Early Warning Signs and Educational Adaptations for Children
Warning Signs in Child Development
Alterations may relate to development in general, or specific patterns. These are indicative, so the final determination will be the work of a perceptual and motor specialist.
Developmental Warning Signs:
- Any type of deformation previously undetected.
- Clumsy and uncoordinated walking.
- Complaining of excessive fatigue when walking.
- Continued and charged tremor.
- Dubious or unsafe movements.
- Not measuring distances and often colliding with objects or people.
- Giving exaggerated responses to very simple demonstrations.
- Expressing great anxiety about any situation that requires balance.
- Lying down all day.
- Disliking games or swinging movement, up or down stairs, or a slide.
- Often falling excessively.
- Being very irritable and scared by too much noise or bright lights.
- Having labored or noisy breathing before any exercise.
- Being very close to objects to look at.
- Previously undetected strabismus.
- Having difficulty following a moving object.
- Not responding to sound objects, or known noises.
- Not following a simple rhythm.
- Not performing the digital caliper.
- Being unable to fit simple pieces or doing so with difficulty, and being unable to tear paper.
- No progress in drawing or just a stroke is noted.
- Having difficulties in coordinating eye and hand, and being unable to adjust painting to drawing.
Curricular Adaptations for Children
The framework in Royal Decree 1630/2006 shows that development and learning are dynamic processes that occur as a result of interaction with the child’s environment. Each child has their own rhythm and style of maturation, development, and learning, therefore, their emotions, their personal characteristics, needs, interests, and cognitive style, which must be conditional elements of educational practice at this time. Therefore, educational intervention should address student diversity by adapting educational practices to the personal characteristics, needs, interests, and cognitive style of children, given the importance of acquiring rhythm and the maturation process at this age.
In conclusion, educational legislation introduces the concept of curriculum adaptation and raises the need for all members of the educational community, including teachers, to reflect on the importance of integrating this concept in their daily work. This reinforces the regular education authorities’ establishment of procedures to identify those characteristics that may have implications for the evolution of school children, facilitating the coordination of all those sectors involved in the attention of students. In turn, the centers take appropriate steps aimed at students with specific needs and arrange educational support to children who have special educational needs for the educational response that best fits their personal needs and characteristics. These provisions are the same in regard to the establishment of the curriculum in the Autonomous Community of La Rioja.