1. Develop a better understanding of one of the characteristics of one disability area that we have learned about thus far in the semester. (These include severe/multiple disabilities, intellectual disabilities, and learning disabilities)
2. Gather information that can be used for the final paper. This serves as a form of scaffolding, which is an instructional strategy that breaks up long-term learning into manageable chunks with built-in supports.
3. Demonstrate an understanding of what constitutes a reliable source and where to find them.
Disability Categories
o Severe Disabilities
o Intellectual Disabilities
o Learning Disabilities
Directions:
Imagine a student with one of the disabilities that we have learned about thus far (severe/multiple disabilities, intellectual disabilities, and learning disabilities) has just joined your class. Choose one of those disabilities and imagine this fictional student. Your task is to utilize reliable sources to explain to your school community, co-teacher, instructional assistant, etc., the unique characteristics of the disability and the learning needs of students with this disability. Create a visually-appealing product (slide show, infographic, research brief, video, other option) that explains the disability characteristics and learning needs of this fictional student. You do not need to create this student, but rather utilize what you have learned from class and your sources to generalize the characteristics and needs. You must utilize at least three reliable sources (other than the textbook) and cite your sources in APA format somewhere in the product.
Steps:
1. Watch the videos on finding and citing reliable sources. Then, explore sources for your chosen disability area.
Finding Reliable Sources • Utilizing the GMU Library
• Evidence-based
• Effective Search Terms
• Boolean Searching
• Citing a Source in APA
When diagnosing an individual with ID, a comprehensive assessment must take place so that any underlying issues such as communication delays or sensory impairments can be identified (McCarthy & Brownell 2018). Additionally, medical records along with observations made by parents or carers should also be considered since they provide valuable insight into how the condition has affected the person’s development over time (Bailey et al.,2013). Furthermore, it is important that the diagnosis does not lead to stigmatization since individuals suffering from this disorder already face many societal challenges due to their differences making it necessary for professionals involved in the treatment plan to show empathy and compassion when caring for these patients (Cameron et al., 2017).
In conclusion, understanding the various characteristics associated with intellectual disabilities allows us to better recognize symptoms early on thus providing us the opportunity to intervene before major complications arise. Additionally, by becoming familiar with specific needs of these population may have, professionals within the field can adjust the approach accordingly to ensure best possible outcomes, both short and long terms, without compromising patient rights whatsoever.
Autism Spectrum Disorder (ASD) is a neurological disorder characterized by problems with social interaction, communication, and behavior. One of the core characteristics of ASD is differences in sensory processing, which refers to how an individual perceives and responds to sensory input from their environment. People with ASD may experience difficulty interpreting sensory information or may have intense reactions to certain sensations that are not experienced in the same way by people without autism. Sensory processing difficulties can manifest in different ways depending on the individual and can include oversensitivity or under-sensitivity to stimuli such as sound, light, touch, taste, smell, temperature changes or movement/motion.
Oversensitivity to specific sensations can lead to overreaction or avoidance behaviors due to distress caused by the sensation. For example, someone who is highly sensitive to loud noises might react very strongly when exposed to sudden loud sounds like fireworks or a dog barking; likewise they might go out of their way to avoid places where noise levels could be too high for them cope with. On the other hand, some individuals may be under-sensitive meaning they do not perceive certain sensations as intensely as other people do; this could mean that they require higher levels of stimulation for things like touch or taste in order for them register it at all.
By and large, “”In old Greece and Rome, before the approaching of Christianity, perspectives toward child murder, dynamic willful extermination, and self destruction had would in general be lenient. Numerous old Greeks and Romans had no fittingly characterized confidence in the intrinsic worth of individual human existence, and agnostic doctors probably performed regular early terminations as well as both deliberate and compulsory benevolence killings. Albeit the Hippocratic Vow restricted specialists from giving ‘a dangerous medication to anyone, not regardless of whether requested,’ or from recommending such a game-plan, barely any old Greek or Roman doctors followed the pledge steadfastly. All through old style relic, there was broad help for deliberate demise rather than delayed anguish, and doctors agreed by frequently giving their patients the toxins they mentioned.” (Dowbiggin) Despite the fact that doctors in old times made a similar vow to save lives, they actually gave out toxins to kill patients. Some say that the justification behind the doctors’ activities were on the grounds that Christianity hadn’t been laid out yet. Thus, the rule of “Thall will not kill,” had not yet been composed.
“Since old times, Jewish and Christian scholars have gone against self destruction as conflicting with the human great and with obligations to God. In the thirteenth hundred years, Thomas Aquinas embraced Catholic showing self destruction in contentions that would impact Christian idea about self destruction for quite a long time. Aquinas denounced self destruction as off-base since it contradicts one’s obligation to oneself and the regular tendency of self-propagation; since it harms others and the local area of which the individual is a section; and in light of the fact that it disregards God’s power over life, which is God’s gift. This position exemplified perspectives about self destruction that won from the Medieval times through the Renaissance and Reconstruction.” (ProCon.org) Despite the fact that the discussion is normally about doctor helped self destruction, the truth of the matter is that the patients are as yet commiting self destruction. In the event that an individual who is of sound psyche and can simply decide, in the event that they are introducing self-destructive considerations, policing each option to mediate the endeavor. On the off chance that that is the situation with regular individuals, for what reason would it be advisable for it be any unique for individuals who are wiped out and in the clinic. Assuming that equivalent individual who was wiped out was out on the planet, and came dependent upon somebody and requested that that individual assist with committing suicide since they essentially don’t have any desire to live any longer, the individual likely wouldn’t help them.
During the late eighteenth Hundred years, “The dismissal of self destruction and willful extermination stayed firm, even after large numbers of the new states decriminalized self destruction following the Progressive Conflict. Most of Americans dismissed self destruction’s precedent-based regulation discipline… yet regardless of how thoughtful they were toward the self destruction’s family, most Americans halted far shy of excusing self-murder. As late as the before the war period there existed in the US a firm agreement… against self destruction and benevolence killing.” (Dowbiggin)
In 1999, a case is Michigan sentenced Jack Kevorkian, MD, of homicide. He was the essential ca