Mosaic's Intellectual Disabilities Case Study

The claimant was a 16-year-old boy. His mother alleged that he was disabled because of problems with comprehension, ability to make decisions, was unsure all the time, was self-conscious, had low self-esteem, and worried all the time. He had visual limitations and wore eyeglasses. Had limited ability to communicate; was “very” self-conscious of what his peers would think. He needed assistance on all levels, including his personal hygiene. He received special education services.

Grondhuis, Sabrina N and Aman, Michael G. “Overweight and obesity in youth with developmental disabilities: a call to action.” Journal of Intellectual Disability Research. 8.9(2014):787-799. Print.

There are several legal and social foundations that are related with the Individuals with Disabilities Act. (Legal: constitution, 10th and 14th amendment) social foundations (what people thought about disabilities in the past) connect Willowbrook, early researches from 17-1800.

Federal laws governing special education students require that they receive a free and appropriate public education (FAPE) in the least restrictive environment (LRE). The Individuals with Disabilities Education Act (IDEA) protects the rights of students with disabilities and allows parents to develop an appropriate education for their child. Under this act, schools also receive funding for special educational services. The state of Texas has its additional set of guidelines that schools must follow. These rules are established in the Texas Education Code (TEC) and the Texas Administrative Code (TAC) (Texas Education Agency, n.d.). TEC provides details about the process of creating an Individualized Education Program (IEP), student criteria

“A Place to Call Home: Intellectual Disabilities and Residential Services in Nova Scotia,” is an article written by Rachel Barken (PH.D Candidate) from the Department of Sociology at McMaster University. This article is about how Nova Scotia still continues to institutionalize people with intellectual disabilities when other provinces across Canada are working on deinstitutionalizing. Provinces in Canada are moving towards the approach of community living based group homes for people with intellectual disabilities. Barken (2013) based this article on participant observation, document analysis, and qualitative research. She discovered that implicated community members which include policy makers, residential service providers and workers, and advocates have conflicting beliefs about institutionalized and community living based group homes that could be slowing the process down of still have institutions in Nova Scotia. (Barken, 2013)

Both anti-discrimination laws and other legislation regulate the practice of school psychology. The Individuals with Disabilities Education Improvement Act (IDEIA) – 2004 provides the rights and responsibilities of the children, parents, schools, and states in evaluation, assessment, and placement of individuals in special education. Informed consent is required prior to both evaluation and placement. Nondiscriminatory and appropriate evaluation in the child’s native language is required by IDEIA. School must place the student in the least restrictive environment. Reevaluation of the student and the placement must be occur every three years, with the Individualized Education Plan (IEP) being reviewed annually. IDEIA includes a provision referred

…“Children with disabilities should be educated in the most open and normal environment possible (the least restrictive environment); when needed, evaluations, diagnose, and treatments should be done without stigmatization and discrimination.”… (Pg. 176)

The individuals shown in the video with multiple disabilities have difficulties communicating in the normal ways, instead they use nonverbal movements or behavior to disseminate information. These unique methods include behaviors, gestures and other means of expressing themselves. Since they are nonverbal, these are the only ways they have to communicate. Furthermore, they must have close bonds with others in order to be understood. This is accomplished by the time consuming process of establishing a relationship between client and caregiver, which provides them with a means to communicate through their own special way.

Discuss the critieria for diagnosing student with an intellectual disability and why it is so important that criteria is met.

Ms Lynn Brition Called this worker and she said that her mother has sever disability issues and is 95 years ole living in an assisted living facility, Pacific View, but she was re-evaluated and her CA/PS assessment score is SL=17, so she lost her long term care benefits.

I chose to do this reading response on Valle’s article on rethinking disabilities. This piece begins by talking bringing up the notion that when one reveals that they are a special education teacher, instantly they are looked at and thought about differently. Next, the piece goes on to discuss the medical model of disabilities, which is basically the same process as going to the doctor when you are sick, being examined, prescribed a treatment, and finally schedule a follow-up visit. The chapter continues by discussing how disability can be look at as a social construction. The origin of normal, and the increase of normal in schools is discussed next. The IQ test and intelligence tests in general are the main focus of this section, especially

Americans with disabilities are a gathering group of around 50 million individuals that today led free, self-asserting lives and who characterize themselves as per their personhood – their thoughts, convictions, trusts and dreams – well beyond their incapacity. Since the mid-1900s, individuals with handicaps have pushed for the acknowledgment of inability as a part of the character that impacts the encounters of an individual, not as the sole-characterizing highlight of a person. In the 1800s, individuals with disabilities were viewed as small, sad, sad people unfit and not able to add to society, but to serve as disparaging objects of amusement in carnivals and displays.

Those individuals who have a disability and are not able to read or write is discussed throughout this journal article. Education that is inclusive is suppose to guaranteed to those students who are disable. They have the right to be in a program within the school that offers them support. Resources offered in the community school aren’t given to adults, so children need to take advantage of these services being offered. Yes, education as a child is very important, but at the same time adults need to be given the chance to be provided with services in the community that will help them learn. Disable adults need just as much thorough effort to the rise of being able to have the readiness to the easy services as it pertains to literacy and proficiency.

Disabilities were viewed in many different ways by different societies and even differently by different families within a society. After WWII the view of different types of people changed. Views on people with disabilities changed because of the number of veterans who returned with physical and mental disabilities and because the number of people with disabilities who were employed for the first time in the war effort. Another reason that people with disabilities were viewed differently was because President Roosevelt was unable to walk because of polio. President Kennedy had a sister that had an intellectual disability. So people began to view people with disabilities differently. My family also viewed disabilities differently than most families. My brother, Sammy, who was born in 1955 had Down’s syndrome. My grandmother had a sister named “Bam” that had an intellectual disability. This caused our family to view intellectual

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.