Primary diagnosis: Intellectual disability.
Secondary diagnosis: Speech and language delays.
The claimant was a 6 year and 10 month old boy.
Alleged disability: speech delays, developmental delays (learning and gross motor skills), lack of social skills, chromosome 22 q11.2 duplication, and intellectually delayed/autism.
Education: first grade. He received special education services.
The Comparison Point Decision (CPD) date was 05/07/2012. At age 3 he had a 15 words vocabulary, was starting to imitate words, sentences, and question forms. He received special education services. The claimant was diagnosed with 22q11.2 duplication syndrome, developmental delay (mostly affecting language), hypotonia (weak muscle tone), and mild mental retardation. The claimant’s condition medically equaled disability listing 112.02 (organic mental disorders)
Decision under Review:
Per the Disability Determination (11/09/2015), the claimant’s disability began on 03/29/2012. The primary diagnosis was intellectual disability. The secondary diagnosis was speech and language delays.
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He received speech/language therapy once a week for mixed receptive and expressive language delay, and articulation disorder. In early 2015, his full-scale intelligence quotient (FSIQ) score was 65; his overall mental age equivalent was at the 4-year-old level. He required assistance in all areas of his life, such as personal care, communication, social interactions, and academic work. He was diagnosed with mild intellectual development disorder (mental retardation), disruptive behavior disorder, and possible attention deficit hyperactivity disorder
Intellectual disability or “mental retardation” is defined by the IDEA as, ‘significantly sub average general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance’ (Special Education Guide, 2013-2017). Autism is defined by the IDEA as, ‘a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance’ (Special Education Guide, 2013-2017). Radio showed many signs of impairment in social interactions. He was scared to talk to new people and he froze up in new environments that he was not familiar with. He also had a hard time developing relationships with his peers and he lacked social
Please provide a copy of the denial of your short-term disability and the reasoning for same. (see attached)
In the 1993 film “What’s Eating Gilbert Grape”, a young boy (Gilbert) has to care for his younger brother (Arnie) who suffers from mental retardation, while also caring for their obese mother. Arnie is very dependent on his brother who bathes him and keeps an eye on him at all times. Arnie’s symptoms are very clear throughout the film including communication, health, safety, self-care, and home living (Grohol, 2013). Taking care of a younger sibling on your own has to be hard enough without them having a mental disorder. Their mother who is obese has not left the house in years because of their father’s suicide by hanging himself. The whole town mocks their mother and it makes their life that much more difficult. Gilbert and his two sisters slave away their youth constantly cooking, cleaning, and watching over Arnie for their mother because she cannot because of her disability also. Caring for someone with a disability can be difficult but love and support is what they need the most and that is why I chose this movie and family to discuss. Although Gilbert sometimes gets distracted from watching and taking care of Arnie by things going on in his own life, he never complains about his role as a care giver for his younger brother with mental retardation.
For example, our text describes two symptoms of ASD; 1. social communications and interactions 2. and limited patterns of repetitive behavior, interests, and or activities. This was all evident in the “Neurotypical” documentary. For example, Nicholas was unable to interact with girls or form relationships he believes he has nothing in common with them. Wolf suggested that autistic children are good at mimicking others and that nonverbal cues are important to watch out for. Violet, on the other hand, has a habit of repeating behaviors; she will repeat anything her parents say. In the text it also says severity of language problems vary child to child. In Violets case she does not fall under the mute category but instead she is able to speak in a few words, cry, and even laugh. Our text introduces the term for repetitive speech, echolalia. Violet tends to repeat a word or words her parents say either right away when she hears it or later
TOLLE, N. L. (2015). Plaintiff's Alleged Alcoholism Was Insufficient to Find Him Disabled under the ADA, Court Rules. Employee Benefit Plan Review, 69(8), 20-21.
Pituch, K. A., Green, V. A., Didden, R., Whittle, L., O'Reilly, M. F., Lancioni, G. E., & Sigafoos, J. (2009, November 26). Educational Priorities for Children with Cri-Du-Chat Syndrome. Journal of Developmental and Physical Disabilities, 22(1), 65-81. doi: 10.1007/s10882-009-9172-6
The defendant Rachel Holland was at the time a nine-year old girl with an intellectual disability with an I.Q. of 44 and an academic functioning level of a four-year old child. Rachel was described as being well behaved and popular with her second grade classmates. She enjoyed school and was motivated to learn. The plaintiff Sacramento Unified School District proposed to educate Rachel half time in a special education class, and half-time placement in a regular classroom. Rachel’s core classes such as Reading and Math services would be rendered in a special education class and classes such as PE, Music, Lunch, and Recess would be rendered in a general education classroom. Rachel’s Individual Education Plan (IEP) stressed language and communication goals such as speaking in four or five word sentences, initiating and terminating conversations, verbally stating name, developing twenty-four word sight vocabulary, counting to twenty-five, and printing first and last
Carlos and his mother met for the DD Intake at the Laburnum office. Carlos is a 7 year- old who attends Radcliff Elementary School. Carlos doesn't use his words to communicate. Yesterday he received a communication device paid for by Medicaid and he receives ABA Therapy 3x a week provided by Family Insight. Carlos's mother seemed disappointed in Carlos performance on the VIDES worksheet; as she shook her head and sighed. He pointed randomly at the objects on the worksheet and used his communication device twice to say, "Stop".
According to Hassold and Sherman (2002), the probability of giving birth to a child with DS is not linked to any race, ethnicity, socioeconomic status or geographic location. Maternal age seems to be the only etiological factor that may cause DS. Some characteristics of DS include: deep folds at the corners of the eyes, hypotonia, short stature, flexible joints, small oral cavity and heart defects (Taylor, Richards, & Brady, 2005). Most individuals with DS have a moderate intellectual disability, although there is a range of disability, from severe to high functioning (IQ above 70). Since DS is a birth defect and not a disease, there are no treatment options.
Journal of Intellectual & Developmental Disability, by Dillenburger, K., and Keenan M., published in 2009, summarized Nov 19, 2009
DDS determined the claimant is disabled at step 5 of sequential evaluation, without first completing step 4. A review of the case file shows there is insufficient vocational evidence to make a vocational decision. In addition, if an allowance is supported an earlier onset date is warranted.
On the other hand, as an example of why she thought she shouldn’t complain is because as I said before in the thesis statement. She doesn’t want to make the mistake of ruining other developmentally challenged kids chances of getting jobs. She feels that she should probably just put up with it and go on with her life. Especially because her brother has a very similar disease.
I am filing this appeal due to the disapproval on my Disabilty claim. I feel that my entire medical condition and the impact of my conditions were not considered in the final decision.
In a joint publication of The Advocacy Institute and The Children’s Law Clinic of the Duke University School of Law (2009), written complaint is advised to be filed within two years of the matter in dispute, unless the state has set a different limit. The complaint is filed by a parent or a school district involving any matter relating to the identification, evaluation, educational placement or provision of FAPE to a student with a disability. The Office for the Dispute Resolution (2012) requires that Due Process Complaint must contain at a minimum, the following information:
While we have not got the diagnosis we were hoping for yet, we are learning to cope with his needs. Right now he is diagnosed with severe anxiety and sensory processing disorder. He lacks social skills as well. They are testing him at school for the gifted program and an IEP, so hopefully we'll know more about that later. He is progressing quite well, however, and is a full 2 grades ahead of his class for reading and math.