Ed Regs And Chronic Illness
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The document discusses federal and state educational regulations that provide for the needs of children with chronic illnesses and disabilities. It explains that the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act ensure that children receive accommodations and specialized education plans. Children may be eligible for an Individualized Education Program (IEP) or 504 plan depending on how their chronic illness affects their education. The document provides details on eligibility, required accommodations and services, and the roles of various medical and educational professionals in developing accommodation plans for children with special needs.
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2) Special education laws like IDEA that provide rights for children with disabilities to receive supports.
3) The IEP process and a child's right to free appropriate public education.
4) Disciplinary procedures and the process for determining if issues are related to a child's disability.
How To Help Kids Succeed In School
This document provides an overview of helping foster children succeed in school. It discusses California education standards, teacher standards, the Individuals with Disabilities Education Act (IDEA), individualized education programs (IEPs), special education services, discipline procedures, and resources for parents. Key topics include students' rights to a free appropriate public education, the IEP and evaluation process, eligibility criteria for special education, and the roles of parents and teachers in supporting students.
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The document discusses several important laws pertaining to equal protection and legal protections for diverse populations of learners. It summarizes key aspects of the 14th Amendment, Brown v. Board of Education, Title IX, the McKinney-Vento Act, IDEA, Section 504 of the Rehabilitation Act, and bullying/harassment laws. It explains that these laws prohibit discrimination based on characteristics like race, gender, religion, national origin, and disability. The laws also establish rights for homeless, immigrant, LGBT, and special needs students to ensure equal access to public education.
Introduction to Special Education- Nature, Theories and Concepts
This presentation will show you the following:
1) Definition of Special Education (SpEd) and SpEd Related Concepts
2) Legal Bases of Special Education Based on Idea 2004, ESSA, Magna Carta Ra 7277 DECS Order No. 26, S. 1997
3) History and Development of Special Education
ch14LectureSPED100
Early Childhood Special Education (ECSE) provides services for children from birth to kindergarten age who qualify under IDEA. The Individualized Family Service Plan (IFSP) outlines the services and supports for infants and toddlers, focusing on the family's priorities and natural environments. For preschoolers, the IEP may specify services to meet outcomes in developmental areas in preparation for kindergarten. Research shows the benefits of early intervention, though ongoing studies are needed to identify the most effective programs.
The exceptional child
The document provides information about exceptional education and how to work with the school system to meet the needs of children with disabilities or exceptionalities. It defines exceptional education and explains that students may qualify for an IEP or 504 plan. It also outlines the S-Team process for determining if a child qualifies for services and discusses IEPs, 504 plans, interventions, testing, and parental rights if there is disagreement around services. The goal is to educate parents on navigating the system to advocate for their exceptional child.
1. special education
Special education is designed to meet the unique needs of students with disabilities. It involves specially designed instruction, materials, facilities, and services to help students learn skills. The goals of special education are to ensure students with disabilities can be educated effectively and provided with supportive environments. It also aims to support development and adjustment into regular school and community activities. Special education teachers require specialized knowledge and skills to address the individual needs of students with disabilities.
Six principles of idea
The document summarizes the six key principles of the Individuals with Disabilities Education Act (IDEA): (1) a free appropriate public education, (2) appropriate evaluation, (3) an individualized education program, (4) least restrictive environment, (5) parent and student participation in decision making, and (6) procedural safeguards. It provides an overview of each principle and the rights they afford to students with disabilities and their parents.
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Extended School Year Services
The document provides an overview of extended school year (ESY) services for parents. It defines ESY services as special education provided beyond the normal school year at no cost to parents. ESY services must be individualized and determined necessary by a child's IEP team on whether benefits from the regular school year will be significantly jeopardized without ESY. The IEP team considers factors like regression/recoupment, progress, emerging skills, interfering behaviors, and the nature/severity of the disability to determine if a child requires ESY services to receive a free and appropriate public education.
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This study examined the effects of a group art therapy intervention on patients with traumatic brain injuries. Six patients participated in five weekly one-hour art therapy sessions. The sessions involved low-anxiety art tasks designed to improve cognitive and social skills. Patients showed a reduction in depression, anxiety, and stress levels based on pre- and post-intervention surveys. The art therapy was found to help patients process emotions, increase confidence and socialization, and support rehabilitation goals. The study concluded that art therapy could provide therapeutic benefits for brain injury patients by helping to rewire the brain and reduce symptoms while improving cognitive and social functioning.
Art Therapy at the Richmond Hospital Education Program
Art therapy uses art-making and creative expression to help patients process their emotions and gain insight. The document discusses the history and development of art therapy, how it works therapeutically, and examples of art therapy programs at hospitals and juvenile detention centers. It describes using art therapy with physically and cognitively impaired children to work on life skills and expression through adapted art-making methods.
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The document discusses the age of majority and the transfer of educational rights from parents to students. It explains that in most states, including Virginia, the age of majority is 18. At this age, students acquire full legal rights and parents' rights transfer to the student. For students with disabilities under IDEA, schools must notify parents and students one year prior to the student turning 18 to discuss this transfer of rights. The document also outlines options for parents to still be involved in educational decision making for students with special needs over 18 through guardianship, power of attorney, or becoming the student's educational representative.
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The document discusses several topics in neuroanatomy relevant for teachers:
1) The right side of the brain controls the left side of the body and vice versa.
2) The limbic system, including the Papez circuit, is involved in emotions and emotional responses. Disorders here can affect behavior.
3) The basal ganglia may play a role in sensory and motor integration, and problems could impact functions like writing.
Epilepsy for Educators
- Epilepsy is the most common neurological disorder affecting children, with between 5-10% of children experiencing a seizure before age 20.
- Most children with epilepsy test within the average range on IQ tests and attend regular schools, but they are at higher risk for learning and behavioral challenges.
- Learning disabilities and conditions like ADHD are commonly overlooked co-morbid conditions for children with epilepsy. Thorough evaluation of language, memory, and executive functions is important for proper intervention.
Traumatic Brain Injury and School Intervention
Traumatic brain injury (TBI) affects over 1 million people in the United States each year, resulting in disabilities. TBI can cause cognitive, movement, sensory, and seizure impairments. Mild TBI may result in ongoing functional problems like changes in personality and cognition. Moderate and severe TBI are more likely to impact school performance. A neuropsychological assessment should be conducted when a student returns to school after a TBI to identify specific cognitive deficits and tailor interventions, such as extra time on tests, repetition of instructions, and use of organizational strategies. Ongoing subtle changes from TBI may require long-term academic support.
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Cerebral Palsy
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Tourette Syndrome Presentation
(1) Tourette Syndrome (TS) is a neurological disorder characterized by involuntary motor and vocal tics that typically begin in childhood. It is associated with impairments in attention, executive function, language processing, and motor skills. (2) Teachers play an important role in helping students with TS by fostering self-esteem, tolerance of tics, and academic accommodations. Common accommodations include extra time, minimizing writing demands, preferential seating, and breaks to reduce tic suppression. (3) Co-occurring conditions like ADHD and OCD are common in TS and may require additional supports around attention, organization, and compulsions. Medication and counseling can help manage symptoms of TS and related conditions.
epilepsy assessment
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- Children with epilepsy often qualify for special education under categories like learning disability, developmental delay, or other health impairment if they meet eligibility criteria related to how their condition adversely impacts educational performance.
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Tourette Syndrome (TS) is a neurological disorder characterized by motor and vocal tics with onset in childhood. TS symptoms vary widely between individuals and include both physical and verbal tics. Tics can be exacerbated by stress and anxiety. Additionally, most people with TS also have comorbid conditions like OCD and ADHD that further complicate their symptoms and ability to function. Providing accommodations and support through IEPs/504 plans is important to help students with TS access education and manage their symptoms. Educating all school staff on TS is also key to creating an accepting environment and avoiding misunderstandings.
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Physiology of Special Chemical Sensation of Taste
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
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