a school setting into a post-secondary setting (i.e., work, job training, technical school, college, military, independent living, semi-independent living).