Cause, Developments, And The Effects Of Intellectual And Developmental Disabilities

Included in the DSM-IV-TR Axis II categories are personality disorders and mental retardation. Mental retardation is not considered a cognitive disorder or a

Many people may say one is a retard without knowing the truth behind the actual word. Intellectual Disability, also known as Mental Retardation, is a very serious psychological disorder that few are faced with for life. Intellectual Disability is characterized by a below-average level of intelligence (a mental ability) that lacks skills necessary for daily living. An IQ is the standard way to measure the level of intelligence one may have. Roughly 95% of humans have the IQ between 70 and 130. (Meyers and DeWall, 2014). The other five percent are either absolute genius or intellectually disabled. Being intellectually disabled can be caused in many ways

An intellectual disability, like the one had by Roland Johnson and about one percent to three percent of people, is defined as “a disability that is present at birth or occurs in the developmental period (before the age of 18) and is characterized by significant sub-average intellectual functioning, existing concurrently with related limitations in 2 or more areas of adaptive functioning” (Daul). Roland Johnson, though his life was hard, did not let his “limitations” limit him.

He fears that some educators were doing this to get these students out of their classrooms and were using the definition of ID to do it. Ms. Rama the regular classroom educator spoke of her trouble with the definition. She indicated that the definition not only identifies ID, but allowed for other disabilities as well. The definition states that students with mental retardation may be deficient in the following areas: communication, physical care, home environment, social skills, self-direction, community use, health and safety, limited academic ability, leisure and work. If a student has any two of these deficiencies then they qualify as being ID (Thomas, 1996). Both educators expressed a similar problem with the classification of students with ID. The classification of students with ID is not universal, meaning that a student from another state could have mild/moderate ID and not be identified according to that states classification. This can lead to a student not getting the assistance that they need. They expressed that it would better serve students with ID if one set of classification were used in the entire United States.

The short stories, “Melting Pot”(MP) by Anna Quindlen and “Dark They Were and Golden-Eyed” (DTWAGE) by Ray Bradbury, have similarities and differences based on how they display the theme of how we relate to a new place depends on our previous experiences. Both MP and DTWAGE have characters that use their previous experiences to support the theme or a decision. In “Melting Pot”, Quindlen relates back to her experience in New York “[with] a lot of old Italians…yet somehow [they’ve] seem to have reached a nice mix [of people]” (Quindlen, par. 3). Anna Quindlen is using her past experiences in New York to conclude on how the city of New York is like a “melting pot” where sometimes people come together and sometimes draw apart. Similarly, in DTWAGE, Mrs. Bittering relates back to her past experience in her old home when she says, “‘[The furniture] looked just fine in Boston… But up at the Villa?

Disabilities; these may include a physical or learning disability. Children with a learning disability may not be capable of holding their attention for an extended period or pay close attention in class. A learning disability is not a problem with intelligence, disorders are caused by a difference in how information is received, processed and communicated in the brain.

Racism is the hatred or intolerance to another race. This usually involves one party believing they are superior to the other and have the right to rule. Maycomb County, Alabama is a town that demonstrates separate is surely not equal. In To Kill a Mockingbird, Harper Lee suggests the evident role race plays in the town.

Intellectual disability, once referred to as mental retardation, is a disability that refers to a person’s limitation in intelligence (Foreman and Arthur-Kelly,2014). The most common causes of intellectual disabilities are genetic

Different disabilities may affect development in different ways. However, with support from teachers and parents, these affects can be minimalised. A learning disability such as Dyslexia (a common type of learning difficulty that can cause problems with reading, writing and spelling) could lead to a child becoming frustrated which could further lead to behavioural issues. Moreover, without assistance, Dyslexia will allow for the child to become unmotivated and prove to be a hindrance to them as they look to strive in later life. Physical disabilities such as Cerebral Palsy (a neurological condition that effects movement and coordination) will affect development as children will have difficulties communicating, eating and drinking and with their

This article was written by a group of physicians at the Indiana University School of Medicine, it emphasizes on some ethical factors that surround the current vaccine debate; thus, the impact that these may imply in vaccine policy and health care delivery. The authors begin by describing the different concepts that may influence an individual's behavior in relation to vaccinating or not; thus, the significance on how these attitudes may impact the vulnerable population, herd immunity, health care delivery, and policy making. Additionally, the authors present the idea of using a more effective form of communication that is guided by latest research, on how to approach anti-vaccine parents, with the goal of reshaping their views. Moreover,

During the 1950s, people who had a disability had two options of housing which included living with their families or living in an institution. However, families did not receive much support since most public welfare services were used towards institutional care, such as mental hospitals and orphanages. Throughout the 1960s there were movements to deinstitutionalize, which at that time basically led to smaller institutions. The 1970s allowed for even smaller community-based residential services that were typically designed for not more than 12 people that were similar in terms of age, independence, or ability. Even though different funding was available, many standards were violated in most of the institutions. Throughout the 70s there were movements to close state institutions and provide more community residential services as well as family support. During the 1980s groundwork for families was laid to expand their control of the nature of the support they received and more options were available to help out with living outside an institution. People with developmental disabilities began to gain increased support to having homes of their own during the 1990s and funded had dramatically increased to over $735 for family support programs in 1998. In 2001 the federal government began a new freedom initiative to “remove barriers to community living for people of all ages with disabilities and long-term illness.” In 2011 the decision that the isolation of people with

According to the American Association on Intellectual and Developmental Disabilities (2017), an intellectual disability is classified as a deficit in “intellectual functioning” and “adaptive behaviors.” For a disability to be qualified as an intellectual disability it must have originated before the age of 18. Some diagnoses that fit under intellectual disability include autism, Down Syndrome, Fragile X Syndrome, and Fetal Alcohol Syndrome. “Developmental disability” is the umbrella term, encompassing many other disabilities, including those that fall under the category of intellectual disability. Developmental disabilities typically impact an individual in a physical way, such as cerebral palsy or epilepsy.

     When a child doesn’t seem to be learning, some teachers and parents in his/her life might criticize the child and think of them as stupid, or maybe just too lazy to want to learn. What they don’t realize is that the child might have a learning disability. But how are these children being helped? There are many programs, special schools and facilities, home teaching methods and many other ways in which children with Learning Disabilities are being helped.

Living with disabilities on a daily basis can be more difficult then some realize. Many people who are born with developmental disabilities start their education and therapy at a very young age and there are also those people who have been diagnosed with a disability sometime during their lifetime. But what is there for them to do once they have graduated from high school or are told they are too old to continue in a regular school or they are simply told they aren’t accepted in the “normal” community? In all reality there really

Behavioral principles have long been employed to achieve educational progress with children who have intellectual disabilities (Drew & Hardman, 2007). An issue of substantial concern is behaviors that may be self-injurious or dangerous to those surrounding the individual. In order to prevent occurrences of inappropriate behavior, family members and the educational staff must put effective interventions into place. These behavior procedures include the use of punishment and aversive consequences, and are sometimes put forth by professionals to change inappropriate behavior (Drew & Hardman, 2007). However, controversy exists over the social and ethical issues involved with the implementation of aversive procedures, especially when working with young children.