Loralin Allred

Education 2011
Inclusive Classrooms
Summer 2016

Exceptionality:
Developmental Delay

What is a Developmental Delay?

Child development refers to the process in which
children go through changes in skill development
during predictable time periods called
developmental milestones. Developmental delay
occurs when children have not reached these
milestones by the expected time period.
A developmental delay is not a
simply a temporary lag in
development but rather an
ongoing major or minor delay in
the process of development.
(Boyse, 2010)

Cause of Developmental Delays

Levels of Severity

Developmental delays can occur in all five areas of development

or may just occur in one specific area. The five areas of
development are: Physical development, cognitive
development, communication development, social and emotional
development, and adaptive skills. Growth in one area of
development can affect growth in the other areas. This means
that if there is a difficulty in one area (such as physical
development), it may impact other areas (such as speech and
language).
Developmental Delays by the Number

Physical Delays
Difficulties with gross motor skills - using the large muscle groups that assist in walking, running,
standing, sitting, changing positions and maintaining balance
Difficulties with fine motor skills using hands and fingers to be able to eat, draw, dress, play write
and do many other things
Uses one side of body more than the other
Seems to be clumsy compared with other children of the same age
Coordination and balance is below normal
Seems to have difficulty tracking objects or people with eyes
Has difficulty focusing or making eye contact
Closes one eye when trying to look at distant objects
Eyes appear to be crossed or turned
Brings objects too close to eyes to see
One or both eyes appear abnormal in size or coloring

Cognitive Delays
Struggles
Shows

with basic learning, problem solving, and remembering tasks

delays in basic reasoning skills and play (e.g. stacking, sorting,

nesting, early puzzles)

Shorter

attention span than expected given age

Has

trouble solving basic problems

Has

trouble thinking logically

Communication Development (speech and

language)
Fails to develop sounds or words that would be age appropriate

Not able to communicate at age appropriate levels

Issues with verbal communication, body language, gestures and understanding what others are saying

Speech may be delayed, or there may be no speech at all

Does not use nonverbal communication (pointing and gesturing) at age appropriate levels

Uses fewer gestures and those they use are limited in function

Struggles to receptively or expressively label places, people, objects

May be some hearing loss, which also affects language

Talks in a very loud or very soft voice

Seems to have difficulty responding to name, even for something interesting

Turns body so that the same ear is always turned toward sound

Has difficulty understanding what has been said or following directions (after 3 years of age)

Social Emotional Development

Difficulty interacting with others and developing relationships with family and friends
Has trouble understanding social rules
Focuses on objects for long periods of time and may enjoy this more than other activities
May become unusually frustrated when trying to do simple tasks (that most children of the
same age can do)
Rarely makes eye contact
May not appear to notice others and seems to tune people out
Often does not build relationships with others their age at a developmental level expected
Rarely shares attention with others, such as by showing something, pointing, or pointing out
interests or accomplishments
Does not demonstrate emotional reciprocity (taking turns)
Rarely imitates the actions of others in play or otherwise
Does not know how to play with toys the way they were intended
Seems to be in his / her own world
Is not interested in other children

Adaptive Behavior skills (needed for everyday function)

Social skills may be poor (relationships with family and friends and
teachers
Cannot choose own activities
Problems using early literacy, writing, and math skills
Has trouble seeing the consequences of actions
May be clumsy
Exhibits problem behaviors and immaturity
Displays some obsessive/compulsive behaviors
Has difficulty following rules and routines
Displays over-sensitivity to certain sounds, textures, visual stimuli

Developmental Delay as Defined under Utahs Special Education

Rules

In a student ages three through seven, developmental delay means a

significant delay in one or more of the following areas: physical
development, cognitive development, communication
development, social or emotional development, or adaptive
development. The delay must adversely affect a
performance.

Children with
Developmental
Delays
students
educational
account for 5.5% of
students who are
receiving special
education services
under IDEA

Early Intervention Is Key To Success

Delays may manifest in different stages of development (infancy, toddler,
preschool). Sometimes delays are not noticed until a child begins school.
If Parents are concerned, there are specialist who can help determine the type
and severity of a developmental delay. These specialists include the following.

Physicians assess physical and behavioral health status, and refer to

specialists (neurologists, geneticists, endocrinologists, etc.) as needed.

Audiologists assess hearing and ear functioning, and refer to Ear,

Nose, and Throat (ENT) doctors as needed.

Psychologists assess cognitive development/ability, academic

achievement, emotional development, adaptive skills, and behavioral
health status.

Speech and language pathologists assess

communication and articulation skills.

Occupational therapists assess motor, daily

functioning and sensory processing skills.

Physical therapists assess motor skills and

functioning.

Special education teachers and educational

specialists assess educational achievement, social
and behavioral skills.

Helpful Resources for Families

http://www.utahparentcenter.org
http://health.utah.gov
http://utahbabywatch.org

Full Inclusion Is Possible for Children With Developmental Delays

Manipulatives can be a
great visual and hands-on
tool
to reinforce math
concepts

Children with delays (especially those with

adaptive, communication and social delays)
benefit from lessons where they can
interact with peers

A slant board for writing can

be useful in aiding students
with fine motor delays

Students may have varying needs depending on the area(s) a child may be delayed in.
General education teachers should communicate with the special education staff to
establish the necessary modifications to meet each childs (IEP) goals.
Some effective strategies for teachers include the following...

Be consistent with classroom routines.

Set a routine so student knows what to expect.

Use a visual timer so student knows when an activity will be over and they can transition to the next task.

Use age appropriate materials.

Use short and simple sentences to ensure understanding.

Repeat instructions or directions frequently.

Ask student if further clarification is necessary.

Keep distractions and transitions to a minimum.

Teach specific skills whenever necessary.

Provide an encouraging and supportive learning environment.

Do not overwhelm a student with multiple or complex instructions.

Speak more slowly and leave pauses for student to process your words.

Speak directly to the student.

Speak in clear short sentences.

Ask one question at a time and provide adequate time for student to reply.

Minorities and Developmental Delays: There are varying views and

opinions concerning this issue. Some argue that minorities are overrepresented where as some believe that minorities are underrepresented

Underrepresented

Under utilized use of special

education resources due to
socioeconomic, linguistic and
cultural obstacles
Cultural differences in beliefs
about disability's. Some groups
may not identify problematic
behaviors or symptoms as
indicative of a delay.
Many are less likely to receive
delay or disability evaluations as
a result of lower health care
access

over-represented

Children are more likely to be

exposed to risk factors that impair
cognitive, academic, and
behavioral functioning.

50% of African American children

receiving services lived on poverty
or were born at low birth weight.

Cultural, linguistic, and racial bias,

which may result in minority
childrens abilities and behaviors
being considered relatively more
problematic

This is my nephew Nate. He is currently receiving

special education assistance for a developmental
delay. Nate has made amazing progress through the
assistance of his general education teacher, special
education teacher, his schools speech pathologist
and through the support of his family.
We used to call Nate our little caveman because he
would rarely speak and had a hard time interacting
with us. Since we as parents have begun learning
and growing with our son, we have seen him bloom.
It has been an inspiring and rewarding journey!
Nates mom- Georgia Jessop
( G. Jessop, personal communication June 09, 2016)

Nate practicing his

words at home

Resources

Boyse, K. (2010,Fubruary). Developmental Delay. Retrieved June 4, 2016

http://med.umich.edu/
Do2Learn: Educational Resources for Special Needs. (1999-2016). Retrieved June 08, 2016, from
http://www.do2learn.com/
Menlove Ph.D., M., G. G., & Arbogast, L. (2013, November). Special Education Rules. Retrieved
June 04, 2016, from http://www.schools.utah.gov/main/
Morin, A. (2014). What You Need to Know About Developmental Delays. Retrieved June 08,
2016, from https://www.understood.org/e
Wrightslaw Special Education Law and Advocacy. (2015, December 09).
Retrieved June 10, 2016, from http://wrightslaw.com/