Description of TaskAim:Demonstrateyourability toidentifyeducational and social implicationsfor children with diverse learning needs. Describea variety ofbest practice, non-discriminatory strategiesto...

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IDENTIFYING EDUCATIONAL AND SOCIAL IMPLICATIONS FOR CHILDREN WITH DIVERSE LEARNING NEEDS
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Table of Contents
3Introduction
3Discussion
9Conclusion
10References
Introduction
Diverse learning prioritises the accommodation and recognition of the broad range of communities, abilities, learning styles and backgrounds within a learning paradigm. It acknowledges that students are different in many ways, such as learning modalities, social development, race, gender, socioeconomic status, cognitive development and the process by which they absorb and reflect information (Durlak, Mahoney & Boyle, 2022). Diverse learning needs in this very context define the range of below-average or above-average needs of children mainly resulting from their physical, intellectual, emotional, socioeconomic or social characteristics. It is imperative to address these special needs on time to avoid learning barriers. The aim of this current study revolves around providing non-discriminatory and best practices to care for children with diverse needs.
The study understands the importance of an inclusive learning environment where all children despite their special abilities can participate. In this context, autism spectrum disorder (ASD) has been selected as a special ability and children with this condition can possess various needs and abilities (Roberts & Webster, 2022). For this very reason, the present study will give an overview of this condition describing its major symptoms and characteristics. The strengths of children having this special condition will also be identified and based on those the study will describe relevant support practices. The study will also evaluate how associated stakeholders within a learning environment can support children’s emotional and social development and learning needs. Lastly, a thorough description of services where educators and parents can attain more support for children with ASD will also be evaluated.
Discussion
Autism Spectrum Disorder (ASD) refers to a neurodevelopmental disorder filled with changing degrees of communication challenges, social interaction fears (difficulties) and repetitive behaviours. The needs and abilities of individuals with ASD often evolve over the period. The prevalence of ASD is different across different locations of the globe. Approximately 75 million people are spending their daily lives with autism, which accounts for nearly 1% of the global population. Globally, the prevalence of autism spectrum is around 1.2% and specifically, in West Pacific regions the prevalence is more than 2%; however, in Southeast Asia, the average is only 0.34% (Goally, 2023). As per the latest reports of CDC it is estimated that at least one in 36 children is diagnosed with ASD.
Autism Spectrum is usually found or diagnosed before the age of three years. Most children can showcase the symptoms between their first 12 to 18 months of age (NIDCD, 2020). Though the symptoms and characteristics of this special disorder vary across children there are mainly two categories. First is communication problems and difficulties in social interactions. This can often include difficulty understanding a language even after learning for years or hearing from parents. Children diagnosed with ASD can also suffer from delayed language development and may face issues in using the same in communication. Coming to the communication part, challenges regarding facial expressions, maintaining eye contact and body language can also be observed in children. Moreover, children under school age can struggle to understand others' feelings and emotions, which somehow provides challenges in getting used to social norms. Research showcased that children with autism lack the capability of developing ‘theory in mind’ which further damages the ability to interact with others (NIDCD, 2020).
The second category is stereotyped and repetitive behaviours which are considered the core symptoms of autism as they manifest in different ways among children. Firstly, repetitive motor movements like hand spinning, flapping, rocking or repetitively using nearby objects can be seen. Children with this disorder can possess a strong desire to be in a perfect routine and may become tremendously upset if routines are not maintained. Developing specific interests regarding a certain topic (or topics) is also a characteristic of unique behaviour. A recent study discovered that repetitive and restricted behaviours and interests (RRBIs) can interfere with the cognitive functioning and well-being of autistic children. The study did not find any gender differences in the occurrence of RRBIs. However, as per Thelen’s development theory motor stereotypes (repetitive) can go through a transition from uncontrolled movements to voluntary movements among infants (Jasim & Perry, 2023).
Despite the unique symptoms and characteristics, children with ASD exhibit extraordinary abilities and strengths most of the time. The most highlighting factor is that children develop these strengths on their own without any further guidance. Many children possess an exceptional strength of being focused on specific details, which develops their meticulous and precise attention. Some children can also have strong...