Sensory Impairments
This document defines and discusses visual and hearing impairments. It outlines the prevalence, causes, and characteristics of these impairments. It provides guidance for teachers on classroom adaptations, inclusion practices, and specific supports to meet the needs of students with visual or hearing impairments. Adaptations include seating, use of technology, visual aids, clear speech, and ensuring access to information presented. The goal is for students with sensory impairments to be fully included.
Typology of learners with special need part 1Flipped Channel
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Typology of learners with special need part 1Flipped Channel
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
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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!
Your child performing poor in school! You may have to visit an ENT specialist and Audiologist for his Hearing Test. Even a slight hearing loss in a child is often a reason behind poor performance in class.
Uploading this presentation for ACADEMIC WRITING (SWAYAM) assignment. it is about hearing problems and the data is collected from various sites, books and journals.
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Rasamanikya is a excellent preparation in the field of Rasashastra, it is used in various Kushtha Roga, Shwasa, Vicharchika, Bhagandara, Vatarakta, and Phiranga Roga. In this article Preparation& Comparative analytical profile for both Formulationon i.e Rasamanikya prepared by Kushmanda swarasa & Churnodhaka Shodita Haratala. The study aims to provide insights into the comparative efficacy and analytical aspects of these formulations for enhanced therapeutic outcomes.
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.
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
Integrating Ayurveda into Parkinson’s Management: A Holistic ApproachAyurveda ForAll
Explore the benefits of combining Ayurveda with conventional Parkinson's treatments. Learn how a holistic approach can manage symptoms, enhance well-being, and balance body energies. Discover the steps to safely integrate Ayurvedic practices into your Parkinson’s care plan, including expert guidance on diet, herbal remedies, and lifestyle modifications.
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Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Basavarajeeyam is an important text for ayurvedic physician belonging to andhra pradehs. It is a popular compendium in various parts of our country as well as in andhra pradesh. The content of the text was presented in sanskrit and telugu language (Bilingual). One of the most famous book in ayurvedic pharmaceutics and therapeutics. This book contains 25 chapters called as prakaranas. Many rasaoushadis were explained, pioneer of dhatu druti, nadi pareeksha, mutra pareeksha etc. Belongs to the period of 15-16 century. New diseases like upadamsha, phiranga rogas are explained.
Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
2. Visual Impairments Teachers need basic information on visual impairments in four general areas. Fundamental concepts of vision and visual impairments Signs of possible visual problems Typical characteristics of students with visual impairments Specific adaptive and or accommodative techniques to meet students needs Definition Visual Impairments is a very generic term and is divided into categories Legal blindness, which means the student has visual acuity of 20/200 with means they see at 20 ft what a average student would see at 200ft. Legally blind students will need major adaptations in their everyday learning. Low Vision- Indicates some functional vision exists. Students may need minor adaptation and may use optical, or electronic devices to assist them in their learning.
3. Types of Visual Impairment Retinal Optic Nerve Problems Disorders of the Cornea Iris and Lens Problems Strabismus- improper alignment of the eyes Nystagmus- rapid involuntary movements of eyes Glaucoma- Fluid pressure build up Cataract- Cloudy film over eye lens Diabetic retinopathy- Changes in blood vessels caused by diabetes Macular degeneration-damage to central portion of the retina Retinitis Pigmentusa- genetic eye disease leading to blindness
4. Prevalence and Causes Vision problems are very common in our society however corrective lenses are often enough to correct vision and individuals can see efficiently. If students have visual impairments they tend to get worse with age. Approximately 0.06 percent of students in school are visually impaired (varying with region). First Nations people are 3-4 times more likely to lose their vision due to more premature births, trauma, and diabetes.
6. Classroom Adaptations for Visually Impaired Socially for a Student Physical Considerations Encourage students to become independent learners Create opportunities for students to manipulate their own environment Reinforce their efforts Help develop a healthy self concept Teach students how to communicate nonverbally Identify what special equipment will be needed in the classroom Learn how to use special equipment Guarantee classroom is free of hazards Use the ``clock`` approach Place students desk where the student can learn to their highest potential
7. Ways to promote Inclusion Inclusion Practices Teacher Supports Remember that students with visual impairments is but one of many student in the classroom. Introduce them the same way you would any other student. Use same disciplinary practices for all students. Encourage visually impaired to seek leadership and high-profile roles. Expect the same level of work from all students. Get help from others. Teach them how to assist the visually impaired students. Learn how to adapt and modify instruction ahead of time. Learn as much as you can. Find out any training that might be needed.
8. Hearing Impairment Definition Prevalence Hearing impairment – generic term that has frequently been used to cover the entire range of hearing loss Deafness – hearing loss that is so sever that speech cannot be through the ear alone, with or without aids Hard of hearing – individuals who have a hearing loss that makes it difficult, but not impossible to understand speech through the ear alone, with or without hearing aids Only 0.14 percent of the school aged children have a hearing impairment Gets worse as you get older 2-5% of the total population has some degree of hearing loss Considered a low-incidence disability
9. Classifications Conductive Hearing Loss Sensorineural Hearing Loss When sound is not conducted efficiently through the outer or middle ears. Reduction in sound level Can often be corrected through medicine or surgery Causes Impacted ear wax, fluid in the middle ear, ear infections When there is damage to the inner ear Reduction in sound level, affects speech understanding or ability to hear clearly Cannot be corrected medically, it is a permanent loss Causes Birthing injuries, genetics, viruses, head trauma, aging, exposure to noise, tumors
10. Student Behaviours Turns head to position the ear to the speaker Asks for information to be repeated frequently Uses a loud voice Does not respond when someone is speaking to them Has frequent colds, earaches, or infections Misarticulates certain speech sounds or omits certain consonant sounds Has a restricted vocabulary and/or problems with spelling Withdraws from classroom activities that involve listening Less socially mature Difficulty making friends Academic achievement levels are lower than those of hearing peers Fidgets and moves about in seat
11. What you can do as a teacher If you see any of those student behaviours, refer them to an audiologist for formal assessment Use of technologies like amplification assistance Seat students in a semi-circular arrangement to increase sight lines Make sure they are subject to the same requirements as other students Have a classroom buddy who can help the student Reduce distracting noises Use visual aides Speak clearly and normally Avoid frequent movement around the classroom and turning your back from student Use gestures and facial expressions Keep beard/moustaches trimmed Encourage students to ask questions for clarification Repeat comments of students who speak in discussions
12. What you can do as a teacher When using an interpreter... Socially for student Position the student so that they can see the teacher and interpreter clearly Be sure to include the interpreter as an IEP member Discuss lessons with the interpreter prior to teaching Allow adequate lag time for the interpreter Remember that sign language does not follow the grammatical convention of English Help develop a realistic sense of their abilities Help them become more responsible and independent Help them interact appropriately with their peers Help enhance their sense of belonging
13. Bibliography Smith, T, Polloway, E, Patton, J, Dowdy, C, McIntyre, L, & Francis, G. (2010). Teaching students with special needs in inclusive settings. Toronto: Pearson Education Canada.