All Things Considered Disabled

The amount of people who live with disabilities is a controversial number. Depending on what law and diagnostic tools used, a person may have a visible disability, or one that may lie beneath the surface of his or her appearance. Some people believe that the term “disability” is merely a label use to hold back, or prescribe helplessness. Meanwhile, individuals who have been properly diagnosed with disabilities struggle to maintain respect and acceptance every day. In plain language, there is a lot of misunderstanding between people with disabilities and those without. It is firstly important to get everyone on the same page regarding the definition of disability.

Looking back in the past, there have been many features, and true definitions of the word disability. In the 1970s a group called the Union of the Physically Impaired Against Segregation defined disability as the disadvantage or restriction of activity cased by social organizations. U.S disability activists made efforts during the 1970s to form different alliances with the disability community, that protested for the inclusion of disability discrimination under the Rehabilitation act. Thereafter there was a medial model at looking at disability, that views disability as an individual shortfall. In

The exact impact of a disability on the life of an individual varies according to a number

Data taken from the 1997-2008 National Health Interview Surveys of US showed that 1 out of every 6 children had developmental disabilities (Boyle et al, 2011). These disabilities were tabulated as including autism, attention deficit hyperactivity disorder, and other forms of developmental delay. According to the survey, these disabilities increased and now require more health and education interventions. Children aged 3-17 years old participated in the survey. Parent-respondents reported their children's diagnoses as including attention deficit hyperactivity disorder, intellectual disability, cerebral palsy, autism, seizures, stuttering or stammering, hearing loss, blindness, learning disorders and other forms of developmental delay. These disabilities were much more prevalent in boys than in girls. They were lowest among Hispanic children as compared with non-Hispanic white and black children. Low income and public health insurance were associated with the prevalence. The rate of these disabilities increased from 12.84% to 15.94% in the last 13 years. Autism, ADHD and other developmental delays increased in all socio-demographic sub-groups, except for autism among non-Hispanic black children. The survey called for additional research on the influence of changing risk factors and changes in the acceptance and the benefits of early services (Boyle et al).

Learning disabilities are becoming more and more common as the years go on. According to the life span development book “of all the children in the United States, thirteen percent from three to twenty-one years of age in the United States received special education or related servers in 2011-2012.” That is three percent higher than the amount of people with learning disabilities from 1980-1981. Studies have been and continue to be conducted to determine why learning disabilities are becoming more prevalent in American in recent years.

Before we get too involved in the midst of this paper however, it should first be made clear what is meant by the term “disability.” According to the International Classification of Functioning, Disability, and Health from the World Health Organization (WHO) the medical and social

A.1.Motivation of the proposed research. NDDs, including ID and ASDs, are the most devastating brain disorders affecting children (13). The prevalence of ASDs is on the rise, and yet, no effective treatments exist. The US Centers for Disease Control and Prevention (CDC) reported that 1 in 68 children at 8 years of age had ASDs in 2014, up 220% since 2002. ID, another severe NDD affecting 3% population characterized with IQ less than 70 (14). Over 3.5 million Americans live with ASDs suffering from life-long disabilities. An ASD family spends $60,000 a year on average for care. The clinical presentation of ASDs is complex. The impaired social-communication functions and restricted, repetitive pattern of behaviors can be detected in children

Sixty non-injured participants will be randomly selected from elementary schools, churches, and childcare centers in the Midwestern states of Ohio, Kentucky, and Indiana. The control group will match the TBI groups for age, pre-injury abilities, ethnicity, and socioeconomic status (SES). Exclusionary criteria for both groups participating in the study will be: (a) history of neurological or developmental, disorder, (b) documented attention, memory, or learning disability, and (c)

Disability is the result of the interaction between people living with impairments and barriers in the physical, attitudinal, communication and social environment. Disability has a negative impact on the individual as it can stop them from engaging in activities and attending to different facilities that they otherwise would like to become involved with. This can be demoralizing and have detrimental impacts on an individual’s mental health, self-esteem and confidence. (Experience of being disabled, 2014) Disability is broken down into six main categories physical, sensory, psychiatric, neurological, cognitive and intellectual. Physical disability is the largest category with around 2.6 million Australian’s suffering from it in some form. (What is disability, 2014) Physical disability generally relates to a person’s physical functioning, mobility, dexterity or stamina. There are a lot of stakeholders whom are involved starting, form back when the person was diagnosed to all that way through their lives. The main group that has an impact in both a negative and positive way are

Neurodevelopmental disorders are characterized by impairments of the growth and development of the central nervous system as they occur by origin, or during infancy and childhood, inhibiting functions that affect emotion, learning, self-control, motor skills, and memory. Specific disorders within this spectrum include but are not limited to, fetal alcohol syndrome, autism, Tourette syndrome, fragile-X syndrome, Down syndrome, ADHD, Mendelsohn’s syndrome, and schizophrenia. Neurodevelopmental disorders stem from many causes, ranging from chromosomal deficiency, genetic and metabolic diseases, immune disorders, infectious diseases, physical trauma, and nutritional, toxic, and environmental factors (Bale, et.al., 2010).

The two low-incidence disabilities that I am targeting are mental retardation and autism. Mental retardation is generally identified anywhere from birth to the age eighteen. It affects children’s educational performance tremendously. Approximately eighty-four percent of students at the age of six to twenty-one have mental retardation. It cannot be

Neurodevelopment is defined as “the dynamic inter-relationship between genetic, brain, cognitive, emotional, and behavioral processes across the developmental lifespan” (Boivin, Kakooza, Warf, Davidson, & Gringorenko, 2015, p. 155). Neurodevelopmental disorders are defined as a group of conditions caused by damage to the neurological development process which cause long term delays in development. These disorders normally begin in infancy, when development is most crucial, and remain fairly consistent throughout adulthood. Neurodevelopmental disorders include but are not limited to the following: autism spectrum disorder (ASD), Rett Syndrome (RTT), developmental coordination disorder (DCD), cerebral palsy, intellectual disabilities

Disabilities is an umbrella term, covering impairments, activity limitations, and participation restrictions. An 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 (WHO disabilities). Disability is a complex phenomenon, reflecting an interaction between features of a person’s body and features of the society in which the person lives.

Have you ever get a chance to know about disability, a cause of disability, and the consequence? Disability is a condition, which may restrict the person mental, sensory or mobility function to undertake or perform a task in the same way as a person who does not have a disability. One disability comes in much Variety of shape, sex, color, and culture like others do. The only thing that separates a person with a disability is that, they only cannot do certain things in the same way as the mainstream of society. Because there are many different reasons and conditions can impair their behavior, movement, and mobility. The inability to use legs, arms, or body because of paralysis, stiffness, pain or other common impairment may change their thinking and also behavior. Moreover, it may be the result of disease, age, birth defects or accidents, and they may be contributing to other disabilities such as, impairing speech, memory loss, short stature, and hearing loss. It is the most important thing to change our observation when we come to Childs with a disability because they may find it difficult to participate when they facing social and physical barriers. Most people have a different attitude for disability and they treat them differently. Unfortunately, this type of thinking or stereotyping is one form of discrimination. Also, it is diverse when we see disability between developed and developing country. In developed country disabled teens have the accessory to use items to

Services that are available to handicapped children today are much better than they were twenty-five years ago, but nevertheless, services are still short in supply and low in quality, or worse, dehumanizing, as many of our institutions are. Parents are often unaware of signs their children may show of lack of development. Therefore, if the child’s disorder isn’t caught until they begin school, they will surely fall behind the majority of their peers. Those parents who do recognize a problem often encounter a gulf of non-assistance as they look for services within the community. “It is inevitable that they will feel the message: Society does not view their children as worthy of investment; in fact, it disdains those with certain handicaps” (Guralnick, 2000). The parents often feel devalued and stress begins to build upon their shoulders. Parents must seek out and make sense of an enormous amount of information if they really want to help their child to overcome their developmental delay. This may stress the family out because they do not know who to turn to, where to get help, or what the best options are. The diagnostic and assessment process is extraordinary stressful and can easily challenge a family’s coping resources. It is often