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Assessment in special education - journal
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Recommended: Assessment in special education - journal
Background/history: Margaret is a 38 year old woman who lives in Conway Massachusetts. Margaret’s primary disability includes ADHD and a Processing Disorder, which impacts her focus and concentration. She experiences a secondary disability of Fibromyalgia and Ehlers Danlos Syndrome. Margaret stated during the evaluation that she too suffers from PTSD, General Anxiety Disorder, Major Depression and a sleep disorder and is presently taking medication. She went on to say she has arthritis in both her hands and her shoulders pop out of socket easily.
Margaret has made many attempts to complete a Bachelor’s degree. She states it has taken her 14 years to complete her associate’s degree and has attended many colleges to do so. The list of
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She does not have a computer or printer. Although, she says she knows how to utilize a personal computer and she is able to access the internet, email on her phone, and she has limited typing skills.
Reading: Margaret states she can read but has difficulty with reading comprehension. She stated that each time she reads the same passage she finds information that she has missed. The ATS wanted to present two reading programs the Read and Write Gold and the Kurzweil program. Due to a lack of internet, the ATS could only show Margaret the standalone edition of the Kurzweil program. The ATS demonstrated the Kurzweil program features and functions and informed Margaret that both programs are able to read, highlight and extract text. Margaret felt being able to highlight text and extract them into an outline can help her with the writing process. The ATS is recommending Margaret utilize the Read and Write Gold program provided by Greenfield Community College. The Read and Write Gold program will allow Margaret to watch the instructional videos if she were to forget how to work a specific function. Also, if Margaret were to run into difficulty with the program she would be able to seek support from the Assistive Technology Department at Greenfield Community College. When material is not available in a digital format Margaret will need to
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The ATS showed Margaret the features and functions of the LiveScribe pen. The ATS explained how the pen can record class lectures and important information without the worry of taking precise notes. The ATS observed Margaret as she wrote a small note, made a recording and played back the recording from the notebook. Margaret did not have difficulty maneuvering the pen, as she wrote the small note. Margaret stated the pen was a good fit and felt comfortable in her hand as she wrote. After that, the ATS showed Margaret how her notes are transferred from the pen and notebook to the LiveScribe Desktop and how to access her notes and lecture once more. What appealed to Margaret was having the ability to navigate the class lecture using her computer or pen/notebook. The ATS is recommending Margaret is provided with the LiveScribe Echo pen 2 GB and a 4 pack of
Anne is a seventy-four year old female with multiple comorbidities. The patient I interviewed is a sixty five year old male with a past medical history of hypothyroidism and no other reported medical conditions. Additionally, Anne requires assistance with completing her activities of daily living such as shopping, transportation and managing her finances. Also she rarely leaves her home, and is inactive due to chronic pain. The patient I interviewed is able to care for himself independently and is rather active. The patient I interviewed continues to work outside his home and routinely
Do you have some spare time? Good. Because it will only take a couple of minutes for you to learn a couple of differences about two amazing women who came to the U.S. with either a disability or just not knowing the language. Basically, Amy Tan’s mother and Nancy Mairs are very amazing. They both have a thing in common where they have struggles, whether it’s their language or a disability and they both overcome those challenges; there are a couple of differences between Tan’s mother, who just can’t speak the English language, and Nancy Mairs, because she is literally physically disabled. However, being
“I am a Cripple,” when people typically hear these words they tend to feel bad for that person, but that is exactly what Mair does not want. She prefers that people treat her the same as they would if she did not have the disease. Throughout the essay, Mair discuses her disease openly. She uses an optimistic tone, so that the reader will not recoil with sadness when they hear her discuss the disease and how it affects her life. In Nancy Mair’s essay “On Being A Cripple,” Mair uses her personal stories, diction, and syntactical structures to create an optimistic tone throughout the essay, so that the audience can better connect story.
Gender has been broadly used within the humanities and social sciences as both a means to categories dissimilarities, and as a logical concept to give details differences. In both the humanities and social sciences. Disability studies has appeared partly as a result of challenges to give details gendered experience of disability and partly as a challenge to contemporary feminist theory on gender which fails to take description of disability. Disabled people have frequently been standing for as without gender, as asexual creatures, as freaks of nature, hideous, the ‘Other’ to the social norm. In this way it may be taking for granted that for disabled people gender has little bearing. However, the image of disability may be make physically powerful by gender - for women a sense of intensified passivity and helplessness, for men a dishonesties masculinity make by put into effected dependence. Moreover these images have real consequences in terms of
“Life is 10% what happens to you and 90% how you react to it,” says Charles R. Swindoll. This statement, although seemingly inaccurate, is brought to life by the testimony of Nancy Mairs. After being diagnosed with Multiple Sclerosis (MS), Mairs had every reason to give up on life, but in “On Being a Cripple” she shows her audience that pushing forward was worth the challenge. Her life as a cripple isn’t easy, but through her writing, Mairs hopes to explain and create awareness about her life living with MS. Through her personal experience and positive attitude, Mairs shows her audience that not only is she a source that others can trust but that life is exactly what you make it, no matter what cards you are dealt.
The Moving Beyond Pity & Inspiration: Disability as a social Justice Issue by Eli Clare took place on April 16, 2014. Thinking about disability before this lecture I feel like I had a general idea of the things Eli spoke about. I attended a school were more than half of the students had a disability. The terms and stereotypes he mentioned I ha heard since sixth grade.
... read aloud, dictation to scribe, assistive devices, marks in book, braille/braille writer, magnification device, computer/word processor, testing in separate room, and large print.
The purpose of this research was to describe and understand Attention-Deficit Hyperactivity Disorder (ADHD) and the most effective treatment options that are available today. ADHD is a mental health disorder that affects 3-9% of the population in ways that, if left untreated, can wreak havoc on the mind of the sufferer. It makes concentration difficult, large tasks seem insurmountable, and causes impulsive and hyperactive tendencies. Fortunately, research and experiments have led to new and effective treatments to help those who suffer from this disorder (Dupaul 8). This research examined journal articles and internet sources on the topic to help unlock the complexities of the disorder through scientific research. It also was a way to separate the myths of the disorder from the truths, while discovering the causes, diagnosis methods, and best treatment alternatives to battle this prevalent disorder.
Berl, R. P. (n.d.). Meds or No Meds? How to Treat a Child with ADHD. US News. Retrieved May 10, 2014, from http://health.usnews.com/health-news/health-wellness/articles/2013/08/15/meds-or-no-meds-how-to-treat-a-child-with-adhd
The ways in which Wilfred Owen’s Disabled and Maya Angelou’s Still I Rise present the overcoming of burdens are very intriguing. Each character possesses a burden that stands in their way, holding them back in life. In Disabled, the individual’s burden is the disability, trauma, and loss afflicted onto him by war and in Still I Rise racism, stereotypes, and a rough history endured by africans is Angelou’s burden. Though the authors experience very different problems and portray opposite atmospheres they contain similarities and use many of the same devices such as symbolism and juxtaposed antithesis points to deliver their messages.
Many of the developmental issues children face in their youth are linked to disorders that affect their learning and behavior patterns. While the average child would go through a range of normal variations in their behaviors, children with these types of developmental problems fall beyond the range of typical actions. Not just one disorder is to blame for these progressive issues though. There are several, and they can range from highly disruptive to those that are barely an issue in a child’s daily activity. Amongst the many is Attention Deficit Hyperactivity Disorder (ADHD). Children who have short attention span and are not able to stay on task are considered to have this disorder. Here we will examine characteristics and symptoms that are common to those who share this disorder, including the history and how its many issues can often be treated.
In order for the study to be conducted the data was obtained from ACTION or the “ADHD Controlled Trial Investigation of a Nonstimulant.” Participants were enrolled into a double-blind, random cross-over trial. This trial was investigating predictors to the response the participants would have to the treatment, which involved comparing responses in children and adolescence who were diagnosed with ADHD to atomoxetine, a common medication used to treat ADHD, and a placebo. All recruited participants in the study were referred to normal pediatric care, none of the participants warranted referral to psychiatrists. Also according to the study they were aged 6 to 17 years, they had a previous diagnosis of ADHD and were fluent in English. It was also made sure that these participants have a normal body mass for there
As the school nurse, working with students with Attention-Deficit/Hyperactivity Disorder (ADHD) is challenging. Fowler (2002) stated the core symptoms of ADHD are developmentally inappropriate levels of inattention, hyperactivity, and impulsivity. These symptoms are not always seen in all students, it could be one or all. A student with ADHD might seem a little different from other students and sometimes not. An ADHD student might look and behave normally, but might only be dealing with inattentiveness. Parents do not want for their child to feel different, so they might not want others to know, except the school nurse, because they might be embarrassed.
In middle school I was diagnosed with a disability with the way I expressed myself through writing. Ever since, I have gained multiple values and learned several lessons about self confidence. I was taught to push past my limits, in order to be successful in reaching my goals along with my dreams. Today I am a senior in high school who was once thought to struggle, but was able to succeed beyond expectations. To some, a disability may seem like a setback from achieving goals, but to me I used it as a challenge for myself. I accepted myself for who I was and looked at my disability as a unique trait of mine. I was able to provide a message to others that anything you set your mind to is possible with dedication and hard work. It might take
shown computers to be the future of learning. The use of a computer in place of the standard pen