Intellectual disabilities involve limitations in cognitive abilities and adaptive behaviors that occur before age 18. They are assessed through IQ tests and evaluations of adaptive skills needed for daily living. People with intellectual disabilities can benefit from supports that are tailored to their individual needs and strengths, which may allow for increased functioning over time. Effective teaching methods focus on breaking down tasks, providing practice, and ensuring skills are mastered before moving to new concepts. The goal is to help people with intellectual disabilities transition to independent or supported employment and achieve the best possible quality of life.
Mental retardation is refer to significant sub average general intellectual functioning which develop during the developmental period and cause impairment in adaptive behavior.
Mental retardation is refer to significant sub average general intellectual functioning which develop during the developmental period and cause impairment in adaptive behavior.
mental retardation power point presentationjagan _jaggi
Intellectual disability (ID), once called mental retardation, is characterized by below-average intelligence or mental ability and a lack of skills necessary for day-to-day living. People with intellectual disabilities can and do learn new skills, but they learn them more slowly.
The DSM-IV definition utilizes four degrees of severity that reflect the level of intellectual impairment: IQ levels between 50–55 to approximately 70 characterize mild mental retardation, 35—40 to 50–55 characterize moderate mental retardation, 20–25 to 35–40 characterize severe mental retardation,
mental retardation power point presentationjagan _jaggi
Intellectual disability (ID), once called mental retardation, is characterized by below-average intelligence or mental ability and a lack of skills necessary for day-to-day living. People with intellectual disabilities can and do learn new skills, but they learn them more slowly.
The DSM-IV definition utilizes four degrees of severity that reflect the level of intellectual impairment: IQ levels between 50–55 to approximately 70 characterize mild mental retardation, 35—40 to 50–55 characterize moderate mental retardation, 20–25 to 35–40 characterize severe mental retardation,
Interview of Barbara Passero, director of the Young Women\'s Career and Mentor Kit (CAMKit) Programs by Gail Erdos on her cable TV program "ON AIR BELMONT"
Pada tugas DDP MIPA T.A 2014/2015 dapat memilih KD yang ada pada kurikulum K-13 sebagai berikut. Cantumkan nomor KD yang telah dipilih, pada kolom KD yang ada pada tabel identifikasi.
Product launch - de integratie tussen Marketing / Productie (opschaling) / in...Jurjen Helmus
De meeste colleges over product lancering focussen slechts op Marketing, terwijl bij product lancering de kern gaat om de afstemming tussen marketing / productie (opschaling) / sales en ook finance. Dat vraagt om een integrale aanpak.
Dit college geeft een inleiding voor studenten om aan de hand van een concrete casus over product lancering dilemma's en oplossingen te genereren.
Agile Collaboration in a Virtual World: Harnessing Social Media, Web 2.0 and ...Wrike
Andrew Filev, Cornelius Fichtner and Elizabeth Harrin, members of PMI New Media Council, share practical tips for making virtual collaboration easy and efficient.
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.
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 ...
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
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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.
Anti ulcer drugs and their Advance pharmacology ||
Anti-ulcer drugs are medications used to prevent and treat ulcers in the stomach and upper part of the small intestine (duodenal ulcers). These ulcers are often caused by an imbalance between stomach acid and the mucosal lining, which protects the stomach lining.
||Scope: Overview of various classes of anti-ulcer drugs, their mechanisms of action, indications, side effects, and clinical considerations.
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
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.
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
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Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
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?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- 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
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
2. Redefined “Mental Retardation” in 2002 Limitations in functioning must be considered in context of environments typical of peers Valid assessment considers cultural and linguistic diversity as well as differences in communication and in sensory, motor, and behavioral. Within an individuals limitations often co-exist with strengths. An important purpose of describing limitations is to develop a profile of needed supports Supports over time = Increased functioning ** the Big Change – Includes Strengths! American Association on Mental Retardation (AAMR)
3. Impaired cognitive abilities Limited adaptive behavior (eating, dressing, mobility, etc…) Need for support Lower intellectual function Initial occurrence before 18 yrs Characteristic of…
4. Determined by IQ tests Mild = 50-59 Some learning difficulties, able to work, live on own and socialize Moderate = 35-49 Marked developmental delays, some degree independence, adequate communication skills, needs limited support Severe = 20 – 34 Needs continues support Profound = Under 20 Severe limitation in communication, self-care, mobility Levels of Intellectual Disability
5. Fragile X Syndrome Most common Often paired w/ autism Difficulty with social situations, non-verbal cues, eye-contact, recognizing emotions… Down Syndrome Chromosomal abnormality More or less than 46 ># of medical conditions such as leukemia < adaptive behavior problems then other IDs Fetal Alcohol Syndrome Preventable – Mother drinking Includes limited self-control Prenatal: before birth From toxins: Tobacco, alcohol, drugs From infections: HIV Perinatal: during birth Injuries form oxygen deprivation, umbilical cord, low birth weight, etc… Postnatal: after birth Abuse, neglect, toxins, accident Causes of Intellectual Disabilities:
6. Diagnosis and Assessment Only Mild Forms are left undetected by the time children enter school Preschool is when many are recognized Recognizable b/c a Child with ID will struggle to keep up in ALL areas, not just one or two Assessed by: IQ tests to determine Mental Age “Assessment of Adaptive Areas” – comparison of skills “Supports Intensity Scale” – compares support needed Interviews and Observations
7. Types of Support: Natural: result of living with family Non-Paid: Given by Friends and neighbors Generic: Public benefits Specialized: disability-specific
8. Ways to help people with Intellectual Disabilities Succeed Normalization Ppl with ID should be exposed to a “normal life” that is close to “regular circumstances” - This theory closed down US Institutions Dignity of Risk (allowed to make mistakes) Token economics Positive reinforcement Direct instruction Task analysis (break down)
9. Select objectives specific to the skill being taught Gain student’s attention before begging instruction Actively involve the students Ensure skills are mastered before moving on Provide lots of practice Vary instruction, materials and examples Make connection to previously learned skills Include environments where the skill is to be applied Provide practice in different settings Tips for Effective Teaching…
10. ID students are not counted in state testing under NCLB… separate testing of life skills ID students often do not follow General Ed curriculum, but rather “functional and vocational curriculum” Focus on life skills: counting money, preparing meals, arranging transportation, danger words etc… Also taught “self-determination” Advocacy Decision making Community Based Instruction (CBI) Functional skills taught in correct environment EX: Counting money at store Educational Facts
11. Focus on Transitioning to self-sufficiency Quality of Life Vocational Rehab Career training and placement by Gov’t Sought out by person with ID = Mild Support Employment Gov’t program that support disabled ppl in competitive job market Ultimate Goal: Independence