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Special Education
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Signs & concerns
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Signs & concerns
Early Signs of Selective Mutism on a Home Visit
On a home visit, look for a child who speaks freely with family but consistently cannot speak to you — freezing, whispering or going silent — with the pattern lasting beyond a month and affecting school or friendships. It is anxiety-based, not shyness or hearing loss; refer when the pattern is clear.
Read the answer AnswerEarly signs of self-regulation difficulties on a home visit
On a home visit, watch for a child who melts down intensely and recovers slowly, is very hard to soothe, can't settle their body or attention, reacts strongly to everyday sensations, and a parent who feels drained. Persistent cross-setting patterns deserve a gentle developmental check — only a clinician can assess, never a doorstep label.
Read the answer AnswerEarly signs of Sensory-Based Feeding Selectivity at a home visit
Flag a child for assessment when food refusal is persistent and narrowing: very few accepted foods, refusal of whole textures or groups, gagging or distress at new foods, and any concern about growth. These are early signs of Sensory-Based Feeding Selectivity worth a developmental check — only a clinician can confirm the cause.
Read the answer AnswerEarly signs of Separation Anxiety Disorder on a home visit
Separation Anxiety Disorder shows as fear of being apart from a caregiver that is far stronger and longer-lasting than usual for the child's age — intense clinging, sleep refusal, worry about harm to parents, and unexplained tummy aches before separations. Refer for a developmental check when distress is severe, lasts beyond about four weeks, and disrupts sleep, school or family life.
Read the answer AnswerEarly Signs of Social Communication Difficulties on a Home Visit
During a home visit, watch for a child who has words but struggles to use them socially — poor conversational turn-taking, literal understanding, trouble reading tone and body language, and language that doesn't adjust to the listener. These point to Social Communication Difficulties (ICD-11 6A01.22) when they persist across settings and aren't explained by hearing loss or general delay. Screen and refer; only a clinician confirms.
Read the answer AnswerEarly Signs of Specific Learning Disability on a Home Visit
On a home visit you cannot diagnose Specific Learning Disability — it is usually confirmed only after schooling begins (age 6–8). Note early markers in talking, pre-literacy and pre-number skills, plus persistent parent or teacher concern, rule out hearing and vision, and refer a cluster of signs for developmental assessment.
Read the answer AnswerEarly Signs of Stereotyped Movement Disorder for Frontline Workers
During a home visit, watch for repetitive, rhythmic, purposeless movements — flapping, rocking, head-banging, self-biting — that persist, interfere with daily life, or cause injury. Occasional rocking is common; refer when movements are frequent, cross settings, or self-harming. Observe and route, never diagnose.
Read the answer AnswerEarly signs of Tourette Syndrome on a home visit
Watch for tics — sudden, repeated movements (eye-blinking, head-jerking, shoulder-shrugging) and sounds (throat-clearing, sniffing, grunting) that persist for weeks, often starting ages 4–8. One-off twitches are normal; refer when tics are frequent, persistent and noticed across many days. Reassure families and refer urgently if you suspect seizures.
Read the answer AnswerEarly signs of visual impairment on a home visit
Refer a baby for an eye and developmental check when the eyes do not fix or follow by 3 months, do not make steady eye contact, look cloudy or show a white pupil, are constantly crossed or wandering after 3 months, or when the child does not reach for things they can see.
Read the answer AnswerWhat emotional difficulties might a teacher notice in a young child?
Teachers may notice frequent or intense meltdowns, trouble calming after upset, clinginess or withdrawal, distress with transitions, and big reactions to small frustrations. What matters is the pattern, persistence and impact across the day — not one hard morning. Sharing specific observations with families is a helpful first step, never a diagnosis.
Read the answer AnswerWhat everyday classroom signs might suggest a child has ADHD?
Classroom signs that may suggest ADHD cluster as inattention (drifting off task, missing instructions, losing things) and hyperactivity-impulsivity (out of seat, blurting, interrupting). They matter when persistent, present across settings, and out of step with age. Teachers observe and flag — only a clinician assesses.
Read the answer AnswerClassroom signs that may suggest attachment difficulties
Attachment difficulties may appear in class as trouble trusting adults, seeking or accepting comfort, managing big emotions, forming friendships, or coping with separations and change. Look for persistent patterns across weeks and staff, not single bad days — and share observations with parents and the school support team rather than labelling.
Read the answer AnswerWhat everyday classroom signs might suggest auditory processing difficulties?
Classroom signs of auditory processing difficulties include frequently asking for repetition, struggling to follow multi-step spoken instructions, mishearing similar words, and performing far worse in noise than one-to-one — despite normal hearing. A persistent pattern, not one sign, warrants a hearing check and structured assessment.
Read the answer AnswerWhat everyday classroom signs might suggest a child has Autism Spectrum?
Classroom signs that may suggest autism include differences in social interaction (limited eye contact, playing alone, not responding to name), communication (delayed or unusual speech, echoing, literal understanding), and a need for sameness with repetitive movements or intense interests. These are observations to share with parents, not a diagnosis — when they persist across the day, suggest a developmental check.
Read the answer AnswerClassroom signs that may suggest cerebral palsy
In class, cerebral palsy shows in how a child moves, sits, grips and tires — stiff or floppy limbs, an uneven walk, pencil and button struggles, faster fatigue — not in their intelligence. A consistent pattern across the day is worth sharing with the family for a developmental check; only a clinician can confirm.
Read the answer AnswerWhat everyday classroom signs might suggest a child has childhood anxiety?
Childhood anxiety in class often shows as reluctance to participate, avoidance of new tasks, separation distress, unexplained tummy aches or headaches, perfectionism, and excessive need for reassurance. It's worth a check when the pattern persists for weeks, appears across settings, and disrupts learning or friendships. Teachers often notice first.
Read the answer AnswerWhat everyday classroom signs might suggest a child has Childhood Apraxia of Speech?
In class, Childhood Apraxia of Speech may show as speech that's hard to understand, the same word said differently each time, visible mouth-groping, unusual rhythm, and understanding that far outstrips speaking. These signs warrant a speech-language assessment, not a diagnosis from the classroom.
Read the answer AnswerClassroom Signs That May Suggest Childhood Epilepsy
Childhood epilepsy can appear in class as brief blank stares, sudden jerks, unexplained falls, or moments of 'switching off' that look like inattention. These may be seizures — not behaviour problems — and need prompt medical referral to a paediatrician or neurologist, not a therapy-first or wait-and-see approach. A teacher's observations can be the turning point toward diagnosis.
Read the answer AnswerClassroom Signs of Childhood Sleep Difficulties
Childhood sleep difficulties often show in class as daytime drowsiness, falling asleep in quiet tasks, irritability, poor concentration, restlessness and a recent dip in learning. These signs don't diagnose anything, but a consistent pattern over two weeks — or reports of snoring or disrupted nights — is worth flagging to parents and a clinician, as much is treatable.
Read the answer AnswerClassroom signs of Conduct-Dissocial Disorder
Conduct-Dissocial Disorder is suggested by a persistent, repetitive months-long pattern of aggression, deceit, rule-breaking and destruction across settings — not single bad days. Teachers should document dated examples and route to pastoral leads and a developmental check, never label a child themselves.
Read the answer AnswerWhat everyday classroom signs might suggest Developmental Coordination Disorder?
In class, DCD shows as movement harder than expected for age — awkward pencil grip and messy handwriting, trouble with buttons, scissors and cutlery, frequent trips and bumps, slow copying from the board, and avoidance of PE — despite real effort and ordinary intelligence. The signal is a consistent pattern across tasks and settings; only a clinician can confirm it.
Read the answer AnswerClassroom signs of Developmental Language Disorder
In class, DLD looks like trouble following instructions, finding words, building sentences and retelling stories — in a bright child who is clearly trying. It's not about intelligence, effort, shyness or learning English as a second language. A persistent cluster across weeks and settings warrants a referral; only a clinician can confirm.
Read the answer AnswerWhat everyday classroom signs might suggest a child has Developmental Regression?
Developmental regression is the loss of skills a child had already mastered. In class it shows as a child who used to talk, join in, play or manage tasks and now no longer does — quieter speech, social withdrawal, new clumsiness, or forgotten routines. Any genuine, lasting loss of previously acquired skills warrants a prompt developmental check, not watchful waiting.
Read the answer AnswerClassroom Signs That May Suggest Developmental Trauma
Developmental trauma can show in class as a nervous system on high alert — jumpiness, big reactions to small triggers, freezing or going blank, difficulty trusting adults, and concentration that fluctuates. These are patterns to notice with compassion, not labels; persistent signs across weeks warrant a kind conversation with the family and a developmental check.
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