Children With An Intellectual Disability

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

While obtaining observation hours for ASHA, I had the privilege of viewing therapy sessions of students at Oscar Smith Middle School. I never had the opportunity of meeting children with disabilities personally until I began my observation hours. During a treatment session, two young ladies with Intellectual Disability (ID) captured my attention and changed my perspective on the part Speech Language Pathologists (SLP) play in providing these students with the critical skills to communicate with their special and general education instructors and others they may encounter through their environment. Witnessing the middle school students’ interactions with their SLP and myself gave me a glance at the rewarding aspects

Being close to her sparked my passion for helping people, especially people with special needs. She taught me that it’s ok to love someone who is “different.” Seeing how much of a difference therapy made in her life, and her family’s life, instilled in me that I want to make a difference in people’s lives. I witnessed first-hand how difficult it was for this family to carry out everyday activities and the profound impact that therapy had on their lives.

food. Functional limitations are usually associated with health problems and may include vision loss, hearing loss and the inability to use one of the parts of the body. Activity limitations include not being able to complete simple adult daily living activities, such as hygiene and self-care. People with disabilities may be restricted from participating in events in society because of their functional disabilities. Environmental and personal factors also play a role in affecting people’s lives (CDC, 2014).

Student A is a 7th grade student with an intellectual disability. This student receives small group instruction in math, reading, writing, and social skills. He is included in the general education population for science and specials classes. This student has IEP goals and objectives in math, reading, writing, and behavior in his IEP. This error pattern analysis will focus on his math computation abilities.

In the video, When Concerns Arise: Learning from Families’ Experiences, parents discussed the feelings they had when they discovered their child was going to have disabilities. Doctors informed them their child would never be able to walk or talk and the child would become a burden on the family. With this being said, many of them felt alone with little support. After the initial shock of learning about their child, and not wanting to believe the doctors, they began to learn and understand their child’s disability. They began to seek help and support from head start programs, teachers, advocacy groups, family members, friends and other families who have children with disabilities.

This article is all about AAI otherwise known as the animal-assisted intervention. AAI has been suggested time and time again as a possible treatment practice for people with autism spectrum disorder (ASD). The Article starts off by talking about autism what it is and the diagnosis of it. It then goes into detail to talk about AAI; AAI is an alternative intervention that has developed into treating all sorts of individuals with a range of medical issues and developmental issues. The article talks about the lack of evidence to support the programs on AAI and its effects on children with ADS. IT goes into detail identifying 20 studies that were done to assess the effectiveness of AAI on ADS patients. They assess AAI by participant

With Disabilities Education Act." Focus On Exceptional Children43.2 (2010): 1-16. Academic Search Premier. Web. 9 Mar. 2016.

Parron and colleagues conducted a study where children with ASD (autism spectrum disorder) were asked to recognise biological motion through the use of PLDs (point light displays). They aimed to find whether high functioning children with autism showed the same specific problem with perceiving emotional material in PLDs in comparison to typically developing children. Secondly, they wanted to explore the degree performance on these tasks and whether it is comparable to high functioning adults with ASD. The use of PLDs depicted different motions depending on the four conditions which included, a person’s actions, subjective states, emotional condition and everyday objects. Participants were asked to describe the PLD as accurately as

In the last decade, the rate of autism has experienced a dramatic increase (Gerber 1). There used to be a speculation of an apparent correlation between the numbers of vaccines children receive and the increase of autism. A predominant controversy regarding vaccinations was whether or not one of the side effects of vaccines is Autism Spectrum Disorder. The probability of vaccines in children resulting in autism was challenged by various researchers from around the world has proven to be untrue (Gerber 2, 3, 5). The importance of vaccination is being underestimated by a number of parents in today’s society and that has a large impact on the immunity herd.*talk about the 3 hyp*

“A Life Beyond Reason,” written by Chris Gabbard discusses how having a child with disabilities can change your life and outlook on what it means to be alive. The author’s son, August, lives with cerebral palsy, is legally blind, a spastic quadriplegia, is nonverbal and is cognitively disabled. This makes it impossible for August to care for himself. The author says that if you were to sit August on the floor and came back hours later, he would be in the same place. After describing his son’s disabilities, the author explains how August is just a part of his quirky family. Gabbard, then describes the many ways people view August. Some people may see him and think of stereotypes like Zippy the Pinhead or a child of God. The author says, “for

The three main concepts that take from this video are; no one needs to feel broken, children need to feel loved exactly as they are, and the importance of dreams. I find it sad that these common sense issues—are issues. But I have also been guilty of creating distance, possibly by actions but for sure by my thoughts. I have witnessed people with disabilities accomplish many great things, and in my mind I put them on pedestals, thought of them as “heroes.” I now understand that they do deserve praise for their accomplishments, but not because they did it with a disability. I remember feeling sorry if I saw a person with a disability, and this was me thinking that I was being empathetic. What I’ve learned most from this video and from class,

This interview really opened my eyes to the struggles parents of children with disabilities face. In the description of this assignment, it says the goal is to help me “walk a mile in their shoes”, however, I don’t think this experience even came close. I see the grief and pain they experience, the negative support and criticism from society, the difficult choices, and all the moments in life they no longer take for granted because of their situation, but, I couldn’t even imagine the life they live. I don’t feel I even have the right to say I have walked a mile in their shoes. The obstacles life has thrown at them are something that is virtually unimaginable for me. They are moving through life carrying the weight that no parent, family, couple,

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.

Taking care of children with disabilities requires a compassionate spirit of valuing them as human being worth of respect regardless of their disabilities.