The document discusses various sensory, physical and developmental disabilities. It describes sensory disabilities like visual and hearing impairments which are caused by malfunctions of the sensory organs. Specific types of visual impairments like blindness and low vision are explained. The document also discusses different types and causes of hearing impairments. Physical disabilities resulting from conditions like spina bifida, cerebral palsy and muscular dystrophy are outlined.
The document discusses various sensory, physical and developmental disabilities. It describes sensory disabilities like visual and hearing impairments which are caused by malfunctions of the sensory organs. Visual impairment can range from low vision to blindness. Hearing impairment includes conductive and sensorineural forms that are classified based on severity. Physical disabilities involve impairments affecting movement and mobility. Conditions like cerebral palsy and spina bifida are covered. Developmental disabilities include intellectual disabilities and autism which impact cognitive abilities and require adaptive skills training. Teaching adaptations for students with these disabilities focus on concrete, stepped instructions and demonstration.
This document provides information about sensory, physical, and developmental disabilities. It discusses various types of sensory disabilities including visual impairment, hearing impairment, and deaf-blindness. Causes, characteristics, and accommodations for each are described. Physical disabilities from conditions like spina bifida and cerebral palsy are also examined. The document aims to educate about the nature and support needs for individuals with these disabilities.
This document discusses sensory impairment, deafblindness, hearing impairment, and blindness. It defines sensory impairment as when one of the senses is no longer normal, such as needing glasses or a hearing aid. Deafblindness occurs when a person has difficulties with both seeing and hearing. Hearing impairment is classified based on decibel levels and can be conductive, sensorineural, or mixed. Causes of hearing loss include genetic factors, infections, ear injuries, and age-related causes. Blindness can be near-sightedness, farsightedness, presbyopia, astigmatism, or color blindness. Causes of blindness include congenital factors and post-birth causes such as infections, glaucoma
The document discusses various physical disabilities, health disorders, and traumatic brain injuries, including cerebral palsy, spina bifida, spinal cord injuries, muscular dystrophy, HIV/AIDS, asthma, seizures, diabetes, cystic fibrosis, sickle cell anemia, and traumatic brain injury. It describes the characteristics and impacts of each condition as well as appropriate educational supports and services for students with these disabilities.
CP is the most common motor disability in childhood. Cerebral means having to do with the brain. Palsy means weakness or problems with using the muscles. CP is caused by abnormal brain development or damage to the developing brain that affects a person's ability to control his or her muscles.
This document discusses congenital cranial dysinnervation disorders (CCDDs), which are a group of congenital neuromuscular diseases resulting from developmental errors in cranial nerve innervation. The document focuses on congenital fibrosis of the extraocular muscles (CFEOM), providing details on the classification, clinical features, genetics, and pathogenesis of different types of CFEOM. It also briefly discusses other CCDDs such as Duane syndrome and Möbius syndrome.
1. The document summarizes the care of visual and hearing impairments. It defines various types of visual impairments like hyperopia, myopia, astigmatism, and discusses their causes, diagnosis, and management.
2. Hearing impairment is defined and types like conductive, sensorineural, mixed and central hearing losses are explained along with their etiology and pathophysiology. Diagnostic tests for hearing impairment including Weber, Rinne and audiometry are also outlined.
3. Management approaches like use of hearing aids, cochlear implants, sign language and auditory rehabilitation are described. Surgical management and prevention of hearing loss is also discussed. Nursing diagnoses and interventions for patients with hearing
The document defines and describes various physical, mental, and intellectual disabilities. It discusses locomotor disability, cerebral palsy, dwarfism, muscular dystrophy, acid attack victims, visual and hearing impairments, speech and language disability, intellectual disability, specific learning disabilities, autism spectrum disorder, mental illness, multiple sclerosis, Parkinson's disease, haemophilia, thalassemia, sickle cell disease, and multiple disabilities including deaf blindness. Causes, symptoms, and treatments are provided for several conditions.
The document discusses various sensory, physical and developmental disabilities. It describes sensory disabilities like visual and hearing impairments which are caused by malfunctions of the sensory organs. Visual impairment can range from low vision to blindness. Hearing impairment includes conductive and sensorineural forms that are classified based on severity. Physical disabilities involve impairments affecting movement and mobility. Conditions like cerebral palsy and spina bifida are covered. Developmental disabilities include intellectual disabilities and autism which impact cognitive abilities and require adaptive skills training. Teaching adaptations for students with these disabilities focus on concrete, stepped instructions and demonstration.
This document provides information about sensory, physical, and developmental disabilities. It discusses various types of sensory disabilities including visual impairment, hearing impairment, and deaf-blindness. Causes, characteristics, and accommodations for each are described. Physical disabilities from conditions like spina bifida and cerebral palsy are also examined. The document aims to educate about the nature and support needs for individuals with these disabilities.
This document discusses sensory impairment, deafblindness, hearing impairment, and blindness. It defines sensory impairment as when one of the senses is no longer normal, such as needing glasses or a hearing aid. Deafblindness occurs when a person has difficulties with both seeing and hearing. Hearing impairment is classified based on decibel levels and can be conductive, sensorineural, or mixed. Causes of hearing loss include genetic factors, infections, ear injuries, and age-related causes. Blindness can be near-sightedness, farsightedness, presbyopia, astigmatism, or color blindness. Causes of blindness include congenital factors and post-birth causes such as infections, glaucoma
The document discusses various physical disabilities, health disorders, and traumatic brain injuries, including cerebral palsy, spina bifida, spinal cord injuries, muscular dystrophy, HIV/AIDS, asthma, seizures, diabetes, cystic fibrosis, sickle cell anemia, and traumatic brain injury. It describes the characteristics and impacts of each condition as well as appropriate educational supports and services for students with these disabilities.
CP is the most common motor disability in childhood. Cerebral means having to do with the brain. Palsy means weakness or problems with using the muscles. CP is caused by abnormal brain development or damage to the developing brain that affects a person's ability to control his or her muscles.
This document discusses congenital cranial dysinnervation disorders (CCDDs), which are a group of congenital neuromuscular diseases resulting from developmental errors in cranial nerve innervation. The document focuses on congenital fibrosis of the extraocular muscles (CFEOM), providing details on the classification, clinical features, genetics, and pathogenesis of different types of CFEOM. It also briefly discusses other CCDDs such as Duane syndrome and Möbius syndrome.
1. The document summarizes the care of visual and hearing impairments. It defines various types of visual impairments like hyperopia, myopia, astigmatism, and discusses their causes, diagnosis, and management.
2. Hearing impairment is defined and types like conductive, sensorineural, mixed and central hearing losses are explained along with their etiology and pathophysiology. Diagnostic tests for hearing impairment including Weber, Rinne and audiometry are also outlined.
3. Management approaches like use of hearing aids, cochlear implants, sign language and auditory rehabilitation are described. Surgical management and prevention of hearing loss is also discussed. Nursing diagnoses and interventions for patients with hearing
The document defines and describes various physical, mental, and intellectual disabilities. It discusses locomotor disability, cerebral palsy, dwarfism, muscular dystrophy, acid attack victims, visual and hearing impairments, speech and language disability, intellectual disability, specific learning disabilities, autism spectrum disorder, mental illness, multiple sclerosis, Parkinson's disease, haemophilia, thalassemia, sickle cell disease, and multiple disabilities including deaf blindness. Causes, symptoms, and treatments are provided for several conditions.
The document defines and describes various types of disabilities. It discusses physical disabilities including locomotor disability, cerebral palsy, dwarfism, and muscular dystrophy. It also outlines intellectual disability, specific learning disabilities, autism spectrum disorder, and mental illness. Neurological conditions like multiple sclerosis, Parkinson's disease, and blood disorders such as haemophilia, thalassemia, and sickle cell disease are also explained. The document notes that multiple disabilities can involve more than one of the specified conditions.
This document discusses different types and classifications of disabilities. It defines disability and outlines three dimensions recognized by the ICF: body structure/function, activities, and participation. It then describes common types of disabilities including physical, intellectual, sensory, and mental illnesses. Specific conditions are explained for each type. The document also discusses differences between impairments, disabilities, and handicaps.
This document provides definitions and information about various physical, intellectual, sensory and invisible disabilities. It defines terms like impairment, disability, handicapped and ableism. It then summarizes information about specific disabilities like cerebral palsy, Down syndrome, autism, fetal alcohol syndrome, hearing impairment, vision impairment, cystic fibrosis and more. Examples of inclusive teaching strategies and class activities are also provided.
The document discusses various definitions and perspectives on disability. It defines impairment, disability, and handicap according to the WHO. Disability is defined under Indian law as a physical, mental or intellectual condition that affects at least 40% of functioning. The document outlines the medical perspective on disability as well as common causes such as disease, injury, and malnutrition. It also describes different types of disabilities including physical, visual, hearing, intellectual, learning and more.
This document discusses different types of disabilities. It defines disability as restrictions on an individual's ability to participate in everyday society due to physical, cognitive, intellectual, mental, sensory or developmental impairments. It then describes several categories of disabilities including mobility and physical impairments, spinal cord disabilities, head injuries/brain disabilities, vision disabilities, hearing disabilities, cognitive or learning disabilities, and psychological disorders. For each category, it provides brief descriptions of common conditions that fall under that type of disability.
Introduction
Epidemiology
Pathophysiology
Sign and symptoms
Complication and investigations
Evaluation
Diagnosis
Prevention and management
Treatment
PrognosisSudden
sensorineural hearing loss
It is one of three type of hearing loss
Hearing loss due to defect in the sensory apparatus cochlea (sensory)
Or in the pathway of conduction of nerve impulses to the brain (neural)
Neural causes can be
peripheral:8 nerve
Central:auditory pathway or cortex
This document discusses vision and hearing impairments. It defines hearing impairments as problems with the ear and divides them into conductive, related to the outer and middle ear, and sensorineural, related to the inner ear or auditory nerve. Visual impairments refer to any vision loss and are divided into categories of severity. Causes of both types of impairments are discussed, as well as their prevalence. Common signs and symptoms are outlined along with assistive technologies and resources for individuals with impairments.
PHYSICA DIS ABILITY AND HEALTH IMPAIRMENT (1).pptWorkinaUrga
1) The document discusses children with physical disabilities, health impairments, and multiple disabilities. It covers legislative responses, medical advances, definitions of various conditions, prevalence data, and considerations for assessment and inclusion.
2) Key areas of progress have been medical advances and assistive technologies, which have led to life-saving interventions. Early intervention is also critical, as it can minimize disabilities and prevent additional conditions.
3) The document provides information on various physical and health impairments that children may have, including cerebral palsy, muscular dystrophy, seizures, asthma, and more. It also discusses considerations for assessing and supporting children with multiple disabilities.
The document discusses several genetic diseases including Achondroplasia, Autism, Cri du chat syndrome, Cystic fibrosis, Down syndrome, Duane syndrome, Duchenne muscular dystrophy, Factor V Leiden thrombophilia, Familial hypercholesterolemia, Fragile X syndrome, Gaucher disease, Hemophilia, Holoprosencephaly, Klinefelter syndrome, Myotonic dystrophy, Neurofibromatosis, Noonan syndrome, Osteogenesis imperfecta, Parkinson's disease, Phenylketonuria, Retinitis pigmentosa, Sickle cell disease, and Tay-Sachs disease. For each disease, the document provides a brief description of
LOSING YOUR VISION?
… YOUR HEARING?
DISCUSSION ON PREVENTION
OF FURTHER LOSSES
AND
COPING WITH or MANAGING YOUR DEFICIENCIES
By
Dr. M. SCUNZIANO, MD, NMD
05/15/2014
What Is Deafness? What Is Hearing Loss? - Medical News Todaylonglounge7191
This document discusses various types of hearing loss and deafness. It defines deafness as the inability to hear and hearing loss as a diminished ability to hear sounds. There are different degrees of hearing loss from mild to profound. Causes can include diseases, medications, aging, noise exposure, and genetic factors. Symptoms and diagnosis are also outlined. Hearing loss can be conductive, sensorineural, or mixed. Doctors use tests like audiograms and tuning forks to evaluate hearing ability at different frequencies and volumes.
Physical disabilities and health impairments can affect children's ability to move, feel, and function. They include conditions like cerebral palsy, muscular dystrophy, epilepsy, diabetes, cystic fibrosis, and asthma. In the 2003-2004 school year, over 67,000 students received special education services under the orthopedic impairment category and over 449,000 under the other health impairments category. Physical disabilities are caused by various genetic and acquired factors and can range from mild to severe.
The document defines and discusses various terms related to disability according to the World Health Organization's International Classification of Impairments, Disabilities and Handicaps (ICIDH 1980). It defines impairment as any loss or abnormality of structure or function, disability as any restriction in performing activities, and handicap as a disadvantage resulting from impairment or disability that limits fulfilling social roles. It provides examples to distinguish among and illustrate the relationships between impairment, disability, and handicap.
1. The document discusses various skeletal and limb anomalies that can be detected on prenatal ultrasound, including skeletal dysplasias, dysostoses, and disruptions.
2. Some of the most common skeletal dysplasias discussed are achondroplasia, achondrogenesis, osteogenesis imperfecta, and thanatophoric dysplasia.
3. Ultrasound findings of various anomalies are provided, along with descriptions of specific conditions like achondroplasia, achondrogenesis, osteogenesis imperfecta, and thanatophoric dysplasia. Prognosis and inheritance patterns are also summarized for some conditions.
This document discusses deafblindness, which is defined as simultaneous hearing and visual impairments that cause severe communication and developmental needs. The most common cause is Usher Syndrome, a genetic condition characterized by hearing loss and deteriorating vision. It describes the three types of Usher Syndrome and how they differ in severity of symptoms. It also discusses other potential causes like Congenital Rubella Syndrome. The document outlines important considerations for educating and providing early intervention to deafblind children, including strengthening their strongest sensory channels and using tactile methods like Braille, fingerspelling, and vibrations for communication.
This document discusses physical disabilities. It defines physical disability as a limitation on physical functioning, mobility or dexterity. There are three main causes of physical disability: prenatal issues during fetal development, birth-related issues, and postnatal issues or accidents. Some common types of physical disabilities discussed include paraplegia, quadriplegia, hemiplegia, multiple sclerosis, cerebral palsy, limb differences, muscular dystrophies, and polio. The document concludes that physical disability is not a choice and should not be used to discriminate; rather, efforts should be made to empower those with disabilities.
This document provides information about deafness (hearing loss) including:
1. It defines deafness and discusses the anatomy and physiology of the ear.
2. It covers the types (conductive, sensorineural, mixed), causes, signs and symptoms, and investigations of hearing loss.
3. It describes the treatment options for hearing loss including hearing aids, earwax removal, cochlear implants, sign language, assistive devices, and lip reading. It also discusses prevention of hearing loss.
2nd Year Physical Disability.pptx developing.pptxWorkinaUrga
A health impairment is a condition that requires ongoing medical attention and substantially limits a child's participation in routine activities. Examples mentioned include asthma, heart defects, cancer, diabetes, hemophilia, HIV/AIDS, and other conditions that affect the body's systems and require long-term management. Physical disabilities can stem from damage to the brain, spinal cord, muscles, bones or general health issues and illnesses. They are generally categorized as neurological disorders, musculoskeletal disorders or other health impairments depending on the affected body system.
The document provides information about deafness/hearing loss, including:
1) It defines deafness and hearing loss, and discusses the anatomy and physiology of the ear.
2) It explains the different types of hearing loss (conductive, sensorineural, mixed, etc), as well as the causes, symptoms, and tests used to diagnose hearing loss.
3) It describes some common treatments for hearing loss, including hearing aids, cochlear implants, earwax removal, and assistive devices. It also discusses the nurse's role in caring for patients with hearing loss.
This document discusses the context of inclusive education in Rwanda. It covers several key topics:
1. The types of learners with special educational needs (SEN) in Rwanda, including children with disabilities, unsupported children, and children from minority groups.
2. Models of inclusive education being implemented in Rwanda, including child-friendly schools that adapt services, environments, curricula, and policies to support all learners.
3. Developments in inclusive education in Rwanda, such as increasing enrollment of learners with SEN and policies emphasizing equitable access to quality basic education.
4. Fundamental principles of including learners with SEN, such as ensuring all children can access
This document discusses adapting educational practices for learners with special educational needs in an inclusive setting. It covers adapting the curriculum, introducing support services, guidance and counseling, adjusting the learning environment, and managing behaviors. Specific strategies are provided, such as organizing time and space in the classroom, establishing clear rules and routines, and preparing children for changes in routine. The goal is to make education meaningful and accessible for all learners.
More Related Content
Similar to Pgde 603 special needs education 2017 unit 3
The document defines and describes various types of disabilities. It discusses physical disabilities including locomotor disability, cerebral palsy, dwarfism, and muscular dystrophy. It also outlines intellectual disability, specific learning disabilities, autism spectrum disorder, and mental illness. Neurological conditions like multiple sclerosis, Parkinson's disease, and blood disorders such as haemophilia, thalassemia, and sickle cell disease are also explained. The document notes that multiple disabilities can involve more than one of the specified conditions.
This document discusses different types and classifications of disabilities. It defines disability and outlines three dimensions recognized by the ICF: body structure/function, activities, and participation. It then describes common types of disabilities including physical, intellectual, sensory, and mental illnesses. Specific conditions are explained for each type. The document also discusses differences between impairments, disabilities, and handicaps.
This document provides definitions and information about various physical, intellectual, sensory and invisible disabilities. It defines terms like impairment, disability, handicapped and ableism. It then summarizes information about specific disabilities like cerebral palsy, Down syndrome, autism, fetal alcohol syndrome, hearing impairment, vision impairment, cystic fibrosis and more. Examples of inclusive teaching strategies and class activities are also provided.
The document discusses various definitions and perspectives on disability. It defines impairment, disability, and handicap according to the WHO. Disability is defined under Indian law as a physical, mental or intellectual condition that affects at least 40% of functioning. The document outlines the medical perspective on disability as well as common causes such as disease, injury, and malnutrition. It also describes different types of disabilities including physical, visual, hearing, intellectual, learning and more.
This document discusses different types of disabilities. It defines disability as restrictions on an individual's ability to participate in everyday society due to physical, cognitive, intellectual, mental, sensory or developmental impairments. It then describes several categories of disabilities including mobility and physical impairments, spinal cord disabilities, head injuries/brain disabilities, vision disabilities, hearing disabilities, cognitive or learning disabilities, and psychological disorders. For each category, it provides brief descriptions of common conditions that fall under that type of disability.
Introduction
Epidemiology
Pathophysiology
Sign and symptoms
Complication and investigations
Evaluation
Diagnosis
Prevention and management
Treatment
PrognosisSudden
sensorineural hearing loss
It is one of three type of hearing loss
Hearing loss due to defect in the sensory apparatus cochlea (sensory)
Or in the pathway of conduction of nerve impulses to the brain (neural)
Neural causes can be
peripheral:8 nerve
Central:auditory pathway or cortex
This document discusses vision and hearing impairments. It defines hearing impairments as problems with the ear and divides them into conductive, related to the outer and middle ear, and sensorineural, related to the inner ear or auditory nerve. Visual impairments refer to any vision loss and are divided into categories of severity. Causes of both types of impairments are discussed, as well as their prevalence. Common signs and symptoms are outlined along with assistive technologies and resources for individuals with impairments.
PHYSICA DIS ABILITY AND HEALTH IMPAIRMENT (1).pptWorkinaUrga
1) The document discusses children with physical disabilities, health impairments, and multiple disabilities. It covers legislative responses, medical advances, definitions of various conditions, prevalence data, and considerations for assessment and inclusion.
2) Key areas of progress have been medical advances and assistive technologies, which have led to life-saving interventions. Early intervention is also critical, as it can minimize disabilities and prevent additional conditions.
3) The document provides information on various physical and health impairments that children may have, including cerebral palsy, muscular dystrophy, seizures, asthma, and more. It also discusses considerations for assessing and supporting children with multiple disabilities.
The document discusses several genetic diseases including Achondroplasia, Autism, Cri du chat syndrome, Cystic fibrosis, Down syndrome, Duane syndrome, Duchenne muscular dystrophy, Factor V Leiden thrombophilia, Familial hypercholesterolemia, Fragile X syndrome, Gaucher disease, Hemophilia, Holoprosencephaly, Klinefelter syndrome, Myotonic dystrophy, Neurofibromatosis, Noonan syndrome, Osteogenesis imperfecta, Parkinson's disease, Phenylketonuria, Retinitis pigmentosa, Sickle cell disease, and Tay-Sachs disease. For each disease, the document provides a brief description of
LOSING YOUR VISION?
… YOUR HEARING?
DISCUSSION ON PREVENTION
OF FURTHER LOSSES
AND
COPING WITH or MANAGING YOUR DEFICIENCIES
By
Dr. M. SCUNZIANO, MD, NMD
05/15/2014
What Is Deafness? What Is Hearing Loss? - Medical News Todaylonglounge7191
This document discusses various types of hearing loss and deafness. It defines deafness as the inability to hear and hearing loss as a diminished ability to hear sounds. There are different degrees of hearing loss from mild to profound. Causes can include diseases, medications, aging, noise exposure, and genetic factors. Symptoms and diagnosis are also outlined. Hearing loss can be conductive, sensorineural, or mixed. Doctors use tests like audiograms and tuning forks to evaluate hearing ability at different frequencies and volumes.
Physical disabilities and health impairments can affect children's ability to move, feel, and function. They include conditions like cerebral palsy, muscular dystrophy, epilepsy, diabetes, cystic fibrosis, and asthma. In the 2003-2004 school year, over 67,000 students received special education services under the orthopedic impairment category and over 449,000 under the other health impairments category. Physical disabilities are caused by various genetic and acquired factors and can range from mild to severe.
The document defines and discusses various terms related to disability according to the World Health Organization's International Classification of Impairments, Disabilities and Handicaps (ICIDH 1980). It defines impairment as any loss or abnormality of structure or function, disability as any restriction in performing activities, and handicap as a disadvantage resulting from impairment or disability that limits fulfilling social roles. It provides examples to distinguish among and illustrate the relationships between impairment, disability, and handicap.
1. The document discusses various skeletal and limb anomalies that can be detected on prenatal ultrasound, including skeletal dysplasias, dysostoses, and disruptions.
2. Some of the most common skeletal dysplasias discussed are achondroplasia, achondrogenesis, osteogenesis imperfecta, and thanatophoric dysplasia.
3. Ultrasound findings of various anomalies are provided, along with descriptions of specific conditions like achondroplasia, achondrogenesis, osteogenesis imperfecta, and thanatophoric dysplasia. Prognosis and inheritance patterns are also summarized for some conditions.
This document discusses deafblindness, which is defined as simultaneous hearing and visual impairments that cause severe communication and developmental needs. The most common cause is Usher Syndrome, a genetic condition characterized by hearing loss and deteriorating vision. It describes the three types of Usher Syndrome and how they differ in severity of symptoms. It also discusses other potential causes like Congenital Rubella Syndrome. The document outlines important considerations for educating and providing early intervention to deafblind children, including strengthening their strongest sensory channels and using tactile methods like Braille, fingerspelling, and vibrations for communication.
This document discusses physical disabilities. It defines physical disability as a limitation on physical functioning, mobility or dexterity. There are three main causes of physical disability: prenatal issues during fetal development, birth-related issues, and postnatal issues or accidents. Some common types of physical disabilities discussed include paraplegia, quadriplegia, hemiplegia, multiple sclerosis, cerebral palsy, limb differences, muscular dystrophies, and polio. The document concludes that physical disability is not a choice and should not be used to discriminate; rather, efforts should be made to empower those with disabilities.
This document provides information about deafness (hearing loss) including:
1. It defines deafness and discusses the anatomy and physiology of the ear.
2. It covers the types (conductive, sensorineural, mixed), causes, signs and symptoms, and investigations of hearing loss.
3. It describes the treatment options for hearing loss including hearing aids, earwax removal, cochlear implants, sign language, assistive devices, and lip reading. It also discusses prevention of hearing loss.
2nd Year Physical Disability.pptx developing.pptxWorkinaUrga
A health impairment is a condition that requires ongoing medical attention and substantially limits a child's participation in routine activities. Examples mentioned include asthma, heart defects, cancer, diabetes, hemophilia, HIV/AIDS, and other conditions that affect the body's systems and require long-term management. Physical disabilities can stem from damage to the brain, spinal cord, muscles, bones or general health issues and illnesses. They are generally categorized as neurological disorders, musculoskeletal disorders or other health impairments depending on the affected body system.
The document provides information about deafness/hearing loss, including:
1) It defines deafness and hearing loss, and discusses the anatomy and physiology of the ear.
2) It explains the different types of hearing loss (conductive, sensorineural, mixed, etc), as well as the causes, symptoms, and tests used to diagnose hearing loss.
3) It describes some common treatments for hearing loss, including hearing aids, cochlear implants, earwax removal, and assistive devices. It also discusses the nurse's role in caring for patients with hearing loss.
Similar to Pgde 603 special needs education 2017 unit 3 (20)
This document discusses the context of inclusive education in Rwanda. It covers several key topics:
1. The types of learners with special educational needs (SEN) in Rwanda, including children with disabilities, unsupported children, and children from minority groups.
2. Models of inclusive education being implemented in Rwanda, including child-friendly schools that adapt services, environments, curricula, and policies to support all learners.
3. Developments in inclusive education in Rwanda, such as increasing enrollment of learners with SEN and policies emphasizing equitable access to quality basic education.
4. Fundamental principles of including learners with SEN, such as ensuring all children can access
This document discusses adapting educational practices for learners with special educational needs in an inclusive setting. It covers adapting the curriculum, introducing support services, guidance and counseling, adjusting the learning environment, and managing behaviors. Specific strategies are provided, such as organizing time and space in the classroom, establishing clear rules and routines, and preparing children for changes in routine. The goal is to make education meaningful and accessible for all learners.
This document outlines categories of learners with special educational needs (SEN) covered in Unit 2 of an inclusive education course. It discusses children with physical, hearing, visual and learning disabilities as well as unsupported children such as orphans, street children and those from poor families. Minority groups including linguistic, ethnic and religious minorities are also mentioned. Additionally, the document covers children with social and emotional difficulties including displaced children, child soldiers and those impacted by trauma. Finally, it notes children with learning achievement disorders such as gifted students and slow learners. The document emphasizes that children with disabilities or SEN are first and foremost children who deserve equal opportunities in education.
This document outlines key concepts in special needs education. It defines special needs, special educational needs, and special needs education. Special needs refer to difficulties an individual faces that are significantly different from average. Special educational needs are learning difficulties that interfere with effective learning. Special needs education adapts educational approaches and environments to meet learner needs. It also distinguishes between special/segregated education and inclusive education. The roles of teachers and coordinators in special needs education are described. Concepts like impairment, disability, handicap, rehabilitation, and habilitation are also defined in the context of understanding learners' needs.
This document discusses adapting educational practices for learners with special educational needs in an inclusive setting. It emphasizes that adapting practices means applying approaches that fit all learners' needs. For example, for a deaf learner it means breaking down communication barriers. It also discusses adapting curriculum content to be meaningful and suited to learners' abilities. Strategies for inclusion include introducing support services, guidance and counseling, sign language interpretation, and adapted school policies. [END SUMMARY]
The document outlines 6 categories of learners with special education needs (SEN): 1) Children with physical, hearing, visual, or learning disabilities, 2) Orphans and street/working children from poor families, 3) Linguistic, ethnic, and religious minority children, 4) Displaced, conflict-affected, nomadic, impoverished, or traumatized children, 5) Children with HIV/AIDS or other illnesses, and 6) Gifted/talented children as well as slow learners and underachievers.
This document discusses key concepts in special needs education, including definitions of special needs, special educational needs, and impairments. It also discusses different models of education for students with special needs, including special, ordinary, integrated, and inclusive education. Additionally, it outlines the roles and responsibilities of special needs teachers and coordinators. The document provides information on rehabilitative and habilitative services, as well as the use of resource rooms in schools.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A Survey of Techniques for Maximizing LLM Performance.pptx
Pgde 603 special needs education 2017 unit 3
1. UNIT 3: SENSORY, PHYSICAL AND
DEVELOPMENTAL DISABILITIES
Sensory disabilities
Sensory disabilities are caused by a
malfunction of one or more of the body's
sensory organs.
The commonest disabilities of a sensory
nature are visual impairment and
hearing impairment.
1
3. SENSORY DISABILITIES: VISUAL
IMPAIRMENT (2)
Vision is significantly less than that of a
normally seeing person.
A person is not considered to have a
visual impairment:
o if s/he is with one eye functioning
normally;
o if s/he uses devices such as eye glasses
and contact lenses.
3
4. SENSORY DISABILITIES: VISUAL
IMPAIRMENT(3)
When a normally seeing person is
looking straight ahead, he can see
objects within a range of 180
degrees.
A person with a seriously restricted
visual field is considered to be
visually impaired.
4
5. TWO FORMS OF VISUAL IMPAIRMENT
(1)
Blindness: total lack of vision to mere
light perception.
Low vision, which is having some useful
vision in one or both eyes.
For educational purposes, blind
learners rely on Braille for writing (a
representation of written symbols using
a system of raised dots that a blind
person can feel). 5
6. TWO FORMS OF VISUAL
IMPAIRMENT (2)
Students with low vision can use
large print and/or Braille.
In addition to using their sense of touch,
students with visual impairment (both
blind and low vision) rely a lot on their
other senses: hearing, taste, and smell.
Teaching students with visual
impairment should involve maximum use
of these senses. 6
8. SENSORY DISABILITIES: HEARING
IMPAIRMENT (2)
Aspects to hearing:
The increased amplitude → a
sound is more likely to be perceived;
The perceived clarity of a sound →
ability to understand speech.
Hearing sensitivity varies according
to the frequency of sounds. It can be
measured for a range of frequencies
and plotted on an audiogram.
8
9. SENSORY DISABILITIES: HEARING
IMPAIRMENT (3)
Hearing impairment is usually
reserved for people who have
relative insensitivity to sound in the
speech frequencies.
The severity of hearing impairment
is categorized according to the
increase in volume that must be
made above the usual level before
the listener can detect it.
9
11. SENSORY DISABILITIES: HEARING
IMPAIRMENT (5)
Quantification of hearing loss (2)
Degree of Hearing loss [dB (decibels)
range]:
Normal Hearing → 0-20dB
Mild Hearing Loss → 20-40 dB
Moderate Hearing Loss → 40-65 dB
Severe Hearing Loss → 65-90dB
Profound Hearing Loss → 95 & up dB
11
12. SENSORY DISABILITIES: HEARING
IMPAIRMENT (6)
Conductive versus sensorineural
classification
A conductive hearing
impairment: resulting from
dysfunction in any of the mechanisms
that normally conduct sound waves
through the outer ear, the eardrum
or the bones of the middle ear.
12
13. SENSORY DISABILITIES: HEARING
IMPAIRMENT(7)
Causes of conductive hearing loss:
Blockage in the external canal by
wax or a foreign body;
Perforation of the tympanic
membrane;
Fluid in the middle ear as a result of
infection, or due to blockage of the
Eustachian tube;
13
14. SENSORY DISABILITIES: HEARING
IMPAIRMENT(8)
Causes of conductive hearing loss:
Damage to the ossicles due to
trauma, otosclerosis;
Many of the causes of conductive
hearing loss can be corrected by
treatment.
14
15. SENSORY DISABILITIES: HEARING
IMPAIRMENT (9)
A sensorineural hearing
impairment: resulting from
dysfunction in the inner ear,
especially the cochlea where sound
vibrations are converted into neural
signals, or in any part of the brain
that subsequently processes these
signals.
15
16. SENSORY DISABILITIES: HEARING
IMPAIRMENT (10)
Causes of sensorineural hearing loss
Congenital deafness: infections such as
mumps, meningitis, cytomegalovirus and
rubella, affect babies’ hearing.
Acquired deafness:
Exposure to sustained or sudden loud
noise
Ménières disease
Toxic reactions to medication
Trauma such as a severe head injury
Tumours
16
17. SENSORY DISABILITIES: HEARING
IMPAIRMENT (11)
Causes of sensorineural hearing loss
Age related hearing loss (Presbycusis) first
affects the highest frequencies; the
consonants such as the letters “F”, “S” “T”
and the sound “SH” are not heard
properly. This affects conversation and
understanding of what is said on the
telephone.
Sensorineural hearing loss is usually
permanent. People with severe to
profound hearing loss may derive benefit
from cochlear implantation.
17
18. IMPAIRMENT(12)
Deaf culture
A term applied to the social movement
that holds deafness to be a difference in
human experience rather than a
disability.
The Deaf community typically includes
individuals who communicate via
signed languages, individuals who
attended schools for the deaf, children
of deaf parents, and sign language
interpreters.
18
20. SENSORY DISABILITIES: HEARING
IMPAIRMENT (14)
Hard-of-hearing learners
Learners who are hard-of-hearing
have residual hearing; they can use it
in class; they can be helped by using
hearing aids and other devices.
20
21. SENSORY DISABILITIES: HEARING
IMPAIRMENT (15)
Deaf learners
Deaf learners have no residual
hearing (greater than 90 decibels);
Deaf learners benefit from the use of
sign language.
21
22. DEAF-BLINDNESS (1)
This is a disability that combines both
the conditions of being deaf and blind
at the same time. Deaf-blind people
communicate mainly through using
their tactile sense.
22
23. DEAF-BLINDNESS (2)
Deaf-Blind people have a form of
sign language which uses the sense
of touch.
Deaf-blindness is considered as one
handicap: deaf-blind people are not
multi-handicapped.
23
24. PHYSICAL DISABILITIES (1)
People have a physical impairment
which may affect to a greater or
lesser extent their movement.
Some of them will have whole or parts
of their limbs (arms and legs) missing
due to amputation, disease, …
24
26. PHYSICAL DISABILITIES (3)
Causes of physical disability
Physical disabilities may result from
permanent injuries to the brain, spinal
cord, spina bifida;
Spina bifida is a neural tube
defect, disorder involving incomplete
development of the brain, spinal
cord, and/or their protective
coverings, caused by the failure of
the foetus’ spine to close properly
during the first month of pregnancy).
26
27. PHYSICAL DISABILITIES (4)
Causes of physical disability
Infants born with Spina
bifida sometimes have an open lesion
on their spine where significant
damage to the nerves and spinal cord
has occurred.
27
28. PHYSICAL DISABILITIES (5)
28
Although the
spinal opening can be
surgically repaired
shortly after birth, the
nerve damage is
permanent, resulting in
varying degrees of
paralysis of the lower
limbs.
29. PHYSICAL DISABILITIES (6)
3 common types of SB :
1) Myelomeningocele: the severest
form, in which the spinal cord and
its protective covering (the
meninges) protrude from an opening
in the spine;
2) Meningocele in which the spinal
cord develops normally but the
meninges protrude from a spinal
opening;
29
30. PHYSICAL DISABILITIES (7)
3 common types of SB :
3) Occulta: the mildest form, in
which one or more vertebrae are
malformed and covered by a layer of
skin.
30
31. PHYSICAL DISABILITIES (8)
SB may also cause bowel
and bladder complications, and
many children with SB have
hydrocephalus (excessive
accumulation of cerebrospinal fluid in
the brain).
31
32. PHYSICAL DISABILITIES (9)
No cure for SB because the
nerve tissue cannot be replaced or
repaired. Treatment for the variety of
effects of SB may include surgery,
medication, and physiotherapy.
32
33. PHYSICAL DISABILITIES (10)
Children with spina bifida may
have:
partial or full paralysis of the legs
difficulties with bowel and bladder
control.
hydrocephalus (high pressure on the
brain because of fluid not being drained
away as normal).
bone and joint deformities (they may
not grow normally).
curvature (bending) of the spine.
33
34. PHYSICAL DISABILITIES (11)
Causes of physical disability
Physical disability may either be
congenital or a result of injury,
muscular dystrophy, multiple
sclerosis, cerebral palsy, amputation,
heart disease, pulmonary disease,
respiratory disorders, epilepsy, …
In such circumstances, the concerned
individual is unable to move, use or
feel certain parts of the body.
34
35. PHYSICAL DISABILITIES (12)
Types of physical disabilities
Upper limb(s) disability
Lower limb(s) disability
Manual dexterity
Disability in co-ordination with
different organs of the body
Broken bone
35
36. PHYSICAL DISABILITIES (13)
Types of physical disabilities
Muscular dystrophy: the muscle
fibres in the body gradually weaken
over time (the most common type is
Duchenne Muscular Dystrophy
which occurs only in boys); all types
of muscular dystrophy are genetic
even though other family members
may not have the condition.
36
37. PHYSICAL DISABILITIES (14)
Cerebral palsy (CP): is caused by
damage to the parts of the brain which
control movement; children with CP may
have difficulties with:
posture (the ability to put the body in a
chosen position);
movement of body parts;
muscle weakness or tightness;
involuntary muscle movements
(spasms);
balance and coordination;
talking and eating.
37
38. PHYSICAL DISABILITIES (15)
Different types of cerebral palsy:
o Hemiplegia: involves muscle movements
and weakness on one side of the body.
o Diplegia: involves muscle movements and
weakness in the lower part of the body.
o Quadriplegia: involves muscle
movements and weakness in both arms
and both legs.
o Ataxia: involves problems with balance
and coordination.
38
39. PHYSICAL DISABILITIES (16)
People with physical disabilities often
must rely upon assertive devices such
as wheelchairs, crutches, canes,
and artificial limbs to obtain
mobility.
39
43. DEVELOPMENTAL DISABILITY
(1)
43
An impairment that affects cognitive
abilities.
Some people reject the term (Mental
Retardation), and other terms such
as "developmental delay", "Mental
Disability", etc are also in use to
describe the same situation.
45. (2)
Mental retardation: a term used when
a person has certain limitations in
mental functioning and in skills such
as communicating, taking care of
him or herself, social skills → a child
learns and develops more slowly than a
typical one.
Children with mental retardation are
likely to have trouble learning in school.
They will learn, but it will take them
longer. There may be some things they
cannot learn.
45
46. (3)
Signs of mental retardation:
sit up, crawl, or walk later than other
children;
learn to talk later, or have trouble
speaking;
find it hard to remember things;
not understand how to pay for things;
have trouble understanding social rules;
have trouble seeing the consequences of
their actions;
have trouble solving problems, …
46
47. (4)
Mental retardation
is not a disease, a type of mental illness,
like depression, a type of madness.
There is no cure for mental retardation.
Most children with mental retardation
can learn to do many things. It just takes
them more time and effort than other
children.
Many children with mental retardation
need help with adaptive skills (skills
needed to live, work, and play in the
community). 47
48. (5)
Mental retardation
Teachers and parents can help a child work
on these skills at both school and home:
communicating with others; taking care
of personal needs (dressing, bathing, going to
the bathroom); health and safety; home
living (helping to set the table, cleaning the
house, or cooking dinner); social skills
(manners, knowing the rules of conversation,
getting along in a group, playing a game);
reading, writing, and basic math; and as they
get older, skills that will help them in the
workplace.
48
49. (6)
Mental retardation
Supports or changes in the
classroom (adaptations) help most
students with mental retardation:
o For their learners with mental
retardation, teachers should be as
concrete as possible; demonstrate
what they mean rather than just
giving verbal directions; rather than
just relating new information
verbally, show a picture; …
49
50. DEVELOPMENTAL DISABILITY
(7)
Mental retardation
Supports or changes in the classroom
(adaptations) help most students with
mental retardation:
o For their learners with mental
retardation, teachers should break longer,
new tasks into small steps; demonstrate
the steps; have the student do the steps,
one at a time; provide assistance, as
necessary.
50
51. (8)
Mental retardation
Supports or changes in the
classroom (adaptations) help most
students with mental retardation:
o For their learners with mental
retardation, teachers should give the
student immediate feedback; teach the
student life skills (daily living, social
skills, and occupational awareness and
exploration, as appropriate); involve the
student in group activities or clubs;…
51
52. (6)
Mental retardation
Supports or changes in the classroom
(adaptations) help most students with
mental retardation:
o For their learners with mental
retardation, teachers should work
together with the student's parents and
other school personnel to create and
implement an educational plan tailored to
meet the student's needs, regularly share
information about how the student is
doing at school and at home.
52
53. MULTIPLE DISABILITIES
Some children with physical disabilities
will have other disabilities, such as
intellectual, visual or hearing
impairments.
They may also have communication
difficulties or other medical conditions
such as epilepsy or asthma.
When a child has several different types
of disability, professionals talk about
multiple disabilities rather than listing
separate conditions.
53