Adaptive Milestones
Adaptive skills incorporate the area of self-help skills such as eating, drinking and
dressing.
By one:
o feeds self cracker
o holds cup with two hands; drinks with assistance
o holds out arms and legs while being dressed
Between ages one and two:
o uses spoon, spilling little
o drinks form cup with one hand, unassisted\d
o chews food
o unzips large zipper
o indicates toilet needs
o removes shoes, socks, pants, sweater
Between ages two and three:
o uses spoon, little spilling
o gets drink form fountain or faucet independently
o opens door by turning handle
o takes off coat
o puts on coat with assistance
o washes and dries hands with assistance
Between ages three and four:
o pours well form small pitcher
o spreads soft butter with knife
o buttons and unbuttons large buttons
o washes hands independently
o blows nose when reminded
o uses toilet independently
Between ages four and five:
o Cuts easy foods with a knife
o laces shoes
Between ages five and six:
o dresses self completely
o ties bow
o brushes teeth independently
o crosses streets safely
Bernadeth B. Cordova
BEED-SpEd
Challenges experienced by parents based on knowledge and perceptions regarding
learning disabilities
Parents demonstrated some challenges in comprehending LDs. Although their children
were in the class for learners with learning disabilities, no formal diagnosis regarding the
disability was conveyed to any of the participants. This lack of information was
confirmed by specifically asking participants to provide information on this aspect. They
expressed themselves in the following manner: ‘I think it is when a child cannot cope
and his mind is behind that of other learners’ (Participant 1, 46-year-old married foster
parent, employed as a teacher). ‘Umm … I think it is when a child has got a problem in
thinking and cannot concentrate or listen to what he is told … I don’t know’ (Participant
8, 34-year-old single mother, unemployed).
Participants seemed to rely on casual information from friends and teachers who do not
have specific knowledge in the domain of LDs. The following illustrate how some
participants were informed about LDs and the services provided:
‘You know that when he was born the pregnancy was only six months and was put in
the incubator for three months. So I thought maybe that’s why the mind is not
progressing. I said to myself let me take him to the teacher and be admitted in the
special class at the junior school. … After three months she told me ooh! The child’s
mind is behind the age.’ (Participant 1, 46-year-old married foster parent, employed as a
teacher)
‘The teacher then called me and said this child is a problem … we tried and tried but the
child is not improving. Why not take this child to special class at the junior school? It’s
not like the child is mentally sick he is just fine, he is just ok. We just don’t know why the
child goes slowly. I then took him to the junior school.’ (Participant 6, 44-year-old single
mother, unemployed)
In my understanding my separation with my husband is the contributing factor to his
poor intellectual performance because he used to love his father so much and now that
love is no more.’ (Participant 4, 41-year-old divorced mother, employed as a cleaner)
‘My child grew up with my mother and I think the way she was brought up is not good
because she used to do everything for her, that’s why she cannot perform at school.’
(Participant 6, 44-year-old single mother, unemployed)
Italicized reference: [Link]
