Chapters authored
Breastfeeding Practices and Infant Development Outcomes
The biochemistry of human milk contains a vast amount of knowledge and information that was previously un-recognised and unknown. The neonate and infant receive both nutritive and non-nutritive signals from milk, according to evidence. There is strong evidence that early, continuous breast feeding for 23 months significantly lowers neonatal and child mortality on a global scale. Breast feeding is the gold standard for an infant’s survival, health, and development, according to scientific research. Due to its nutritional, immunological, and psychological advantages, it is thought to be the best start for infant life. To achieve the best possible growth, development, and health, the World Health Organisation advises mothers to exclusively breastfeed their infants for the first six months of their lives, then continue to do so while supplementing with the right foods until they are two years old or older. Infant developmental milestones and outcomes like cognitive development, socio- emotional development, psychomotor development, and language development have been linked to both the components of breast milk and the act of breast feeding.
Part of the book: Infant Nutrition and Feeding
Screening, Assessment and Identification Tools for Dyslexia
The special education process relies heavily on assessment to ascertain a student’s disability. In order to target the areas of need that call for differentiated or specialized education, teachers can target students’ strengths through an ongoing process of data collection and analysis. In order to properly diagnose Specific Learning Disability (SLD) or Dyslexia, the student’s planning and placement team (PPT), consisting of the parents of the child and trained professionals, must conduct a thorough evaluation process. People who have dyslexia are frequently misdiagnosed or completely overlooked. The assessment of dyslexia presents with difficulties, such as the use of a variety of terms, the inadequacy of current assessment models, and the dependence on phonological awareness as the only linguistic risk factor. This chapter’s goal is to address the difficulties associated with diagnosing and screening for dyslexia in children, including the use of a variety of terms, the use of phonological awareness as the single linguistic risk factor for dyslexia. In an effort to give parents, educators, and researchers a consolidated and comprehensive source of information, the chapter examines the accessibility and usefulness of screening and assessment instruments for the diagnosis and identification of dyslexia in children of various age groups.
Part of the book: Recent Advances in the Study of Dyslexia