Most children explore and learn automatically through trial and error, and play. However, this automatic learning does NOT occur in most young children with special needs. During the early school years, experiences must be designed to help the child with special needs to learn. It is important to focus on these long-term goals that increase the child’s abilities and skills rather than only on short-term efforts to eliminate “inappropriate” behaviours. It is the nature of the child with special needs to function inconsistently. We do know that children with special needs learn differently. The functional curricular approach provides the structure and natural context to teach skills that other children learn automatically.

The educational priorities for ALL young children, with or without handicap, are for the development of language concepts, social/communication skills, sensory/motor skills, self-help skills and whole-of-life skills.

Early intervention programme is vital. It should be a structured programme because we must teach these children most of the skills that others will learn for themselves. If we do not teach them, they will NOT automatically learn for themselves, and we will be wasting valuable time.
Photography With
A Difference:
Through Special Eyes

In cooperation with Photography with a Difference (Filipino advocate photographers), Kids Cove is organizing a photo exhibit from 4-6 November 2010, entitled Photography With A ...