Cognitive Disabilities

The term Cognitive Disability is rather a broad term. Before 2010 the term mental retardation was used instead of cognitive disability. The stigma that comes with the term mental retardation caused it to be changed. When Rosa’s Law was passed in 2010 the term changed. IDEA changed the terminology but the definition remained the same. (Partners Resource Networks,2011) In article 7 it states that Cognitive disability manifest during the developmental period and is characterized by significant limitations in cognitive functions. This disability shows up before the age of eighteen. Clinical diagnosis of Cognitive Disability can include Down Syndrome, Brain Injury’s, Autism, and even includes dementia. There are also less severe Cognitive Disabilities

This writer was given an assignment of researching three questions related to learning disability. The three questions are: 1. what is a learning disability? 2. How do individuals with learning disabilities process information? and 3. What challenges are related to how these individuals process information? This writer has learned a lot about learning disability and special education all throughout this course, during this research, and during observation time in the classroom. Special education, a program developed in order to provide a free, appropriate education to all students, even those with special needs, was

In the article “Universal Design for learning (UDL) and learners with Severe Support Needs”. Hartmann writes a story from her experience about student his name is Marcus has disabilities. The regular curriculum failed to get him a better education, and then his teachers decided to replace him in a school had curricula focused in disabilities or severe disabilities. Unfortunately, those schools for students “non-verbal” and Marcus had an ability to speak; his mother had frustrated and embarrassment for son future because the education curriculum did not design around students to get more benefit from learning. Also, she writes the students come from different background, culture and heredity; consequently, those factors influence in their learning even two brothers do not learn the same way. Moreover, most of the learning curriculum have designed for normal students, and they have supposed every student should receive the learning in the same way, but this is unjust for students have dissimilar abilities. The UDL has shown the problems are not in the students, but in the atmosphere around them and curriculum because there is not enough flexibility; it needs to fix it. Then, Hartmann describes the beneficial of UDL has changed the learning process to engage all the student’s abilities in the classrooms. Additionally, UDL has played a role in flexibility to involve all student with different abilities, and It also has helped teachers to become more think how to support

The articles describe these learners as having difficulties with abstract thinking and categorizing as well as applying their learning to new situations. There is difficulty with the transfer of information. Use of language is concrete. These students often can only follow single step directions and their sentence development is simple rather than complex. It also points out that there are behavioral and emotional issues that accompany this disability. This population often has emotional outburst due to frustrations and lack of understanding of the expectations. Socially, they may struggle to maintain friendships and do not always understand social cues and rules. “Extensive research evidence reveals that the social skills of students with mild intellectual disabilities tend to be improved when they are provided with appropriate supports and included in general education classroom with age appropriate peers” ( McLeaskey, Rosenberg ,Westling,

Within the past decades and a big discussion has occurred regarding the most appropriate setting within which to provide education for students in special education. Although the change in the educational environment is significant for handicapped student the concepts of inclusion also bring up new issues for the regular education classroom teachers.

Near the end of the year of 2000, Bill Clinton signed the Developmental Disabilities Assistance and Bill of Rights Act. President Clinton built upon the legislation written during earlier decades , to improve services for people with developmental disabilities. This act helped support people with disabilities in pursuing paid work, and highlighted the importance of integration and upkeep in accessible technology. https://www.acl.gov/about-acl/authorizing-statutes/developmental-disabilities-assistance-and-bill-rights-act-2000

Memory takes the information that we receive, through vision, hearing, and touch, and places that information into a usable form and stores that information for later use. Drug addicts, however, have cognitive dysfunction as the areas of the brain that deal with addiction also destroy those same parts of the brain that deal with cognitive functions which include memory.Although many studies have been done in regards to the use of drugs and the damage they do both physically and mentally, there has not been much research systematically about the direct effects that opiates can have on the brain and the cognitive functions. This paper will look at the various research that has been done and take a look at the destructive effects that drugs,

Everyone possesses an innate superpower; and some people just have a unique kryptonite. Regardless of what one's kryptonite is, everyone has something to offer the world. Rather than focus on someone's disabilities we should be celebrate and foster the growth of their abilities, as that is how we can close the gap. At six years old I was diagnosed with multiple, severe learning disabilities. The main concern of my parents, teachers, and doctors was Dysgraphia, a neurological disability that affects my ability to physically write. I attended weekly Occupational Therapy sessions, where for three years Cathy, my OT tried to help me form letters in an effort to teach me to write, it didn't work. After three years, Cathy told my parents that I had

Cognitive impairment is a public health problem occurred in the elderly. In this chapter, we discuss the research results, consisting of prevalence and factors associated with cognitive impairment in the elderly as well as the consistency between the tools used for screening cognitive impairment include the modified IQCODE and MMSE-Thai 2002 by comparing the research results with previous studies.

If you think about a person with a cognitive disability and their behaviors what comes to mind? Chances are you thought about behaviors that are the most noticeable because the individual repeats them over and over. These behaviors tend to be harmless because they are not always self-injurious behaviors. However, they do interfere with a person’s adjustment. Stereotypical behaviors are often as I said before repetitive like rocking back and forth, weaving motions, pacing, flapping of hands (commonly associated with autism), or tapping of feet. A person with a cognitive disability if they have stereotypical behavior will have movements that are predictable to them (ex. they might have to turn the lights on and off five times before going

The barriers to learning faced by students with disabilities are many and complex, and differ from student to student and often from day to day. Barriers to learning for SEN students may be attitudinal, institutional, social, cultural and practical. The Disability Discrimination Act has a vital role to play in dismantling barriers and delivering equality of opportunity for disabled people in further education. Initiatives to recognise diversity within the student population and to understand the continuum of learner differences will help institutions to recognise and reduce barriers to learning for learners with learning disabilities or difficulties. However, some barriers to learning may still persist because they are outside the control of institutions.

One of the most controversial issues facing educators today is the topic of educating students with disabilities, specifically through the concept of inclusion. Inclusion is defined as having every student be a part of the classroom all working together no matter if the child has a learning disability or not (Farmer) (Inclusion: Where We’ve Been.., 2005, para. 5). The mentally retarded population has both a low IQ and the inability to perform everyday functions. Activities such as eating, dressing, walking, and in some cases, talking can be hopeless for a child with mental retardation.

This article, published in 2002 by Nancy Gadbow, examines some of the issues experienced by adult learners with special needs. The author asserts the concept of diversity should include special needs and differences in terms of disability, ethnicity, culture, language, age, gender, experience, and geography. Furthermore in order to give each person equal access to the curriculum a range of instructional approaches and technologies should be incorporated into the learning environment.

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S

Every person deserves an education. It is what shapes us, allows us to grow. As future and current educators or parents, understanding the perspective of persons with disabilities in the classroom is important. Being confident in your own abilities and not being afraid to use the resources available to you.