Deaf & Blind
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Deaf-blindness is a complex disability caused by a combination of hearing and vision loss. There are several potential causes including genetic conditions like Usher Syndrome. The impact on individuals varies depending on factors like age of onset and severity of sensory loss. Assistive technologies and interventions like sign language, Braille, and mobility aids can help deaf-blind people communicate and navigate the world. Organizations like Helen Keller National Center aim to support deaf-blind individuals and enable them to live independently through dedicated assistance and accommodations.
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The document discusses the core curriculum and expanded core curriculum for blind and visually impaired children. The existing core curriculum includes typical academic subjects like English, math, science, and history. The expanded core curriculum adds compensatory skills like Braille, orientation and mobility, social skills, independent living, recreation, careers, assistive technology, and visual efficiency. It emphasizes that the expanded curriculum helps blind and visually impaired children gain skills to function independently and prepare for their careers.
Assessment of Children Who are Deaf and Hard of Hearing: Linking Language & M...
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Dr. Joanna Cannon and Dr. Anita Hubley, both professors in Educational & Counselling Psychology, and Special Education (ECPS) at UBC, discuss how they formed a collaborative and mutually beneficial relationship within the same department, despite their different areas of research.
Dr. Cannon brings expertise in language acquisition for students who are Deaf and hard of hearing. Dr. Hubley brings applied measurement expertise assessing reliability and validity with vulnerable, challenging, or understudied groups.
The story of how they bridged their interests through collaboration on multiple grant-funded projects was presented.
Learn more about ECPS and Drs. Cannon and Hubley: http://ecps.educ.ubc.ca/Sli september 11th
This document discusses research into specific language impairment (SLI) in deaf children who use sign language. The study found that SLI does occur in British Sign Language (BSL) and shares some similarities to SLI in spoken languages. Tests of nonsense sign repetition, sentence repetition, and fluency revealed impairments in some deaf signing children with SLI. The findings suggest SLI children need specialist sign language therapy in addition to placement in an enriched signing environment. More research is still needed to better understand and support these children.
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Early sl acquisition
1) Early exposure to sign language is important for deaf children's language acquisition and cognitive development. Most deaf children are born to hearing families who do not sign naturally.
2) Studies show that deaf adults who were exposed to sign language from birth perform better on language tasks than those exposed during early childhood. The evidence suggests that earlier exposure to a first language is better.
3) Factors that help deaf children learn sign language include practicing signing new words to strengthen memory, developing vocabulary to understand the world, and parents using thinking words when talking to their children.
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In addition to gifted children and those with more profound intellectual disorders, a significant number of children receive other kinds of special education services. About 6.4 million schoolchildren receive public special education services in the United States. Over 85% are related to behavioral problems (emotional disturbance) and developmental and learning disabilities (National Center for Education Statistics, 2013a). Whereas the numbers of individuals with intellectual disabilities in public schools have declined somewhat over the past two decades, those with emotional disturbances and other developmental disorders have increased dramatically. Like many other disabilities that affect children, the reason for this trend is unknown. Overall, the percentage of children enrolled in special education has increased from 8.3% in 1977 to over 13% currently. As shown in Figure 10.5, enrollment in special education has been dropping gradually since reaching a peak of 13.8% during the 2004–2005 school year.
Figure 10.5: Number of children receiving special education services
Public education services must meet the needs of all children, including those who have special needs.
Source: U.S. Department of Education.
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Courtesy of Ron Mossler
One of the characteristics of Asperger's syndrome is idiosyncratic, or uniquely peculiar, behaviors. In this writing sample from a sixth grader, Trevor refused to skip lines between spelling words. What is only barely visible (in the center of the image) is the smeared paper from Trevor's propensity to press extremely hard on his pencil.
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Running head: AUTISM 1
AUTISM 3
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Etiology involves the study of the causes of diseases, the cause or origin of a disease. Also involves the study of causation and any causes, caution, or causality. The etiologic classification of a disease based on the cause, when known. This classification is important and useful in the consideration of biotic disease. The disease is classified as staphylococcal, rickettsial, or fungal. This condition affects specific cells in the body because they aim at a single point. Pathogenesis is the mechanism through which the cause operates to produce the pathological and clinical manifestations. Autism spectrum disorder (ASD) refers to a group of complex neurodevelopment disorders characterized by repetitive and characteristic patterns of behavior and difficulties with social communication and interaction. The symptoms are present from early childhood and affect daily functioning. Autism is a lifelong development disability that affects how a person communicates with, and relates to, other people. Also affects how they make sense of the world around them. The term “spectrum” refers to the wide range of symptoms, skills, and levels of disability in functioning that can occur in people with ASD. Some children and adults with ASD are fully able to perform all activities of daily living while others require substantial support to perform basic activities. The Diagnostic and Statistical Manual of Mental Disorders (DSM-5, published in 2013) includes Asperger syndrome, childhood disintegrative disorder, and pervasive developmental disorders not otherwise specified (PDD-NOS) as part of ASD rather than as separate disorders. A diagnosis of ASD includes an assessment of intellectual disability and language impairment. It is a spectrum condition; all people with autism share certain difficulties that affect them in different ways. Some people with autism lead an independent life and many have accompanying difficulties. (http://www.ninds.nih.gov)
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The Lymphoblastic cell lines are continuously diving cells from the blood lymphocytes. These cell lines have been accepted to be the tool of examining the consequences of the genetic mutations. The cells are affected hence the blood circulation in the brain is widely hindered. This process leads to the development of disorders hence affecting the flow of blood in the body efficiently. This largely affects the brain since the cells are available in the brain. The pathologic condition hence creates the disorder in the brain hampering its function and proper operation of the brain. It therefore adversely affects the brain and the overall flow of blood. This leads to the development of deficiency in the brain because of lack of proper operation (Fiala et al., 2002).
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