This document discusses community attitudes toward adults with intellectual disabilities. It finds that negative attitudes pose major barriers to their education, employment, housing, health, and social networks. Teachers, employers, and neighbors sometimes lack awareness or have discomfort around inclusion. However, awareness training and social contact programs can help improve attitudes. Changing attitudes requires a multidimensional approach including information, education, positive portrayal, and supported opportunities for interaction and inclusion.
RPWD Act 2016 addresses some of the long standing demands of the Indian persons with disabilities. Inclusion of more conditions in disability list, free education for disabled children, framework for supporting institutional and social infrastructure, making accessible environment and provisions of punishment for violation of RPWD Act are very important.
RPWD Act 2016 addresses some of the long standing demands of the Indian persons with disabilities. Inclusion of more conditions in disability list, free education for disabled children, framework for supporting institutional and social infrastructure, making accessible environment and provisions of punishment for violation of RPWD Act are very important.
Children with disabilities: concept of disability, definitions, categories, causes, rights, health and community care, prevention, community-based rehabilitation.
There are nine National Institutes under this Ministry working in the field of disability. National Institutes are autonomous bodies established for different types of disabilities. These institutes are engaged in Human Resources Development in the field of disability, providing rehabilitation services to the persons with disabilities and Research and Development efforts.
National Institutes are engaged in Human Resource Development in the field of disability, providing rehabilitation services to the Persons with Disabilities and undertaking Research and Development efforts. National Institutes also provide vocational skill training, placement and distribution of assistive aids and appliances to PwDs.
Children with disabilities: concept of disability, definitions, categories, causes, rights, health and community care, prevention, community-based rehabilitation.
There are nine National Institutes under this Ministry working in the field of disability. National Institutes are autonomous bodies established for different types of disabilities. These institutes are engaged in Human Resources Development in the field of disability, providing rehabilitation services to the persons with disabilities and Research and Development efforts.
National Institutes are engaged in Human Resource Development in the field of disability, providing rehabilitation services to the Persons with Disabilities and undertaking Research and Development efforts. National Institutes also provide vocational skill training, placement and distribution of assistive aids and appliances to PwDs.
This content is regarding guidance and its types which will be useful for all health science related subject especially he B.Sc and DGNM students will get benefited.
Striking a Balance: The Quest for an Educated and Aware SocietybluetroyvictorVinay
In our rapidly changing world, the quest for an educated and aware society has never been more critical. Education and awareness are two distinct yet interrelated pillars of personal and societal development. Striking a balance between these two elements is not just desirable but imperative for a healthier, more harmonious world. This article explores the importance of finding this balance, emphasizing the potential for positive change when both education and awareness are valued at the societal level.
Module 1: Learner as a Developing Individual (Credit 1, Hours 15, Marks 25)
Objectives : After learning this module the student teacher will be able to-
- explain concept and stages of growth and development
- bring out relationship between development and environmental factors
- elaborate developmentally appropriate learning opportunities based on brain research
- explain relationship of development with learning
- organize activities according to different roles of learner
Contents:
1. Concept of growth and development and principles of development(2 periods)
2. Growth and development across various stages from infancy to post adolescence
(Special emphasis on concerns of later childhood and adolescence) (2 periods)
3. Developmental Influences: Development as a resultant of interactions between individual
potential (innate, acquired) and external environment (physical, socio-cultural, ecological,
economic and technological). Nature and nurture, growth and maturation.(3 periods)
4. Growth and development of brain and its lifelong impact:
Brain development and language development
Functions of brain
Windows of opportunities
Left brain and right brain functions
Concept of 'developmentally appropriate' learning opportunities, getting education for
appropriate parenting. Guidelines provided by neuroscience with respect to designing
and developing appropriate learning environment. (4)
5. Relationship between development and learning, Viewing different roles of learners and
organization of classroom activities accordingly- Learner as Imitator, Knower, Thinker,
knowledge worker, Performer, Implications for teachers to develop holistic understanding of
the learner (4)
Inclusive education means all children in the same classrooms, in the same schools. It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too. Current content deals with the Module 1 of Inclusive Education as per S.Y.B.Ed. SNDT University Syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
3. INTRODUCTION
There is a growing body of evidence to
indicate that person with disability are more
likely than person without disability to
experience the attitudes of others as a
major barrier to education, leisure,
transport, access to public services, social
contact and accessibility outside the home.
4. Continues…
Understanding the prevalence of
positive and negative attitudes
and which groups of people hold
them is crucial if we want to
understand how to improve
community attitudes.
10. It has found that negative attitudes among both
teachers and student peers constitute a barrier to
inclusive education even at the higher level of
education.
Special training for teachers helps to combat these
negative attitudes. Some teachers are reluctant to
include students with intellectual disability in their
classrooms, while others are in favour of including
students with disability but need training and support.
12. Negative attitudes and misconceptions among employers
prove an important barrier to inclusion, as does the general
tendency in society to equate social recognition with paid
employment.
Many employers feel ill-prepared to employ adults with
intellectual disability, although they are more
ready to support current employees who acquire a disability.
14. Regarding housing, the attitudes of
staff in supported accommodation
and of neighbours living close to
supported housing can influence the
extent to which adults with
intellectual disability participate in
the community, rather than simply
being physically present.
16. In the area of health negative
attitudes can make Adults with ID
access to treatment, preventive
screening and health promotion
difficult. Health professionals
sometimes lack training and
awareness about disability; for
example, they may be in disability
condition regarding awareness.
18. In the case of social
networks social inclusion
in the community
requires active support
to establish and maintain
connections with family,
friends, and community
members of AWID.
19. A myth of community:
AWID are to be major
barrier to education,
leisure, transport,
access to public
services and social
contact
21. MEDICAL AND SOCIAL
MODEL THINKINGSL.NO MEDICAL MODEL OF DISABILITY SOCIAL MODEL OF DISABILITY
1. Adult with intellectual disability
is faulty
Adult with intellectual disability
is valued
2. Diagnosis Strengths and needs are
defined by self and not others
3. Labelling Identify barriers and develop
solutions
22. 4. Impairment becomes focus of
attention
Outcome- based programme
design
5. Assessment, monitoring
programmes therapy imposed
Resources are made available to
ordinary services
6. Segregation and alternative
services
Training for parents and
professionals
CONTINUES…
23. 7. Ordinary needs put on
hold
Relationships nurtured
8. Re-entry if normal
enough OR permanent
exclusion
Diversity welcomed,
adults with intellectual
disability are included
9. Society remains Society evolves
CONTINUES…
24. NEGATIVE ATTITUDE OF ADULTS WITH
INTELLECTUAL DISABILITY ON THE
COMMUNITY
Affective
component
(feelings—what one
feels)Cognitive
component
(beliefs—what one
thinks)Behavioural
component (actual
actions—what one
does)
25. Continue...
The major sources of negative attitudes toward
adults with ID were summarized by Livneh (1982,
1987) as follows:
Socio-cultural
• Gives
importanc
e to
Anxiety-provoking
• Ambiguous &
unfamiliar
situations
• Incongruent
Minority group comparitability
• Prejudices
,
stereotypi
28. GUIDING PRINCIPLES AT VARIOUS LEVELSGUIDINGPRINCIPLES
Person
al
GUIDINGPRINCIPLES
Organizati
onal
TowardsInclusion
Commu
nity &
Employ
ers
Attitud
e
29. Elements involve: information,
education, training, positive portrayal
and supported opportunities for contact.
4 Common Methods: awareness
campaigns, awareness training, social
contact programs and positive portrayal
of adults with intellectual disability in
the public media and the arts.
Personal-level Guiding Principles
31. Community attitudes
toward inclusion of adults
with intellectual disabilities
are generally positive, but
tend to be paternalistic.
Due to the common
perceptions that AWID are
unpredictable and
Employer attitudes
toward inclusion
32. The positive effect of
contact is more likely
when the person with a
disability is perceived
by the audience as
credible and relatable,
and of equal or higher
status to themselves.
AWID are also often
CONTINUE
S…
35. SOCIAL INCLUSION
As Cobigo et al observed, social
inclusion is a product of complex
interactions between environmental
factors and the opportunities and
personal competencies of an individual.
36. Continues…
Two-way process social inclusion of adults
with ID should involve all stakeholders,
including Adults with ID themselves and the
general community.
Adults with ID should also be involved in
all initiatives aimed at improving their
inclusion into the community through greater
self-determination.
39. Finally, corrective services were included in the community because it
suggests that adults with intellectual are over-represented among the
prison population. The extent to which this over-representation is an
outcome of negative attitudes is unknown. Changing community
attitudes towards adults with intellectual disability requires
complementary methods, including information and extended personal
contact.
CONCLUSION
Editor's Notes
Prejudice – knowledge formed in advance Assumption – guess
