Reading Disabilities for Medical Professionals
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This document discusses reading disabilities and provides information on causes, prevalence, assessments, and processing challenges. Some key points include: - Reading disabilities are the most common learning disorder and can cause behavioral/emotional problems if left untreated. - Factors like low birth weight, premature birth, neurological problems, and other health conditions may increase the risk of reading disabilities. - Assessments of phonological awareness, rapid naming, working memory, and other language skills are important for identifying processing challenges underlying reading disabilities. - National studies found around 20-30% of children face significant challenges learning to read.
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Special needs presentation
This document discusses various language disorders and provides strategies for supporting students with language disorders in the classroom. It describes language disorders as involving the processing of linguistic information and notes they can arise from brain damage, neurological disorders, hearing loss, or unknown causes. Symptoms may include slow speech/language acquisition, inability to produce sounds, or failure to comprehend language. The document recommends classroom strategies like reducing noise, speaking slowly, using visual cues, focusing students frequently, and avoiding correcting speech to support students with language disorders.
Neuropsychological Testing – Areas to Be Tested
Neuropsychological testing evaluates several key areas that may indicate learning disabilities or other issues in children. These include IQ, educational achievement levels, attention and memory abilities, visual and motor skills, sensory processing, speech and language development, social-emotional functioning, and specific tests for learning disabilities in areas like reading, writing, math, and processing. Testing is done by professionals to properly diagnose any issues and determine appropriate support and services.
Phonemic Awareness using SSP the Speech Sound Pics Approach
Developing phonemic awareness in the early years using Duck Hands, Lines and Numbers.
www.wiringbrains.com
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Phonemic Awareness using SSP the Speech Sound Pics Approach
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Student Gallery
The Richmond Hospital Education Program (RHEP) student art gallery features various art pieces created by students enrolled in RHEP, including a purse auctioned for a high price, masks, cart designs, window art, dragon drawings, and tessellations exploring body image. The RHEP serves children who are severely physically disabled, medically fragile, or have acute illnesses at a transitional care unit and a medical college campus.
Ed Regs And Chronic Illness
The document discusses federal and state educational regulations that provide for the needs of children with chronic illnesses and disabilities. It explains that the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act ensure that children receive accommodations and specialized education plans. Children may be eligible for an Individualized Education Program (IEP) or 504 plan depending on how their chronic illness affects their education. The document provides details on eligibility, required accommodations and services, and the roles of various medical and educational professionals in developing accommodation plans for children with special needs.
Extended School Year Services
The document provides an overview of extended school year (ESY) services for parents. It defines ESY services as special education provided beyond the normal school year at no cost to parents. ESY services must be individualized and determined necessary by a child's IEP team on whether benefits from the regular school year will be significantly jeopardized without ESY. The IEP team considers factors like regression/recoupment, progress, emerging skills, interfering behaviors, and the nature/severity of the disability to determine if a child requires ESY services to receive a free and appropriate public education.
Group Art Therapy for Patients with TBI: A Pilot Study
This study examined the effects of a group art therapy intervention on patients with traumatic brain injuries. Six patients participated in five weekly one-hour art therapy sessions. The sessions involved low-anxiety art tasks designed to improve cognitive and social skills. Patients showed a reduction in depression, anxiety, and stress levels based on pre- and post-intervention surveys. The art therapy was found to help patients process emotions, increase confidence and socialization, and support rehabilitation goals. The study concluded that art therapy could provide therapeutic benefits for brain injury patients by helping to rewire the brain and reduce symptoms while improving cognitive and social functioning.
Art Therapy at the Richmond Hospital Education Program
Art therapy uses art-making and creative expression to help patients process their emotions and gain insight. The document discusses the history and development of art therapy, how it works therapeutically, and examples of art therapy programs at hospitals and juvenile detention centers. It describes using art therapy with physically and cognitively impaired children to work on life skills and expression through adapted art-making methods.
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Age of Majority
The document discusses the age of majority and the transfer of educational rights from parents to students. It explains that in most states, including Virginia, the age of majority is 18. At this age, students acquire full legal rights and parents' rights transfer to the student. For students with disabilities under IDEA, schools must notify parents and students one year prior to the student turning 18 to discuss this transfer of rights. The document also outlines options for parents to still be involved in educational decision making for students with special needs over 18 through guardianship, power of attorney, or becoming the student's educational representative.
Neuro Anatomy For Teachers
The document discusses several topics in neuroanatomy relevant for teachers:
1) The right side of the brain controls the left side of the body and vice versa.
2) The limbic system, including the Papez circuit, is involved in emotions and emotional responses. Disorders here can affect behavior.
3) The basal ganglia may play a role in sensory and motor integration, and problems could impact functions like writing.
Epilepsy for Educators
- Epilepsy is the most common neurological disorder affecting children, with between 5-10% of children experiencing a seizure before age 20.
- Most children with epilepsy test within the average range on IQ tests and attend regular schools, but they are at higher risk for learning and behavioral challenges.
- Learning disabilities and conditions like ADHD are commonly overlooked co-morbid conditions for children with epilepsy. Thorough evaluation of language, memory, and executive functions is important for proper intervention.
Traumatic Brain Injury and School Intervention
Traumatic brain injury (TBI) affects over 1 million people in the United States each year, resulting in disabilities. TBI can cause cognitive, movement, sensory, and seizure impairments. Mild TBI may result in ongoing functional problems like changes in personality and cognition. Moderate and severe TBI are more likely to impact school performance. A neuropsychological assessment should be conducted when a student returns to school after a TBI to identify specific cognitive deficits and tailor interventions, such as extra time on tests, repetition of instructions, and use of organizational strategies. Ongoing subtle changes from TBI may require long-term academic support.
Inclusion And Its Effect On Preschool Children With[1]
This document summarizes three studies on the effects of inclusion on preschool children with special needs. The studies found that inclusive classrooms were of higher quality than non-inclusive classrooms and supported social gains for children with disabilities. However, children with disabilities still lagged behind their typically developing peers. The studies also found that collaborative teams were important for supporting inclusion and child development. While inclusion benefits students with special needs, more research is needed on its effects on students without disabilities.
Childhood Cancer and School
The document discusses educational issues for children with cancer and the importance of partnerships between medical teams, schools, parents, and children. It outlines federal acts like the IDEA and Section 504 that protect the rights of disabled children to receive accommodations. Accommodations for children with cancer may include modified physical activity, extra time on tests, and assistance from a peer buddy. The document stresses that children with cancer should have educational plans and highlights critical periods where support is especially important, like after treatment.
After Childhood Cancer
This document summarizes the physical, cognitive, social, emotional and academic challenges faced by childhood cancer survivors after treatment. It discusses the types of cancers affecting children, common treatments and their short and long-term side effects. It identifies educational plans and accommodations to help meet survivors' needs. Critical transition periods are highlighted and the importance of support systems, educational planning and networking are emphasized to help survivors achieve normalcy and reach their full potential.
Memory
The document discusses memory and the process of information processing in the brain. It explains that memory involves perceiving, processing, storing, and retrieving information. It describes the complex journey that sensory information takes through the brain areas like the thalamus, cortex, and motor areas as it is processed. Proper sleep is also important for consolidating new memories. Working memory must be fully functional for long-term memory to work, and any breakdown in processing can lead to memory failure. Effective teaching strategies include connecting new information to old, limiting new information, and ensuring information is being actively processed.
Cerebral Palsy
Cerebral palsy (CP) is a neurological disorder that affects movement and muscle coordination and is caused by damage to the developing brain, usually before or during birth. The main types of CP are spastic, which causes stiff muscles, athetoid/dyskinetic, which causes slow uncontrolled movements, and ataxic, which affects coordination and balance. CP is permanent but generally does not worsen over time. Treatment focuses on medications, especially for athetoid CP, surgery, and therapies to improve mobility and function.
Spina Bifida
Spina bifida is a disorder where the spine and spinal cord do not develop properly, often resulting in paralysis and other issues. It occurs due to failure of the spine to close during the first month of pregnancy, and may be related to folic acid deficiency. Spina bifida can range from mild vertebral malformations to more severe cases where the spinal cord and membranes protrude outside the body. It affects mobility and can also cause hydrocephalus, incontinence, cognitive problems, and other health issues. The incidence is about 1 in 2000 live births for the most severe type, and 1-2 per 1000 for all types of spina bifida.
Tourette Syndrome Presentation
(1) Tourette Syndrome (TS) is a neurological disorder characterized by involuntary motor and vocal tics that typically begin in childhood. It is associated with impairments in attention, executive function, language processing, and motor skills. (2) Teachers play an important role in helping students with TS by fostering self-esteem, tolerance of tics, and academic accommodations. Common accommodations include extra time, minimizing writing demands, preferential seating, and breaks to reduce tic suppression. (3) Co-occurring conditions like ADHD and OCD are common in TS and may require additional supports around attention, organization, and compulsions. Medication and counseling can help manage symptoms of TS and related conditions.
Top 10 Things About Tourette Syndrome
Tourette Syndrome (TS) is a neurological disorder characterized by motor and vocal tics with onset in childhood. TS symptoms vary widely between individuals and include both physical and verbal tics. Tics can be exacerbated by stress and anxiety. Additionally, most people with TS also have comorbid conditions like OCD and ADHD that further complicate their symptoms and ability to function. Providing accommodations and support through IEPs/504 plans is important to help students with TS access education and manage their symptoms. Educating all school staff on TS is also key to creating an accepting environment and avoiding misunderstandings.
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Reading Disabilities for Medical Professionals
- 1. Reading Disabilities Thomas B. King, M. Ed. Educational Consultant Division of Child Neurology
- 8. One Observation “I would rather have a root canal than be asked to read.”
- 28. Rapid Naming If you don’t ride a bike fast enough, you will fall off.
- 32. … and so…. You can look for reading disabilities in a pediatric practice near you disguised as stomach ache, head ache, ADHD, generalized anxiety, vague complaints of poor school performance, among many other things.