Functional Limitations And Potential Assistive And Addictions Counselor

The American Counselor’s Association task force was developed to raise the awareness of counselor impairments during their career in the helping profession (n.d.). This allows the counselor to discover where their own abilities are on a spectrum that ranges from wellness to impairment. Strategies for monitoring such ranges have been implemented and available to counselors to assist them in self-care (Lawson, 2007). Lawson (2007) states counselors must take initiative to take care of themselves in order to be able to serve others in the counseling profession.

In his most recent eligibility determination report, dated, 1-25-18, Zaylan was identified as having an Other Health Impairment Disability (ADHD). His disability adversely affects his ability to complete tasks within allotted time as observed by his impaired to stay focus and on task. Zaylan's inability to stay on task and follow directions is negatively affecting his classroom performance. At times, he is easily to become frustrated ad argumentative. Teacher's observation indicated he often daydreams during instructional time and often look to peers for directions, rather than paying attention in class. When given an assignment to compete by general education teacher, Zaylan will be very apprehensive about completing the assignment.

This article focuses on the many forms of technology in relation to special education. The article discusses the “high” and “low” forms of technology that is available for students with special needs to help “bypass” or “compensate” for their disabilities. The article goes on to survey the current status of assistive technology for the special education population. In the end, the article uncovers that the use of assistive technology for the special education population is promising though uncertain. Assistive technology has proven to be beneficial for students with learning disabilities, as it would empower them to work beyond their normal capabilities (Lewis, 1998).

Substance abuse as well as addiction is a topic many people choose to ignore or tend to believe that it does not affect them. Addiction itself does not seek out certain types of people but can affect anyone, at any time, for any reason. Stress, per pressure, financial trouble, even genetics all play a role in substance abuse and addiction. Unlike others, I don’t see substance abusers as weak willed but instead in need of guidance and someone to talk to about their problems. That is why, when I decided to go to school I was very interested in becoming an Addiction Counselor. I am one of those types of people who really enjoy learning new things and coming up with solutions for myself or others. The biggest reason that I decided to go to college was to find a job that I was actually fascinated with and wouldn’t dread going to work day in and day out. The biggest concern I have for my future job is stability and job availability. One area that I don’t really find high on my priority list is the money. I want to be able to make enough that I can survive and even thrive at times but I’m not looking for a job just for the financial gain. If I’m going to spend my life in a working profession it might as well be doing something I love.

A mental health counselor has come a long way to provide service for people or clients who are in need of mental health service. Today, more people are suffering with depression, which they result of alcohol and drug misuse to help them forget the pain they are feeling. As a result, alcohol and drug abuse lead to impairment of judgement which may guide to criminal activity and harsh punishment. Due to ignorant or no knowledge of mental health service, judges normally lock people away who have committed to such crimes instead of sending them to an alcohol and drug abuse center or hospital for treatment. For this reason, once an inmate is released back into society, they go back to using drugs and commits a crime and lock away in prison causing

The state of Texas, the first to adopt a law requiring instruction for students with dyslexia in 1985, continues to set the standard when it comes to dyslexia education reform (T. Flanders, personal communication, August 30, 2011). Until recently, little consideration was made in the use of assistive technology (AT) for students with mild disabilities, specifically in the field of dyslexia education and intervention (Edyburn, 2006, p. 18). With the passing of Senate Bill 866, concerning the implementation of classroom technology plans for students with dyslexia, the pursuit of reform has become of utmost importance (The Texas State Senate-Information News and Events of the 82nd Legislative Session, 2011). Although Texas is proactive in

Illinois Legal Aid. (2002, November). Retrieved from Disabilities Guidebook: Technology-Related Assistance for People with Disabilities: http://www.illinoislegalaid.org/index.cfm?fuseaction=home.dsp_content&contentid=205

Name at least three items that could be considered AT and describe how those devices could support a student with a disability in the classroom.

Learning disabilities are neurologically based processing problems that can interfere with higher-level skills such as organization, time planning, abstract reasoning, long or short-term memory and attention. (Pardun, 2015)

I want to start by saying I have appreciate your post for the past 7 weeks. I have tried to pick others but I always seem compelled to respond to yours. Substance Abuse Counselor are definitely needed these days. I am a product of two parents who have died of congestive heart failure because the use of drugs throughout their life. No one wants to lose a family member to this disease. I pray that you are able to help heel people along with utilizing God’s words. May you find your field rewarding and may your mind be strong to for those who need

This chapter is about the important ways the interagency planning team can improve the implementation of the student’s transition ITP. The different professional roles involved in facilitating the transition ITP are the state developmental disabilities agencies, vocational rehabilitation, community employment service (ESO), and the school. For each member of these groups, they will provide specific activities and recommendations to go along with the vision of the student with disabilities and his/her parents to create an individualized transition ITP.

Frieda is entering the sixth grade as a 12 year-old student with global delays, which affect her cognitive ability, resulting in significantly sub average general intellectual functioning and language skills. She also concurrently exhibits deficits in adaptive behavior across all domains. Due to these delays, Frieda requires specialized programming to meet her individual educational needs, which includes a more restrictive educational setting to allow for more small groups and individualized instruction than could be provided in the general education setting. Frieda's fine motor, visual motor, and self-help delays adversely affect her ability to participate

The use of technology in educating children with special needs has widely grown in the past few decades, and has since has changed the way people with disabilities live, work, and learn” (Winzer, 2002, p. 98). Individuals with special needs are unique and all have different areas in which they need assistance. Due to the advancements in assistive technology, computer programs, software, and other technology tools, have helped people to find useful and easier ways to become educated.

Speech and language disorders, as with any learning disability, can cause embarrassment and social hindrance for students along with the educational setbacks. Unfortunately there is yet to be a cure discovered, but luckily there are many ways in which individuals with learning disabilities can seek treatment and aide. For example a child could receive therapy from a speech pathologist to help them articulate more clearly. There is also assistive technology available for all types of disorders. Assistive technology can help motivate students to overcome the barriers in learning that they face by compensating in the area that they lack. When choosing which type of device that a student should use, it is very important that it is one that will accommodate to the specific disability of the student (Fleming, 1999). For individuals with speech and language disorders, either an electronic communication device or a personal FM listening system would be appropriate. An electronic communication device allows one to type their ideas into a machine so they

The use of technology in educating children with special needs has widely grown in the past few decades. Individuals with special needs are unique and all have different areas in which they need assistance. Due to the advancements in assistive technology, computer programs, software, and other technology tools, it has become much easier for people to find useful and easier ways to become educated. Because of this, “technology has changed the way people with disabilities live, work, and learn.” (Winzer,98)