Children with exceptional need Essay

Researches in development reveal that both genetics and environment not only separately influence normal or abnormal functioning of the human psyche, but together and inseparably affect an individual’s manner of operating in his world (Nevid, Rathus and Greene, 2008). Environment’s influence can start as early as the nurturer’s bearing, i. e. the moment of conception when the fertilized cell is immersed in the mother’s internal environment. The contention that genetics cannot be downplayed since this fertilized cell contains genetic material that may mean the marked direction of growth towards normality or abnormality has been embraced by biologists and psychologists for many decades until now. Nature and nurture interact to mould a person into what he becomes; hence psychological disorders are regarded both a product of genetics and environment according to many studies. However, the degree of their influence such as at what critical times will the developing child or person succumbs to the effects of environment is observed to be crucial though. This means that the individual who has risks of developing mental illness, depends largely to these â€Å"critical periods† (Nevid, Rathus and Greene, 2008). Abnormal psychology or the study of the development of psychological disorders focuses on the interplay of genetics and environment and how most psychologists agree to the notion that though genetics increases the possibility of the development of â€Å"malfunctioning† or disorders; this is generally moderated by environment (Nevid, Rathus and Greene, 2008). Learning disorders are also coined as â€Å"language and speech disorders† and academic skills disorders. They are commonly identified when a child enters school-age. the problems related with these disorders generally hamper a particular child’s overall engagement in school activities which may usually have their dire effects on his/her esteem (Nevid, Rathus and Greene, 2008). Academic skills disorders have the following subtypes: developmental arithmetic disorder (children who cannot do simple arithmetic equations like addition and subtraction and the recognition of their symbols like a plus + or minus sign -) ; developmental expressive writing (a severe difficulty in the ability to express themselves through writing or composition) , and developmental reading disorders (termed as dyslexia, this disability is characterized by a child’s inability to recognize words or letters and understand the printed material) (Nevid, Rathus and Greene, 2008). Language and speech disorders usually are identified with children and are categorized as: developmental articulation disorder (cannot make a sound or speak specific words), developmental expressive language disorder (grammatical errors which are profound) and developmental receptive disorders (children who have the inability to comprehend someone speaking a language) (Nevid, Rathus and Greene, 2008). Many problems are faced by students who are highly creative. This includes the need to conform to the majority, seemingly lacking in motivation, lack of insights into their asynchronicity, the parental lack in terms of knowledge or understanding into their child’s dilemmas, underachievement and a host of others. These are further complicated by lack of experts in the local level (Santrock, 2005). Discussion The adolescent who is gifted has different sets of needs and challenges which are indeed complex ones. The bigger bulk of responsibility lies in the hands of the parents and then the school. A lot of studies have been conducted to establish what these needs are, how one gifted child differs from another, and the varying interventions that may be employed to enhance and meet the unique requirements of the gifted child (Santrock, 2005). Giftedness comes in diverse ways, and educators, parents alike follow some hard and fast rules in determining students who fall into specific categories of giftedness. Today, many specialists look into the minds of a gifted student by defining and measuring creativity. This entails that a person possesses the ability to provide a novel idea or solution to a problem, make solutions which others have not discovered before, or finding very unusual solutions. It takes into consideration that high creativity may not be found with the high academic intelligence criterion. Classic researches all reveal the â€Å"modest correlations† linking IQ and creativity (Santrock, 2005). From this development, Guilford proposed the two kinds of thinking: the convergent and divergent. IQ tests measure convergent thinking which looks for accurate and single correct answer or solution. The tests for creativity seek divergent type of thinking ((Santrock, 2005). Programs are varied depending on the institution in which the student/s is enrolled; however, most schools are mandated and are trained to identify or recognize children with gifted or exceptional abilities. The US Department of Education identifies the basic two approaches employed in meeting the complex needs of this oftentimes marginalized segment of students. Enrichment enlarges and intensifies skills and knowledge base by providing the student with additional classroom projects or activities; field trips can be very important to enhancing a student’s creativity and coaching by an expert in the child’s specific talent or interest. Another approach is acceleration which is oftentimes urged by experts and educators. Children skip a grade or take a placement test to be classified in a specific or particular subject or advanced courses (Santrock, 2005). The counseling course then often takes a route along these two approaches. Once the child is identified as possessing some remarkable qualities that are unusual to his age or group, the parents are advised to provide the enrichment the child needs. In whatever the case, teachers often are placed in positions to identify these creative streaks and expected to make the necessary interventions to help the student make use of his talents. In most cases, children suffer some debilitating â€Å"handicaps† due to their unusual creativity; such as a combination of ADHD and the giftedness (they call it â€Å"twice exceptional). This is where parents and especially teachers must be fully trained to spot complications that go with being gifted (Santrock, 2005). Teachers must be made aware that alongside other difficulties, specific manifestations may be evident as symptoms of their difficulties; e. g. , having messy school work because their hands cannot cope with the speed of their minds, or may even be poor spellers and poor performers in rote memorization. In other words, these students with their contrasting difficulties just don’t seem to fit (Santrock, 2005). The goal then for the parents, teacher or school counselor is to magnify on the child becoming an asset rather than emphasizing on such possibilities as pursuing and achieving fame, high economic status or even a Nobel Prize. It is important that the goal for the educational community is for gifted students who will develop into an individual adult who will become comfortable with his innate capabilities and has used them productively (Santrock, 2005). Conclusion The question of whether heredity (nature) or environment (nurture) is more important in determining the course of human development has been debated throughout the centuries (Papalia et al, 2002). The advent of Charles Darwin’s theory of evolution (1859), which emphasizes the biological basis of human development, led to a return to the hereditarian point of view. With the rise of behaviorism in the twentieth century, however, the environmentalists’ position once again gained dominance (Atkinson, 1993). Behaviorists such as John B. Watson and B. F. Skinner argued that human nature is completely malleable: early training can turn a child into any kind of adult, regardless of his or her heredity. Watson stated the argument in its most extreme form which is presented the average person’s activity (Atkinson, 1993). Today most psychologists agree not only that both nature and nurture play important roles but that they interact continuously and guide development. For example, the development of many personality traits, such as sociability and emotional stability, appear to be influenced about equally by heredity and environment; similarly, mental disorders can have both genetic and environmental causes (Atkinson, 1993). Behavior geneticists are attempting to sort out the relative importance of nature and nurture influences in the development of various behavior patterns. Psychologists are especially interested in the roles of nature and nurture in intelligence, abnormal behavior patterns such as schizophrenia, and social problems such as sociopathy and aggression (Atkinson, 1993). Non-genetic influence or the environment is perhaps the strongest alibi any person attributes to whenever things turn out not as good as they want them to be. We often make justifications why we tend to be mediocre; â€Å"because my parents did not try their very best to train me and provide for all that I need,† is our typical rejoinder. To what extent is this true, and where does the line end when it comes to personal responsibility, genetic predispositions, or the responsibility and accountability of people who exert immense influence on us? The argument postulated in this paper is not so much as â€Å"drawing the line† in as much as it has evidently proven the great impact of nurture on personality and/or human development in general (Papalia et al, 2002). Parental abuse and neglect have been issues in learning because these are factors that are vital to the child’s overall performance and normal functioning as they operate as kids and later as adults in the real world. This is also true with nutritional status of children in their growing years. Several studies have proven the effects of these factors that they are consciously observed among the educated parents; as much as possible, many actively pursue in avoiding the drastic effects of either deficiency (Papalia et al, 2002). Indeed, the environmental changes that are constantly influencing children in their early stages are established in the scientific disciplines; this despite the many arguments to the contrary. Reference: Atkinson, R. L. , R. C. Atkinson, E. E. Smith, D. J. Bem, and S. Nolen-Hoeksema. 1993. Introduction to psychology. Orlando, FL: Harcourt Brace and Company. Nevid, Jeffrey, Spencer Rathus, & Beverly Greene (2008). Abnormal Psychology in a Changing World. Pearson Prentice Hall. Santrock, J. W. (2005). Adolescence. (12th ed). New York: McGraw-Hill. Papalia, Diane, Sally W. Olds, Ruth D. Feldman. 2002. Human development 8th Ed. McGraw Hill.