4. Identify the reasons why the generic term developmental delay is often used instead of categorical labels (e.g., mental retardation) for young children receiving early intervention services.

• IQ Scores: This is one of the primary criteria used in labeling a child as having "mental retardation". Unfortunately, prior to the age of approximately 7 – 8 years, it is quite difficult to obtain an accurate IQ score (unless the child has a profound disability identified at birth). Thus, basing a child’s permanent label on an inaccurate IQ score is not feasible. Labeling a child as being "developmentally delayed" addresses the issue that the child IS in fact behind – but does not blame or base this delay on the IQ score or mental impairment.
• Non-specific Symptoms: When a child is young, and appears to be "behind" it is usually identified as a delay. However, symptoms displayed by delayed children are often inconsistent, and vague. By labeling a child "developmentally delayed, teachers and parents "watch" the child and treat the symptoms – not a disease.
• Early Intervention: The label "developmentally delayed" allows children to receive intervention much earlier than waiting until the child is in 2^nd or 3^rd grade. Hopefully by doing this, the child is better off.

4. Identify two adaptations made for George and expand on why these adaptations are important.

• Seat Insert: George’s father is going to build a seat insert for George to use at school. This is to prevent him from leaning to one side while sitting. Ultimately, the goal is for George to be as comfortable as possible while in a sitting position. I feel this is extremely important, because learning cannot occur if the child is miserable. George is also entitled to the opportunity of "looking" like everyone else while he is sitting down. If he is leaning to one side or the other, all of the other students will notice and so will George.
• "Buddy": George will be going into an unfamiliar environment and will not know anyone. Being "different" is enough for a child to handle, without also being a total stranger to everyone there. Thus, having a friend will help George to feel more comfortable. This comfort will allow learning to occur, and George will be happier. This "buddy" will also serve as an example for the entire classroom. The students will see that George is capable of having friends – and they will want to join in on this friendship as well.

8. Discuss the teacher’s role with respect to the characteristics of the young child, the importance of play, and learning experiences.

• Leader – One of the most important roles a teacher plays for a young child is as a leader! The teacher must plan and supervise "playing" that encourages academic learning. Play is the way young children express themselves – it IS their world. Thus, centering learning around their world allows learning to be a part of what they already are! Young children base their entire existence on playing – it is their way of voicing an opinion and making a statement. A teacher can incorporate learning into this comfortable environment, and learning becomes a natural result of play! They work together to create knowledge!
• Director – The teacher must also direct the activities of young children. Allowing them the opportunity to play is great. Directing this play into a learning experience is the role of the teacher. Letting events occur naturally allows children to express themselves. Directing this expression into learning is the teacher’s role! Learning can occur simultaneously with almost any play activity – as long as the teacher observes and directs.

8. Discuss how each developmental domain contributes to development of the "whole" child.

• Cognitive Domain: This developmental area deals with "internal mental processes such as thinking, reasoning, and remembering." Obviously, a child cannot and will not be considered "whole" if he/she does not possess the ability to use his/her mental capabilities! This area deals directly with brain functions, where learning begins and progresses. The development of one’s brain is the basis for academic success.
• Adaptive Domain: This developmental area deals with "eating, personal care, and dressing". This includes everything from sucking as an infant, to toileting as a toddler, to dressing oneself as a pre-schooler. These occur "naturally" for children who are not impaired. However, they are extremely challenging for children with disabilities – and must be actively incorporated into these children’s education.
• Social –Emotional Domain: This developmental area deals with "interaction with adults and peers". This begins with a child’s ability to establish attachments with parents. It continues with the child developing relationships with relatives, and continues with the child developing relationships with peers. A child who experiences the inability to establish these types of relationships reflects developmental delays.

A "whole" child has equal development in all of these areas. The child develops in all of these areas, and does not experience extreme lags in any one area. By experiences equal development, the child becomes the type of person he/she is supposed to! Deficiency in any one area can and usually does create deficits for the child. All 3 of these areas work together, and must be developed cooperatively so that the child is considered "normal" on the developmental scale.