...Learning disabilities and cognitive development Effects of learning disabilities on cognitive development Within our society today people are forced to realize that others learn in a variety of different methods. One aspect that many people do not take into account however is the impact of learning disabilities have on the cognitive development of an individual. According to the National Center for Learning Disabilities, there are around 2.4 million students that have diagnosed learning disabilities that are receiving special education services [ (Team, 2014) ]. This accounts for approximately 4-5% of the total number of students being taught in schools today. With such a significant amount of children in schools today with some form of learning disability, there is definitely an impact on their cognitive development as well. In order to better understand what types of cognitive developmental effects can be had on a person with a learning disability, it is first important to understand what cognitive development is. Jean Piaget developed a theory that cognitive development consisted of four key stages; sensorimotor, preoperational, concrete operational, and formal operation. Piaget proposed that a person, or child more specifically, will progress through the first three stages earlier in life, then finally coming to rest in the fourth and final stage for much of the lifespan of that individual. According to Piaget, the sensorimotor stage of cognitive development consists...
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...children with DCD showed no improvement in motor accuracy, concluding that DCD populations have an impaired procedural learning capacity [28]. Comparatively, children with DCD can be trained to learn simple finger tapping tasks after being procedurally trained for the more substantial time frame of two weeks [4]. However, it is difficult for this information to be applied to assisting those with DCD in carrying out ADLs, since finger tapping is a relatively simple task. A task-oriented approach that stems from procedural learning is Cognitive Orientation to daily Occupation Performance (CO-OP). CO-OP has the main objective of skill acquisition, with an emphasis on discussion rather than practice. Throughout CO-OP, a therapist teaches children to consider ADLs by formulating a plan, carrying out the action and then checking to see if the plan worked [17]. Though CO-OP has been found to be successful [19], it is limited in its strategies as only cognitive strategies are used to enhance motor learning. For CO-OP to be a more robust approach, it could incorporate more motor engagement in ADLs. Procedural learning requires to be studied in more complex paradigms over a representative time frame, for example complex sequence learning over several weeks. Once this has been achieved by the literature, procedural learning training could be utilized to help clinical populations carry out ADLs. Very few children with DCD can dress themselves independently [22], thus an increase in procedural...
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...as voices for those with intellectual disabilities. At that time there was very limited information known about intellectual disabilities, or mental retardation as they used to say, and the causes of it. Because of this, there were practically no programs or activities for these kids in order to help with the development, care, and support for families. At that time, it was extremely common for a physician to tell a parent their child would be better suited at an institution. This is when The Arc’s founders decided to fight because they wanted more for their children and wanted them to lead a fulfilling life. The Arc works passionately to ensure that every individual with a mental disability and their parents have access to information, advocacy, and skills they need in order to participate as an active citizen and member of their community. This organization is committed to altering the perceptions of children with intellectual and developmental disabilities. In addition they also secure services for these individuals who have been denied an education, day care and preschool, and the right to work (The Arc, n.d.). This organization has adapted accordingly due to the sensitive terminology that has had an impact on these individuals. The term ‘mental retardation’ was used vastly as the appropriate terminology in the medical field. Although it may still be used today, the terms ‘intellectual disability’ and ‘developmental disability’ are starting to be adopted more broadly...
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...Chapter 13, Physical and Health Disabilities October 9, 2014 Definition of Orthopedic impairment. According to Special Education, Contemporary Perspectives for School Professionals, “orthopedic impairment is a severe impairment that adversely affects a child’s educational performance” (p. 423). Types of Paralysis Include Monoplegia, Paraplegia, Hemiplegia, Tetraplegia Neurological Physical Disabilities Include: Cerebral Palsy- Paralysis of the brain Spina Bifida- A spilt or divided spine Spinal Cord Injury- break, severe bruise, or other damage to the spinal cord that affects motor and sensory functions. Traumatic Brain Injury- The result of a sudden and significant insult to the brain. Types of Traumatic Brain Injury: - Closed head injury - Open head injury - Concussions Effects of Traumatic Brain Injury: - Cognitive Skills - Processing Ability - Language - Academic Achievement - Emotions - Behavior Causes of Traumatic Brain Injury: - Struck by/against and includes child abuse, especially shaken baby syndrome. - Automobile and motorcycle accidents, children not wearing seat belts. Describe Characteristics- Cognitive Characteristics: Students abilities are often related to the nature of the disorder, the severity of the disorder, and the effects of treating the disorder. Academic Characteristics: Same as Cognitive Characteristics. Social and Emotional...
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...is for individuals with disabilities. This allows these individuals to use the web. Web accessibility helps people with disabilities to perceive, understand navigate and interact with the web. This also allows these people to contribute to the web. Web accessibility can benefit many individuals but benefits the elderly more due to the changing abilities due to their aging (W3C 2011). Web accessibility helps individuals with all different disabilities that have trouble accessing the web. This can include individuals with visual, auditory, physical, speech, cognitive, and neurological disabilities. There are millions of people with disabilities and these disabilities can really affect the way that they use the web. These days there are so many web sites and different web software that have accessibility barriers that can really make it challenging for individuals with disabilities to use the web. There are more web sites and web software that becomes available and as they do individuals with disabilities are able to use and contribute to the web better (W3C 2011). As mentioned before web accessibility can benefit other individuals without disabilities. Web accessibility is designed to meet the needs of many different users and their situations. This flexibility can benefit individuals without a disability in certain circumstances, such as individuals with a slower internet connection or even people with just temporary disabilities like a broken hand and...
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...According to Miller and Lovler (2015), special populations are individuals who have been diagnosed with a disability, such as sensory, motor or some sort of cognitive impairment. Testing these types of individuals can be somewhat of a challenge, due to the fact, their impairment may not depict their true knowledge; therefore, test scores are not the only aspect reviewed when trying to understand what an individual knowledge and comprehension. Individual who have a sensory challenge usually involves one of the five senses, which include sight/deaf, hearing/blind, spatial awareness/touch, taste and smell. Those individual who have motor impairments usually suffer from some type of issue with their body movements, which includes poor muscle control or muscle weakness; this can be either the individual total body or just a part of his body. Lastly, cognitive impairment is usually where the majority of the accommodations are done. Cognitive impairment is those individual who suffers from “intellectual disabilities, learning disabilities, and traumatic brain injuries” (Miller & Lover, 2015, p. 78)....
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...Walter Glannon: Genes, Embryos, and Future People Bioethics, 02699702, Jul98, Vol. 12, Issue 3 ABSTRACT: Testing embryonic cells for genetic abnormalities gives us the capacity to predict whether and to what extent people will exist with disease and disability. Moreover, the freezing of embryos for long periods of time enables us to alter the length of a normal human lifespan. After highlighting the shortcomings of somatic-cell gene therapy and germ-line genetic alteration, I argue that the testing and selective termination of genetically defective embryos is the only medically and morally defensible way to prevent the existence of people with severe disability, pain and suffering that make their lives not worth living for them on the whole. In addition, I consider the possible harmful effects on children born from frozen embryos after the deaths of their biological parents, or when their parents are at an advanced age. I also explore whether embryos have moral status and whether the prospects for disease-preventing genetic alteration can justify long-term cryopreservation of embryos. INTRODUCTION Recent advances in reproductive biotechnology have given us the ability to intervene in the process of human biological development from embryos to people. One type of intervention is the testing of embryos for genetic defects that cause disease, which enables us to choose between allowing these embryos to result in disabled people or selectively terminating...
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...irritability D. all of the above 4. The National Federation of the Blind found that the most common causes of blindness are : A. glaucoma B. cataracts C. diabetic retinopathy D. all of the above 5. Down syndrome is a set of characteristics stemming from an individual having ______ chromosomes. A. 21 B. 46 C. 47 D. 13 6. Which of the following is NOT one of the seven characteristics of learning disabilities? A. ability to discriminate differences in auditory, visual or tactile imput B. difficulty with long term and short term memory C. difficulty integrating sensory information D. above average ability to maintain attention, even when distracted 7. Which of the following level of support systems is concerned with the inpact of social systems on people's lives and the impact that people can have on those systems; such as neighborhoods, churches, schools, and health care organizations? A. micro-level B. meso-level C. metro-level D. macro-level 8. Individual with ___________________ disabilities may have difficulty in...
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...needs - Produce a newsletter * What are additional needs – What is a physical disability and how does it have an impact on an individual to be classed as an additional need? * What is a sensory disability? Give examples * What is a cognitive disability? Give examples (200 words) Define and describe the different types of disabilities, signs and symptoms, cause of the additional need and why they have an additional need – e.g. Down’s syndrome; cystic fibrosis, autistic spectrum, people with mental health problems, asthma, multiple sclerosis, paraplegia ( 1000 words) For example Attention deficit hyperactivity disorder (ADHD) & (ADD) are conditions which result in problem behaviour and poor attention span. Children find it hard to control their behaviour. They might be impulsive, restless and inattentive. Children can have problems learning and socialising. The causes of ADHD are not clear. Possible causes are thought to be brain injury, chemical imbalance in the brain, genetic links, environmental factors and a possible link to diet. Some of these children present more challenging behaviour than others and may require support when socialising and in the learning context. This may result in one-to-one support in class. P2 – Describe models of disability –Booklet to include Define the differences between disability; impairment Explain the different models of disability - such as medical; social, charity and holistic or person...
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...Speech and language problems are the most common disability of children yet they are the least well detected, particularly in primary care settings. The goal of this notebook is to describe the disability, and also give characteristics. However the notebook will have different sections in which I will give information about organizations, services, evidence based teaching practices, assistive technology, which is technology that can or is been used to assist kids with disabilities. I will also talk about web resources that teachers, parents and students can use. Speech-language deficits are the most common of childhood disabilities and affect about 1 in 12 children or 5% to 8% of preschool children. The consequences of untreated speech-language problems are significant and lead to behavioral challenges, mental health problems, reading difficulties, and academic failure including in-grade retention and high school dropout. Yet, such problems are ones that are least well detected in primary care, even though intervention is available and plentiful. Speech-language impairments embrace a wide range of conditions that have, at their core, challenges in effective communication. As the term implies, they include speech disorders which refer to impairment in the articulation of speech sounds, fluency, and voice as well as language disorders which refer to impairments in the use of the spoken (or signed or written) system and may involve the form of language (grammar and phonology)...
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...DQ 1 SPE 556 Week 6 DQ 2 SPE 556 Week 6 Individual Professional Ethics Article SPE 556 Week 6 Learning Team Home-School Communications Sheet ------------------------------------------------------------------------------------------- SPE 556 Week 1 DQ 1(UOP) For more course tutorials visit www.tutorialrank.com What is the definition of the terms disability, impairment, and handicap. Provide two real-life examples for each term. ------------------------------------------------------------------------------------------------------- SPE 556 Week 1 DQ 2(UOP) For more course tutorials visit www.tutorialrank.com How do school, work, and recreational settings make reasonable accommodations for individuals with physical disabilities, other health impairments, or severe sensory disorders? --------------------------------------------------------------------------------------------------------- SPE 556 Week 1 Individual Personal Experience Paper(UOP) For more course tutorials visit www.tutorialrank.com Write a 250- to 500-word description of your personal experiences working with an individual with a physical disability, other health impairment, or severe sensory disorder in either a school or other vocational setting. Identify who might be included in that...
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...Prader-Willi Syndrome is a genetic disorder that affects chromosome number fifteen. Some of the common signs of this syndrome are obesity, eyes with narrower shape, small hands, feet and stature. Often the muscle tone is decreased and as a consequence motor development is delayed. Individuals affected usually have mild learning disabilities and only a small portion have average or above average IQs. Their long term memory is stronger and efficient than their short term memory. Most students with Prader-Willi Syndrome have difficulty working with numbers and calculations. They usually perform better when working with reading, writing, drawing, and when working with technology. Behavior issues are directly associated with the syndrome as well...
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...Needs and Disability Act 2001 Special Educational Needs and Disability Act 2001 (c. 10), also known as SENDA, is an Act of the Parliament of the United Kingdom. It is intended as an adjunct to the Disability Discrimination Act 1995, which legislated to prevent the unfair treatment of individuals, in the provision of goods and services, unless justification could be proved. This legislation was deemed necessary as the previous Act did not encompass educational organisations. This was further replaced by the Disability Discrimination Act 2005. The act required schools, colleges, universities, adult education providers, statutory youth services and local education authorities to make 'reasonable provisions' to ensure people with disabilities or special needs were provided with the same opportunities as those who were not disabled. The Act stated that discrimination occurred when the educational establishment/body either fails to make reasonable adjustments to accommodate individuals with special needs or a disability, or when they give them less favourable treatment. Disabilities A disability is an umbrella term, covering impairments, activity limitations, and participation restrictions. Impairment is a problem in body function or structure; an activity limitation is a difficulty encountered by an individual in executing a task or action; while a participation restriction is a problem experienced by an individual in involvement in life situations. Thus disability is a complex...
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... The ability to perform communication is what we take for granted. Every day we use speaking, reading, writing, and understanding skills. We express our feelings, share thoughts and opinions, exchange information. We cannot imagine our lives without communication, which is the foundation we build our lives on. However, according to World Health Organization approximately 10% of world’s populations are disabled people. Main types of disabilities that make communication challenging affect hearing (deaf people or those having a hearing loss), language (people having difficulties with speaking, reading, writing and understanding others), cognition (people with problems regarding remembering, learning, understanding, or problem-solving) and movement (people having difficulties moving their muscles to speak, use gestures, turn pages and write). Thus, people with disabilities include those are hearing, vision, intellectually, physically impaired or have learning or psychiatric disorders. These people are obliged to adapt to their disabilities and use different ways of communication in comparison with people who are not able physically (or mentally) challenged....
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...despite the benefits, research and training teachers still have many challenges within an inclusive classroom. As a professional with a continual drive to educate myself in order to better serve my students needs. Different situations pose a new opportunity to research and learn strategies for all students to be included in the classroom. I believe inclusion benefits all students, not just those with a disability. Some of the challenges...
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