Learning disabilities and attention deficit hyperactivity disorder (ADHD) affect a significant portion of school-aged children. Learning disabilities refer to difficulties with specific academic skills like reading, writing, or math, and are caused by neurological differences. ADHD is characterized by inattention, hyperactivity, and impulsivity that interfere with functioning. Both conditions can impact students across intelligence levels and in multiple settings. Accurately diagnosing them considers factors like achievement compared to ability and responsiveness to interventions.
The term ADHD refers to Attention Deficit Hyperactivity Disorder, a condition that makes it difficult for children to pay attention and/or control their behavior. Learn more about about the causes, diagnosis and treatment of ADHD.
ADHD- Controlling The Mental Itch With HomeopathyWelcome Cure LLP
Millions of children below age of 17 suffer from ADHD worldwide. Children with ADHD commonly have problems paying attention or concentrating. If not treated on time it can lead to uncontrollable anger, erratic and anti-social conduct that tends to strain relationships with parents, siblings and peers. Babies with very low birth weight have an increased risk of developing ADHD. Homeopathy reduces the aggressiveness, restlessness and obstinacy of the child. Homeopathy promotes a happy, constructive, productive, creative development of the child. You can find more of such informative Power Point Presentations as well as other useful health information at www.welcomecure.com, the definitive online homeopathic treatment portal.
www.welcomecure.com
The term ADHD refers to Attention Deficit Hyperactivity Disorder, a condition that makes it difficult for children to pay attention and/or control their behavior. Learn more about about the causes, diagnosis and treatment of ADHD.
ADHD- Controlling The Mental Itch With HomeopathyWelcome Cure LLP
Millions of children below age of 17 suffer from ADHD worldwide. Children with ADHD commonly have problems paying attention or concentrating. If not treated on time it can lead to uncontrollable anger, erratic and anti-social conduct that tends to strain relationships with parents, siblings and peers. Babies with very low birth weight have an increased risk of developing ADHD. Homeopathy reduces the aggressiveness, restlessness and obstinacy of the child. Homeopathy promotes a happy, constructive, productive, creative development of the child. You can find more of such informative Power Point Presentations as well as other useful health information at www.welcomecure.com, the definitive online homeopathic treatment portal.
www.welcomecure.com
Sensory Processing Disorder is under-recognized among medical professionals but known well among Speech language and occupational therapists. Also known as Sensory Integration Dysfunction, it overlaps with Autism Spectrum, Aspergers, ADD, and ADHD or may be its own disorder. Person with this are often highly reactive to their environment (but can be under reactive). Knowing how to structure their environment, provide family and client support, and calm secondary symptoms with Homeobotanicals is key for managing it.
This is a powerpoint, I created, with help from a Developmental Specialist named Becky Parker (M. Ed.) who is in the Early Childhood Education/Early Childhood Special Education Program at BYU-Idaho. It talks about the causes and some helpful tips for parents, teachers, and specialists who may work with these amazing people who suffer from Sensory Disorders.
ADHD- Attention Deficit Hyperactivity Disorder in childrenPranav Pandya
ADHD is one of the most common childhood disorders and can continue through adolescence and adulthood. Symptoms include difficulty staying focused and paying attention, difficulty controlling behaviour, and hyperactivity (over-activity).
Sensory integration therapy is used to help children to learn to use all their senses together. That is touch,smell,taste,sight and hearing can improve difficulties/problems in children with special need.
Larry Sauter, nationally appointed missionary to people with disabilities with Special Touch Ministry, shares in this FREE workshop an overview of the characteristics of children with learning disabilities and provides suggestions for effective ministry to these children. For more information, enroll in the Children's Ministries University Online course, CMU210 - Ministry to Children with Disabilities. More details are available at www.cmuo.com
Sensory Processing Disorder is under-recognized among medical professionals but known well among Speech language and occupational therapists. Also known as Sensory Integration Dysfunction, it overlaps with Autism Spectrum, Aspergers, ADD, and ADHD or may be its own disorder. Person with this are often highly reactive to their environment (but can be under reactive). Knowing how to structure their environment, provide family and client support, and calm secondary symptoms with Homeobotanicals is key for managing it.
This is a powerpoint, I created, with help from a Developmental Specialist named Becky Parker (M. Ed.) who is in the Early Childhood Education/Early Childhood Special Education Program at BYU-Idaho. It talks about the causes and some helpful tips for parents, teachers, and specialists who may work with these amazing people who suffer from Sensory Disorders.
ADHD- Attention Deficit Hyperactivity Disorder in childrenPranav Pandya
ADHD is one of the most common childhood disorders and can continue through adolescence and adulthood. Symptoms include difficulty staying focused and paying attention, difficulty controlling behaviour, and hyperactivity (over-activity).
Sensory integration therapy is used to help children to learn to use all their senses together. That is touch,smell,taste,sight and hearing can improve difficulties/problems in children with special need.
Larry Sauter, nationally appointed missionary to people with disabilities with Special Touch Ministry, shares in this FREE workshop an overview of the characteristics of children with learning disabilities and provides suggestions for effective ministry to these children. For more information, enroll in the Children's Ministries University Online course, CMU210 - Ministry to Children with Disabilities. More details are available at www.cmuo.com
ADHD is a neurodevelopmental disorder defined by impairing levels.docxaryan532920
ADHD is a neurodevelopmental disorder defined by impairing levels of inattention, disorganization, and/or hyperactivity-impulsivity. Inattention and disorganization entail inability to stay on task, seeming not to listen, and losing materials, at levels that are inconsistent with age or developmental level. Hyperactivity-impulsivity entails overactivity, fidgeting, inability to stay seated, intruding into other people’s activities, and inability to wait—symptoms that are excessive for age or developmental level. In childhood, ADHD frequently overlaps with disorders that are often considered to be “externalizing disorders,” such as oppositional defiant disorder and conduct disorder. ADHD often persists into adulthood, with resultant impairments of social, academic and occupational functioning.
The neurodevelopmental motor disorders include developmental coordination disorder, stereotypic movement disorder, and tic disorders. Developmental coordination disorder is characterized by deficits in the acquisition and execution of coordinated motor skills and is manifested by clumsiness and slowness or inaccuracy of performance of motor skills that cause interference with activities of daily living. Stereotypic movement disorder is diagnosed when an individual has repetitive, seemingly driven, and apparently purposeless motor behaviors, such as hand flapping, body rocking, head banging, self-biting, or hitting. The movements interfere with social, academic, or other activities. If the behaviors cause self-injury, this should be specified as part of the diagnostic description. Tic disorders are characterized by the presence of motor or vocal tics, which are sudden, rapid, recurrent, nonrhythmic, stereotyped motor movements or vocalizations. The duration, presumed etiology, and clinical presentation define the specific tic disorder that is diagnosed: Tourette’s disorder, persistent (chronic) motor or vocal tic disorder, provisional tic disorder, other specified tic disorder, and unspecified tic disorder. Tourette’s disorder is diagnosed when the individual has multiple motor and vocal tics that have been present for at least 1 year and that have a waxing-waning symptom course.
Specific learning disorder, as the name implies, is diagnosed when there are specific deficits in an individual’s ability to perceive or process information efficiently and accurately. This neurodevelopmental disorder first manifests during the years of formal schooling and is characterized by persistent and impairing difficulties with learning foundational academic skills in reading, writing, and/or math. The individual’s performance of the affected academic skills is well below average for age, or acceptable performance levels are achieved only with extraordinary effort. Specific learning disorder may occur in individuals identified as intellectually gifted and manifest only when the learning demands or assessment procedures (e.g., timed tests) pose barriers that cannot be ov ...
Topic: Learning Disabilities & Disorder
Student Name: Anila Parveen
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This is a small group work during my 1st year for Understanding Human Behavior subject. Our topic was related to IQ and IQ test. We covered some important parts about IQ and IQ test.
Chapter 11 Specific Learning Disabilities Worksheet 1Chapter .docxketurahhazelhurst
Chapter 11: Specific Learning Disabilities Worksheet 1
Chapter 11 is about people with a specific learning disability (SLD) who has learning problems/difficulties (but shows no signs of mental retardation or emotional disturbance). He or she might have difficulty in a specific area like reading, speaking, calculating, etc.). It creates unique challenges for a student with SLD and P.E. teacher as well.
1. Based on the case study of Calvin, the child with a specific learning disability, and Mr. Santos, the physical education teacher, that is presented at the beginning of the chapter,
a. identify each of the unique behaviors and specific challenges that Calvin faces in class.
b. next, develop possible teaching strategies and accommodations to assist Mr. Santos in helping Calvin have a more positive learning experience in class. For example, how can Mr. Santos help Calvin better understand teacher instructions, successfully complete the sport unit rules test, and not be made fun of by other students in the class?
2. What is a specific learning disability (SLD)? Use the traditional definition as well as the IDEA definition to create your own definition (page 216-217).
3. Examine the physical, cognitive, and social-behavioral characteristics that affect movement for an individual with a specific learning disability, ADHD, or DCD, as shown in table 11.1. Provide a teaching strategy or method based on each of the characteristics to help offset the challenges that individuals with a specific learning disability, ADHD, or DCD face.
4. On page 221, Figure 11.1 explains unique behaviors and environmental factors, and on page 227, as an application example, you will see 6 strategies for handling students with short attention span. Think that you will be teaching striking skill (with short-handled implements like rackets and paddles) to 13 years old boy with short attention span. What strategies would you use to make it easier for you and your student (hint: use both Figure 11.1 and application example)?
5. Watch the following video, you will see a high functioning SLD person, https://www.youtube.com/watch?v=FczB82C3T6g. What are the family/social challenges and achievements that he is having? What characteristics you observed tells you he has a learning disability? Give some suggestions on how he would improve his shortcomings?
Chapter 11 Specific Learning Disabilities
11
Specific Learning Disabilities
C H A P T E R
Chapter Outline
Definitions
Causes
Incident rates
Common characteristics
General educational approaches
Guidelines for teaching physical education and sport
Assisting Calvin in PE
Read the scenario of Calvin at the start of chapter 11.
Identify behaviors and list key challenges that Calvin faces in Mr. Santos’ class.
Based on these challenges, list and discuss teaching methods and programming strategies that Mr. Santos can use to help Calvin have a positive PE experience.
What Is Learning Disability?
A disorder wi ...
Chapter 11 Specific Learning Disabilities Worksheet 1Chapter .docxbartholomeocoombs
Chapter 11: Specific Learning Disabilities Worksheet 1
Chapter 11 is about people with a specific learning disability (SLD) who has learning problems/difficulties (but shows no signs of mental retardation or emotional disturbance). He or she might have difficulty in a specific area like reading, speaking, calculating, etc.). It creates unique challenges for a student with SLD and P.E. teacher as well.
1. Based on the case study of Calvin, the child with a specific learning disability, and Mr. Santos, the physical education teacher, that is presented at the beginning of the chapter,
a. identify each of the unique behaviors and specific challenges that Calvin faces in class.
b. next, develop possible teaching strategies and accommodations to assist Mr. Santos in helping Calvin have a more positive learning experience in class. For example, how can Mr. Santos help Calvin better understand teacher instructions, successfully complete the sport unit rules test, and not be made fun of by other students in the class?
2. What is a specific learning disability (SLD)? Use the traditional definition as well as the IDEA definition to create your own definition (page 216-217).
3. Examine the physical, cognitive, and social-behavioral characteristics that affect movement for an individual with a specific learning disability, ADHD, or DCD, as shown in table 11.1. Provide a teaching strategy or method based on each of the characteristics to help offset the challenges that individuals with a specific learning disability, ADHD, or DCD face.
4. On page 221, Figure 11.1 explains unique behaviors and environmental factors, and on page 227, as an application example, you will see 6 strategies for handling students with short attention span. Think that you will be teaching striking skill (with short-handled implements like rackets and paddles) to 13 years old boy with short attention span. What strategies would you use to make it easier for you and your student (hint: use both Figure 11.1 and application example)?
5. Watch the following video, you will see a high functioning SLD person, https://www.youtube.com/watch?v=FczB82C3T6g. What are the family/social challenges and achievements that he is having? What characteristics you observed tells you he has a learning disability? Give some suggestions on how he would improve his shortcomings?
Chapter 11 Specific Learning Disabilities
11
Specific Learning Disabilities
C H A P T E R
Chapter Outline
Definitions
Causes
Incident rates
Common characteristics
General educational approaches
Guidelines for teaching physical education and sport
Assisting Calvin in PE
Read the scenario of Calvin at the start of chapter 11.
Identify behaviors and list key challenges that Calvin faces in Mr. Santos’ class.
Based on these challenges, list and discuss teaching methods and programming strategies that Mr. Santos can use to help Calvin have a positive PE experience.
What Is Learning Disability?
A disorder wi.
5 Concerning Mental Disorders Among Children.pptxJéèt Débnáth
Sensational child is a therapy centre for kids with neurodevelopmental disorder especially autism and delayed development such as cerebral palsy. The centre is equipped with latest therapy materials and assessment tools. The therapists are specialized in the concerned disorders and committed to serve the tender kids with full dedication. It provides services like paediatric occupational therapy, sensory integration therapy, special education, psychological services, behaviour modification, handwriting training, oromotor-chewing training, and functional training.
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
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- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
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Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
HIGH Incidence (more than 90% of students with disabilities receiving sped services are ID as having LD< ADHD, EBD, intellectual disability, communication disorders, or autism spectrum). • Learning disabilities, as opposed to other disabilities such as vision impairment or paralysis, are invisible – or considered a hidden handicap. For this reason they tend to be misunderstood and their impact underestimated. • Because learning disabilities cannot be seen, they often go undetected. Recognizing a learning disability is even more difficult because the severity and characteristics vary. • Learning disabilities vary from person to person. One person with LD may not have the same kind of learning problems as another person with LD. • Learning disabilities are real. A person can be of average or above-average intelligence, not have any major sensory problems (like blindness or hearing impairment), and yet struggle to keep up with peers in their ability to learn. • LD is a lifelong disorder that affects people's ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways--as in the ability to understand or use spoken and written language, mathematical calculations, coordination, self-control, or attention. These difficulties impact academic skills and can impede learning to read or write, or compute. • LD is a neurobiological disorder that affects the brain's ability to receive, process, store, express, and respond to information. • With LD a person's brain works or is structured differently. Differences interfere with a person's ability to think and remember. Learning disabilities can affect a person's ability to speak, listen, read, write, spell, reason, recall, organize information, and calculate. • LD affects many parts of a person's life: school or work, daily routines, family life, and friendships or in social contexts. Overlapping learning disabilities may be apparent in some while others may have a single, isolated mild learning problem that has little impact on other areas of life. • Learning disabilities affect each person differently with characteristics ranging from mild to severe. Sometimes people have more than one learning disability. • Although learning disabilities can occur in very young children, the disorders are not usually recognized until problems are recognized at school
Figure 7.2: The Prevalence of Learning Disabilities for Students 6–21 Years of Age. Engage them with intro that we’ll be talking about this group of kids tonight (and next slide)
a. Three to seven percent of all school-aged children may have ADHD. b. In the school-aged population the number of ADHD males out number females. Males and females exhibit different symptoms and may need different interventions. Young males exhibit more disruptive and aggressive behaviors that may bring them to the attention of the teacher. This has raised questions concerning gender bias in identification and diagnosis, though research is mixed and showing an increase in young females. c. Some types of ADHD seem to have different prevalence levels and there appears to be some variation between subgroups by age, gender, and comorbidity. There has been substantial growth in services to ADHD students during the last decade due to a number of factors.
Learning disabilities constitute a relatively new area of exceptionality that has only recently been identified and defined. In the past students with LD might have been labeled as remedial readers, emotionally disturbed, or even having an intellectual disability/mentally retarded. Perceptual disabilities: visual or auditory Aphasia: communication disorder in which the person has extreme difficulty finding and using words Inconsistency in definitions most likely due to strong interdisciplinary nature of the field of LD. Medicine, Psychology, speech-language, and education fields are all involved in researching LD
Self-Regulation, Impulsivity, and Hyperactivity i. One of the common threads for people with ADHD is the inability to think through one’s actions to see what the consequences will be. This difficulty in self-regulation and self-management is receiving considerable attention as a theoretical explanation for ADHD. ii. Hyperactivity is a primary characteristic that must be present for at least six months and must be of such severity as to cause maladaptive problems. iii. Being over-active seems to affect about half of the children diagnosed with ADHD. This can diminish as the child matures but can also manifest itself into adulthood. b. Social Relations i. Children with ADHD often have difficulties with peer relationships due to aggression, or even anti-social behavior. This leads to low social status among peers that can persist throughout school and can lead to increased criminal activity. ii. Some research suggests that low social status and poor self-regulation make children with ADHD more susceptible to substance abuse. iii. The lack of friends and good social role models can lead to frustration, which can cause unacceptable behaviors to escalate. c. Academic Characteristics - Children with ADHD frequently experience significant challenges in an academic setting. Such problems increase as the child progresses in the educational system and can lead to poor self esteem and avoidance behaviors. Adolescents with ADHD often do not graduate from high school due to low levels of academic achievement unless provided an environment that adapts instruction to his or her needs and abilities.
a. Learning disabilities constitute a relatively new area of exceptionality that has only recently been identified and defined. In the past students with LD might have been labeled as remedial readers, emotionally disturbed, or even having an intellectual disability/mentally retarded. b. Individuals with learning disabilities have above average, average, or near average intelligence but learning disabilities can occur at all intelligence levels. c. Learning-disabled is a generic label that represents a heterogeneous group of individuals with highly variable, complex characteristics and needs, ranging from mild to severe and manifest a highly variable and complex set of characteristics and needs. Even a group of students all with LD, the students will experience different characteristics or impacts of their disability.
As with all areas of LD, research continues to examine the relationship between intelligence levels and LD, but it is generally assumed that people with LD have average or above average intelligence. Remember the “severe discrepancy” clause in the identificaiton criteria. It has long been used as the main way to identify a LD - the discrepancy between intelligence (IQ) and acheivement. Intraindividual differences between skill areas (one child could have marked strengths in one area but major weaknesses in another - even varying degrees of skill level within one academic area like reading comprehension and word recognition or in math like computation and problem solving).
In their book for reference
ADHD is not a separate disability under IDEA but the substantial growth in need for services to students with this condition has resulted in eligibility under the IDEA category of Other Health Impairments.
page 184 for Dx criteria At least 6 of the inattention and/or hyperactivity symptoms must be present.