ASSESSING A PRE-SCHOOLER’S DEVELOPMENTAL
DIFFICULTIES:
STUDENT NO: 48871788
MODULE CODE: PYC4807
MODULE NAME: PSYCHO ASSESSMENT
ASSIGMENT: 04 Portfolio
UNIQUE NO: 571437
DUE DATE: 27 – JANUARY 2022
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Table of Content
___________________________________________________________________________
Section 1: EXPERIENTIAL LEARNING
Applied contexts Page:
Introduction 3
Reflection of psychological test
Question 1:2 5
Section 2: Developmental context
Introduction 6
Reason for assessing 7
Aim for assessment
Compiling test battery 8
Social context of assessment
Context of assessment 9
Different between infant and pre-school assessment 10
Administering Griffiths Scales 11
Reliability and validity of Griffiths Scales
Ethical consideration 12
Interpretation of results
Conclusion 13
References 14
Plagiarism 15
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Section 1
Introduction
Many children have trouble reading, writing, or performing other learning-related tasks at some
point. This does not mean they have learning disabilities. A child with a learning disability
often has several related signs, and they don’t go away or get better over time. The signs of
learning disabilities vary from person to person. Common signs that a person may have learning
disabilities include the following: Problems reading and/or writing; problems with math; poor
memory; trouble following directions and acting impulsive. Having a hard time listening
These signs alone are not enough to determine that a person has a learning disability. Only a
professional can diagnose a learning disability. Each learning disability has its own signs.
When a learning difficulty is suspected, it’s typically recommended that a child be screened.
This is done using a short and sometimes online assessment tool that can indicate whether or
not more testing is recommended. If dyslexia, dysgraphia, ADHD or dyscalculia are suspected,
comprehensive testing can be performed by an educational psychologist.
A child has special educational needs if they have a learning problem or disability that make it
more difficult for them to learn than most children their age. They may have problems with
schoolwork, communication or behaviour. Parents can get help and advice from specialists,
teachers and voluntary organisations. Some children cannot have their needs met in a
mainstream school.
Case Study:
Learning difficulty: Mary, 12, was a quiet child every-time when given a task in
class she always excels. One day her teacher caught her copying another student's
math homework. Her teacher reports that she has suspected Marisol has been
cheating for some time, because her homework is nearly always correct but her test
scores are consistently low. Mary admits she has been cheating in math but will not
give a reason why. The teacher calls her parent about the matter and tell them she
will refer Mary's to the school counsellor to see what is Marys problem. This can
be done after the parental consent and the counsellor must adhere to confidentiality
to the problem. The counsellor notices that, while her grades are good overall, she
appears to have struggled with math. She asks Mary to complete some math
problems in front of her. The counsellor invites Marys parents and consider the
Covid-19 protocol. The matter was done in private classroom to adhere to privacy
and ethics policy to school and a child. The counsellor explains the matter to parents
and come with suggestion for a child. Mary has a hard time numbers so, and the
counsellor tells her parents that she believes she may have the learning
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