By Robert Byrne
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Early childhood, reading specialist): One semester supervised student teaching Bachelor’s degree in education Minimum requirements: Acute distress in child or family Licensure (some states) Problems with oral-motor coordination affecting speech Delay or impairment in communication skills Child meets eligibility requirements as defined by state for early intervention or special education Assistance needed for referral, access, or funding for services Poor parental adjustment to diagnosis Suspected child abuse or neglect Master’s degree in social work 38 UNDERSTANDING MOTOR SKILLS When choosing tests, therapists attempt to identify well-designed tools that will help them to make appropriate clinical decisions.
Similar provisions are provided to children in the United Kingdom. A government code of practice, the Special Educational Needs and Disability Act 2001, offers guidance to local education authorities and state schools on how to identify, assess, and monitor students with special learning needs. As in the United States, an effort is made to teach in schools in the mainstream setting to the greatest extent possible. Children with special learning needs may have an individual action plan developed by their local school.
Alternatively, if we have just had a fight with a good friend, and need to calm down so we can “talk things out,” we may sit in a favorite rocking chair with a warm cup of tea, listening to some relaxing music while we gather our thoughts. Slow, rhythmic movement, warm temperatures, and quiet music tend to inhibit our arousal level and help to GENERAL PRINCIPLES FOR INTERVENTION 49 create a relaxed state. 1 presents some examples of sensory inputs that commonly produce either a calming or an arousing effect for most children.