Having access to facilities where families can utilise equipment and resources with the aim to enhance socialisation for their children can greatly impact families as children are often excluded from social and or sporting events which form essential connections for the developing child. Isolation is often a factor of having a child with a disability or additional need as some areas may not accommodate these needs (Clarke, 2006). Each child is unique regardless of their impairment or needs, therefore accessing facilities and services that recognise this very important and an integral aspect in addition is essential for their continued growth and education.
The Behavioural Perspective
The phrase ‘child displays challenging behaviour’ is often misconstrued as the child has a disability or additional need. Challenging behaviour often affects many people in the community; this is not indicative of a person with additional needs and is not a preordained result of disability. The progression of challenging behaviour is less likely to occur when children with a developmental disability are educated in and taught pro social behaviours from an early age this in conjunction with environments that facilitate and help to reduce the necessity to behave in challenging ways (Challenging Behaviour, …show more content…
Foreman (2010,) advises that schools that focus on gaining knowledge, acceptance and understanding of others, opposed to social rivalry and judgment, are more likely to have a culture that is more compassionate, all-encompassing and is conducive to positive learning outcomes for all students.
When debating if a child has an additional need or a disability educators need to take into consideration the use of a checklist prior to making judgments based purely on observations of undesired behaviour. This checklist may
The Behavioural Perspective
The phrase ‘child displays challenging behaviour’ is often misconstrued as the child has a disability or additional need. Challenging behaviour often affects many people in the community; this is not indicative of a person with additional needs and is not a preordained result of disability. The progression of challenging behaviour is less likely to occur when children with a developmental disability are educated in and taught pro social behaviours from an early age this in conjunction with environments that facilitate and help to reduce the necessity to behave in challenging ways (Challenging Behaviour, …show more content…
Foreman (2010,) advises that schools that focus on gaining knowledge, acceptance and understanding of others, opposed to social rivalry and judgment, are more likely to have a culture that is more compassionate, all-encompassing and is conducive to positive learning outcomes for all students.
When debating if a child has an additional need or a disability educators need to take into consideration the use of a checklist prior to making judgments based purely on observations of undesired behaviour. This checklist may