This document provides information about resources for differentiating instruction to meet the needs of students with various disabilities. It discusses ADHD, characteristics of ADHD, technological and non-technological resources for ADHD. It also discusses auditory disabilities, characteristics of auditory disabilities, and technological and non-technological resources. Finally, it discusses mild learning disabilities, characteristics of mild learning disabilities, and technological and non-technological resources.
A learning disability is described as:-
A state of arrested or incomplete development of mind
Significant impairment of intellectual functioning
Significant impairment of adaptive/social functioning
A learning disability is described as:-
A state of arrested or incomplete development of mind
Significant impairment of intellectual functioning
Significant impairment of adaptive/social functioning
characteristic and identification of students with LDsUsman Khan
what is learning disability
types of learning disabilities
characteristics of children with learning disabilities
Identification of students with learning disabilities
Students with Language Disorders
Katie, Simona, Kara, Sheree and John
(YouTube videos are included directly following the slides on which they are linked i.e. you don't need to click the link as the videos are on the next slide)
Learning is the act of acquiring new, or
modifying and reinforcing, existing
knowledge, behaviors, skills, values, or
preferences.
Disability is the consequence of an
impairment that may be physical,
cognitive, mental, sensory, emotional,
developmental, or some combination of
these.
Learning Disabilities are disorders of the
central nervous system which greatly impact
one or more areas of learning.
This presentation is about Language Disorders, their symptoms and treatment. It also tells how parents can help their own children who suffer from such disorders.
characteristic and identification of students with LDsUsman Khan
what is learning disability
types of learning disabilities
characteristics of children with learning disabilities
Identification of students with learning disabilities
Students with Language Disorders
Katie, Simona, Kara, Sheree and John
(YouTube videos are included directly following the slides on which they are linked i.e. you don't need to click the link as the videos are on the next slide)
Learning is the act of acquiring new, or
modifying and reinforcing, existing
knowledge, behaviors, skills, values, or
preferences.
Disability is the consequence of an
impairment that may be physical,
cognitive, mental, sensory, emotional,
developmental, or some combination of
these.
Learning Disabilities are disorders of the
central nervous system which greatly impact
one or more areas of learning.
This presentation is about Language Disorders, their symptoms and treatment. It also tells how parents can help their own children who suffer from such disorders.
Assistive technology and instructional practices for teaching students with disabilities (specifically ADHD, learning disabilities, and auditory disabilities)
You can email me martzmonette@yahoo.com for inquiry. You can send me a request stating your purpose for the need to have a copy of this presentation. Thank you very much!
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
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
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.
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.
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
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
263778731218 Abortion Clinic /Pills In Harare ,sisternakatoto
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2. ADHD What is ADHD? Attention Deficit Hyperactivity Disorder Three groups: Lack of attention Hyperactivity Impulsive behavior This disability is when a student has a problem with inattentiveness, over-activity, impulsivity, or a combination of these outside the normal range of the students age and development.
3. ADHD What are the characteristics? Does not pay attention to details or makes careless mistakes in schoolwork Has difficulty keeping attention during tasks or play; gets easily distracted Does not seem to listen when spoken to directly Has difficulty organizing tasks and activities Avoids or dislikes tasks that require sustained mental effort (such as schoolwork) Often loses tools needed for tasks or activities Is often forgetful in daily activities Fidgets with hands or feet or squirms in seat, constantly leaving their seat Runs about or climbs in inappropriate situations Has difficulty playing quietly Talks excessively. Blurts out answers before questions have been completed Has difficulty awaiting turn Interrupts or intrudes on others (butts into conversations or games)
4. ADHD Technological Assistance Using a computer for daily task Online curriculum for students that fall behind http://www.time4learning.com/ADD.shtml Non-Technology resources Provide clear and consistent rules Praise and reward good behavior Limit distractions in the students environment Keep a consistent daily schedule
5. Auditory Disability What does this disability mean? Auditory Disability is the inability for a student to make proper sense of information taken through the ears. It is the difficulties experienced with how auditory information is processed.
6. Auditory Disability What are the characteristics? have trouble paying attention to and remembering information presented orally, and may cope better with visually acquired information have problems carrying out multi-step directions given orally; need to hear only one direction at a time have poor listening skills need more time to process information have low academic performance have behavior problems have language difficulties (e.g., they confuse syllable sequences and have problems developing vocabulary and understanding language) have difficulty with reading, comprehension, spelling, and vocabulary
7. Auditory Disability Resources Assistive Technology Individual FM amplification devices; teacher worn transmitter and student worn receiver. This will help the student eliminate the background noises and help the student focus and hear the lecture better. Variable speech control tape-recorder(VSC) enables students to playback the recording at a slower rate without losing the voice quality Non-Technological resources Look toward the student when speaking so they can read your lips Speak in slightly increased volume Speak at a slower rate Have the students repeat the instructions/directions aloud to you Use simple/expressive sentences Try to eliminate as much background noise as possible Put the student in a least restrictive environment so they can practice social skills with non-disabled peers Use visuals to help explain your direction or lecture.
8. Mild Learning Disability What does this disability mean? Students with mild learning disabilities (MLD) typically have verbal and performance IQ scores in the 50-70 range. They often have significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social and practical adaptive skills. Specific cognitive deficits often exist in such areas as memory, attention or language.
9. Mild Learning Disability What are the characteristics? Delayed conceptual development Limited ability to abstract and generalize Difficulties with memory Slow speech and language development , limited social skills Inappropriate personal behavior Limited attention span and poor retention ability Decreased motivation Poor self-concept, low self esteem , emotional disturbance General clumsiness Lack of coordination and fine motor skills may also have varying degrees of hearing or visual impairment
10. Mild Learning Disability Resources Technological Assistance Voice recording device Talking watch to help keep the students on task Non-Technological resources Use inclusion Develop an Individual Education Plan Activities which foster social and personal development such as leisure activities and art.
11. References "Attention Deficit Hyperactivity Disorder (ADHD) - PubMed Health." PubMedHealth. A.D.A.M Medical Encyclopedia, Apr. 2011. Web. 11 Oct. 2011. <http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002518/>. “Auditory Processing Disorder” Wikipedia.com. Wikipedia. 1 September 2004. Web. 11 October 2011. http://en.wikipedia.org/wiki/Auditory_processing_disorder Behrmann, Michael. "Assistive Technology for Students with Mild Disabilities | Education.com." Education.com | An Education & Child Development Site for Parents | Parenting & Educational Resource. Council for Exceptional Children, 2007. Web. 11 Oct. 2011. <http://www.education.com/reference/article/Ref_Assistiv_Technology/>. Chris. “Assistive Technology For Learning Disabilities.” Rehabtool. National ALLD center. 1 February 2003. Web. 11 Oct 2011. http://www.rehabtool.com/forum/discussions/93.html Russell, Michael. « Learning Disability- AuditoryProcessingDisorder.» <http://ezinearticles.com/?Learning-Disability---Auditory-Processing-Disorder&id=422316 >. Ezine articles, 18, January 2007. Web. 11 Oct 2011 Wallsmith:, Heather. "Welcome to Scoilnet." Scoilnet | Portal for Irish Education. Web. 11 Oct. 2011. <http://www.scoilnet.ie/article.aspx?id=3253>.
Source: Wallsmith:, Heather. "Welcome to Scoilnet." Scoilnet | Portal for Irish Education. Web. 11 Oct. 2011. <http://www.scoilnet.ie/article.aspx?id=3253>.
Source: Behrmann, Michael. "Assistive Technology for Students with Mild Disabilities | Education.com." Education.com | An Education & Child Development Site for Parents | Parenting & Educational Resource. Council for Exceptional Children, 2007. Web. 11 Oct. 2011. <http://www.education.com/reference/article/Ref_Assistive_Technology/>.
