National Olympics : About Intellectual Disabilities

On December 3, 2004, President Bush signed the Individuals with Disabilities Education Improvement Act of 2004. This Act is also known as Public Law 108-446. The Individuals with Disabilities Education Act (IDEA) is the law that secures special education services for children with disabilities from the time they are born until they graduate from high school. The law was re-authorized by Congress in 2004. This re-authorization has driven a series of changes in the way special education services are executed. These changes are continuing today and they affect special education and related services across the United States.

They way in which we learn is partly dependent on the type of learning that is involved. There are three types of domains of learning. They are Cognitive, Affective and Psychomotor. For detailed explanation please refer to question 1.1

Abstract: The Special Olympics not only give special athletes athletic skills, they offer more opportunity, encouragement, and dexterity to survive in society than the public school system alone. To understand the differences and similarities between handicapped athletes and their non-handicap peers is the first step in creating a program that best meets the child's needs. There were no community programs that catered to the mentally and physically challenged, so Eunice Kennedy-Shriver created "special games" in her back yard for her handicapped child. Shriver established the Special Olympics in 1968. Today there are more than one million special athletes competing in 140 countries. There are some problems with relying on the

The Disability Social History Project website is a great side were you can find information and articles pertaining to disabilities in one place. The information is well organized and easy to find. It has 11 buttons on the left-hand side with the different sections. It has information about the history of disabilities in different time periods and different disabilities. The exhibits section has different articles that talk about freak shows in the United States in 1840 through 1940, disability campaigns in the United States during the 30’s through 60’s, and the Nazis’ extermination policies for people with disabilities during the 20’s through 50’s. The people's section of this website is a great inspiration since it has stories of people

When you have a child who has autism it can be difficult to find a sport that they can be effective at. One thing they can do is found at Special Olympics is that they can swim and track and field. Both activities are appropriate for any age and ability level. Swimming would be better for the individual depending on if they are high or low functioning and if they have poor balance. Swimming is an active that does not require a great deal of balance. If you have an individual who does not like sports, there are other options. Before you put your child in sports, you should ask if they would like to participate in the sport and see how they feel.

During the 4-hour wheelchair activity, I assumed the role of a paraplegic. Since the activity was simulated in a school environment, I also assumed the role of a student. The activity is focused on the perspective of a paraplegic student attending college. Navigating around the school, finding w/c access points around the school vicinity, and going about daily school routines were the primary challenges that were undertaken. Few minutes into the activity, I was trying to figure out what is the most efficient way to propel the w/c. I noticed that most of the power for w/c propulsion comes from the shoulder. Proper trunk positioning and good UE ROM are essential for w/c ambulation.

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

The Individuals with Disabilities Education Act (IDEA) is a United States federal law that consents of four categories outlining how public agencies and individual states ensures that students with various disabilities are provided a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) that is conditioned to their specific needs regardless of their ability. This act mandates tailored services, educational modifications, and the main objective for these children throughout the nation is to supply them with the same possibility of getting an education as those who do not have a disability until the age of 21.

In my essay you will learn about Jamaican and Haitian culture and their outlooks on disability. Laster on you will see the comparisons between those two cultures and the American culture. I selected the Jamaican culture because it has always been a dream of mine to visit Jamaica. I selected Haiti because I am not well educated on their culture.

In modern society, everything is always rapidly changing. Numerous things around the world are becoming more common and accepted. Inclusion is all around us and it is commonly unnoticed. From an educational perspective, inclusion refers to the idea of placing students with disabilities in general education classes or other school activities (Hallahan, Kauffman, & Pullen, 2015). Early childhood education has been trying to incorporate inclusion in numerous ways, along with all other education. Integrated classrooms are very popular and has changed education drastically. Just like everything, inclusion in education has its flaws, but no the less, is making progress.

The importance of education for all children, especially for those with disability and with limited social and economic opportunities, is indisputable. Indeed, the special education system allowed children with disability increased access to public education. Apart from that, the special education system has provided for them an effective framework for their education, and for the institutions involved to identify children with disability sooner. In turn, this promotes greater inclusion of children with disability alongside their nondisabled peers. In spite of these advances however, many obstacles remain, including delays in providing services for children with disability, as well as regulatory and

Along with many other topics of special education, the topic of inclusion has been surrounded by uncertainty and controversy for as long as the concept has been around.

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.

Bloom and his committee created these learning domains strictly for academic context. The design was used to develop a system of learning behaviors to assist in designing educational learning.

After completing the Stem portion of your learning outcome, the Action Word component utilizes Bloom’s Taxonomy of Educational Objectives. According to Bloom’s Taxonomy, learning takes place across three domains. The first of these is the cognitive domain of learning, and it relates to intellectual and content knowledge. The second domain of learning is psychomotor, which refers to physical movements and their co-ordination with sensation and perception. Third, learning also takes place in the affective domain, which encompasses our attitudes and values.