Features of Intellectual Disability, and Interventions

Features of Intellectual Disability, and Interventions INTELLECTUAL DISABILITY Intellectual disability (ID), once called mental retardation, is characterized by below-average intelligence or mental ability and a lack of skills necessary for day-to-day living. Mental retardation refers to significantly sub average general intellectual functioning resulting in or associated with concurrent impairment in adaptive behavior and manifested during the development period What is intellectual disability? Intellectual disability has limitations in two areas. These areas are: Intellectual functioning (IQ): this refers to a person’s ability to learn reason, make decisions, and solve problems. Adaptive behaviors: is defined as the degrees with which the individual meets the standards of personal independence and social responsibility expected of his age cultural group. Classification Intelligent quotient is the ratio between Mental Age (MA) and Chronological Age (CA). Intelligence quotient is measured by an IQ test. The average IQ is 100. To measure a child’s adaptive behaviors, a specialist will observe the child’s skills and compare them to other children of the same age. Things that may be observed include how well the child can feed or dress himself or herself; how well the child is able to communicate with and understand others; and how the child interacts with family, friends, and other children of the same age. Intellectual disability is thought to affect about 1% of the population. Of those affected, 85% have mild intellectual disability. This means they are just a little slower than average to learn new information or skills. With the right support, most will be able to live independently as adults. Signs and Symptoms Generally speaking, the symptoms of mental retardation include delays in oral language development, deficits in memory skills, difficulty learning social roles, difficulty with problems solving skills, decreased learning ability or an inability to meet education demands at school, failure to achieve the markers of intellectual development and a lack of social inhibition. However, symptoms of mental retardation will vary depending on the condition’s severity. For instance, while signs of mild retardation (i.e., those with IQs of about 52 to 79) may include a lack of curiosity and quiet behavior, signs of severe mental retardation (i.e., those with IQs of about 20 to 35) may include infant-like behavior throughout the patient’s life, and those with profound mental retardation (i.e., IQs of 19 or below) are likely to have limited motor and communication skills and require lifelong nursing care. The symptoms of mental retardation are broken out by the level of the condition below. Mild intellectual disability: From birth to age six, these children are able to develop social and communication skills, but their motor skills are slightly impaired. In late adolescence, they can usually read at a sixth-grade level. They are typically able to develop appropriate social skills, and adults can often work and support themselves, though some of these individuals may require assistance during times of social or financial stress. Moderate intellectual disability: Children with this condition who are six years old or younger can talk and communicate, but usually have poor social awareness. Their motor coordination is fair, and adolescents can learn some occupational and social skills. Adults can sometimes support themselves and hold down a job, though they often require guidance and assistance during stressful periods. Severe intellectual disability: Young children with this condition have limited speech abilities, though they can usually say a few words. Their motor coordination is mostly poor. While adolescents can communication with others and can learn simple habits, they typically require lifelong guidance and assistance with daily activities. Profound intellectual disability: Young children with this level of mental retardation have very little motor coordination of often require nursing care, which can last a lifetime. Adolescents have limited motor and communication skills. Causes Intellectual disabilityaffects about 1% to3% of the population. In India, 5 out of 1000 children’s are MR (The Indian Express, 13th March 2001) Causes of intellectual disability can include: Infections (present at birth or occurring after birth) Genetic Factors (such as Down syndrome) Environmental (Child Abuse) Metabolic (Wilsons Disease) Nutritional (malnutrition) Trauma (before and after birth) Unexplained (this largest category is for unexplained occurrences) Diagnosis To meet the criteria for the diagnosis of Mental Retardation, three areas must be considered. Onset must occur before 18 years of age.In addition, the person must have Below average general intellectual functioning.General intellectual functioning is defined by the intelligence quotient (IQ) obtained by assessment with one or more of the standardized, individually administered intelligence tests. The choice of testing instrument and interpretation of results should take into account factors that may affect test performance, such as sociocultural background, native language and associated communication, and motor and sensory handicaps. Specialized tests may be used to measure other aspects of development. Intellectual impairment is categorized by four degrees of severity. These classifications suggest the types of interventions that would be appropriate and offer clues as to long-term outcome. Mild retardation:Mild retardation: IQ level 50-55 to approximately 70 (85% of people with mental retardation are in this category) Moderate retardation:IQ level 35-40 to 50-55 (10% of people with mental retardation) Severe retardation:IQ level 20-25 to 35-40 (3 4% of people with mental retardation) Profound retardation:IQ level below 20 or 25 (1 2% of people with mental retardation) Significant limitations in adaptive functioningin at least two of the following skill areas: communication, self-care, home living, social/interpersonal skills, use of community resources, self-direction, functional academic skills, work, leisure, health and safety. Prevention Genetic counseling: screening during pregnancy Social Nutrition programs Preventing exposure to lead, mercury, and other toxins reduces the risk of disability. Infectious diseases: For example, rubella syndrome can be prevented through vaccination. Avoiding exposure to catfeces that can cause toxoplasmosis during pregnancy helps reduce disability from this infection. What about School? Early intervention programs are essential to maximize the children’s potential development. This necessitates early recognition and referral. Teachers have opportunity to evaluate children’s in school. Some of these skills include: 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. Supports or changes in the classroom (called adaptations) help most students with mental retardation. Some common changes that help students with mental retardation are listed below under â€Å"Tips for Teachers.† The resources below also include ways to help children with mental retardation. Tips for Parents Learn about mental retardation. The more you know, the more you can help yourself and your child. See the list of resources and organizations at the end of this publication. Encourage independence in your child. For example, help your child learn daily care skills, such as dressing, feeding him or herself, using the bathroom, and grooming. Parents are taught behavior modification techniques to decrease to eliminate problematic behavior. Give your child chores. Keep his/her age, attention span, and abilities in mind. Break down jobs into smaller steps. For example, if your child’s job is to set the table, first ask him/her to get the right number of napkins. Then have him/her put one at each family member’s place at the table. Do the same with the utensils, going one at a time. Tell him/her what to do, step by step, until the job is done. Demonstrate how to do the job. Help her when she needs assistance. Give your child frequent feedback. Praise your child when he or she does well. Build your child’s abilities. Find out what skills your child is learning at school. Find ways for your child to apply those skills at home. For example, if the teacher is going over a lesson about money, take your child to the supermarket with you. Help him count out the money to pay for your groceries. Help him count the change. Find opportunities in your community for social activities, such as scouts, recreation center activities, sports, and so on. These will help your child build social skills as well as to have fun. Tips for Teachers There is now an increase use of more specialist teaching and variety of innovative procedures for teaching language and other methods of communication. Hints for successful skill training Give the student immediate feedback. Divide each training activity into small steps and demonstrate. Start the training with what the child already knows and then proceed to the skill that needs to be trained. Reward his effort even if the child attains near success. Give the training regularly and systematically. Use training materials which are attractive, appropriate and locally available. Treatment Environmental supervision Programs that Maximize Speech, language, social, psychomotor, cognitive and occupational skills. Ongoing Evaluation. Parental counseling and supportive psychotherapy. Behavior management. REFERENCES Townsend M, Psychiatric Mental health Nursing, 6th ed. New Delhi: Jaypeee Brother Publications ; 2013:chap 4. The Arc of the United States American Association on Mental Retardation (AAMR)

How does Miller present ideas about justice and the law in A View from the Bridge? Essay

In A View from the Bridge, Miller portrays the two main methods of bringing about justice – the US Law System and the Sicilian moral code – and their many downfalls. He also uses the character of Alfieri as a symbol for the US Law System, and uses him to describe the archaic nature of the US Law system, as well as how it is ineffectual. The title of play is ‘A View from the Bridge’, and Miller portrays the way in which the characters are unable to bridge between the two cultures. Initially, Miller presents ideas about how the US Law System is out of date and ineffectual. Alfieri, the lawyer, is the personified symbol of the US Law system in the play, and he is initially described by Miller, at the start of the play, as ‘in his fifties, turning gray’. This could possibly be used to suggest the way that the US Law system is out-of-date – by 50 years – and that it is becoming increasingly ineffectual. In addition, Alfieri himself states that ‘the law is very specific’, which goes to show the way in which the law is not very effective and cannot solve many problems. This is further compounded upon by the way in which both Eddie and Marco come to the law, seeking for assistance, but neither of them get their way, although both are coming to the legal system for very different reasons. In fact, Alfieri himself states twice how he was ‘powerless’ to stop the story running ‘its bloody course’, which goes to show that Miller believes that the US Law system is ineffectual. In fact, Alfieri himself has to state that ‘only God makes justice’, further showing how the law system is too black-and-white to be effective, and that because of that, justice is out of their power. Through this, perhaps, Miller is trying to portray the way in which major reforms need to be made to the US Law System in order for it to be effective in contemporary society. Furthermore, Miller portrays ways in which the Sicilian moral code also has many flaws. Marco relies on the Sicilian moral code, and this can be seen when he states that ‘all the law is not in a book’, which could also show that Marco disagrees with the US Law System. Furthermore, he asks ‘where is the law for that?’ when he speaks about how Eddie has ‘degraded my brother’ and ‘robbed my children’, showing the way in which Marco believes that Eddie deserves punishment that the law does not provide. He also states that ‘in my country he would be dead’, which further shows how he abides by the Sicilian law system, and highlights the contrasts in justice and the law between the two countries. However, due to Marco’s strict obedience to the Sicilian morals, he ends up having to go back to Italy, even though he arrived in the country to ‘work for his family’. Miller possibly uses this to showcase the way in which strict allegiance to a certain belief only ends in failure, as Marco was unable to provide for his family due to his murdering of Eddie, due to the Sicilian moral code. In addition, Miller portrays the way in which there is a need to settle for half between the US Law system and the Italian moral code. The fact that both people who wholeheartedly rely on either the sicilian moral code or the US Law System are both tragic failures in the novel illustrates this fact. Furthermore, and the beginning and end of the play, Alfieri states how ‘we settle for half and we like it better’, which goes to show how ‘settling for half’ has a positive impact, in Miller’s opinion. Eddie’s failure to settle for half can be seen in the scene where he reads the newspaper. Initially, he is said to read the newspaper, and due to the newspaper’s black-and-white colouration, it could possibly be symbolic of the black-and-white US Law system, and therefore, it could be inferred that Eddie is using the shield of the US Law system to protect himself. However, when Rodolpho and Catherine begin to dance, he is said to ‘lower the paper’, and then ‘unconsciously twist the paper in a tight roll’. This could possibly suggest that Eddie has stopped relying on the US Law System, and is instead taking matters into his own hands, by utilising the Italian Moral Code, and it is this desire for control and failure to settle for half which is Eddie’s downfall in the play, resulting in his death. Through this, Miller portrays the issues with not being able to settle for half. Overall, Miller portrays how neither archaic methods of bringing about justice is effective in the real world, and uses the downfall of Eddie and Marco to illustrate the failures of not only the US Law System, but also the Sicilian Moral Code, and calls for the ‘settling for half’ between the two.

Essay on Bullying Literature Review - 1243 Words

Introduction Educators attempt to provide safe, nurturing environments where students can thrive. Any disturbance to this climate can have negative affects on students’ educational performances. Bullying is one such disruption. Unfortunately, physical and verbal abuse are nothing new in the school setting, however, the rise of technology in our country has created a new setting for bullies to target their victims. Cyberbulling, or the use of any number of technological means to harm or harass another, has become an increasingly prevalent occurrence, specifically among school-aged children (Campfield, 2006). In this review of literature, the unique aspects of cyberbullying and its relation to traditional forms of bullying will be†¦show more content†¦Paired with the lack of adult supervision that comes with these tools, it is easy to see why cyberbullying is so attractive to aggressors. Campfield (2006) even noted the imbalance of power traditionally associated with bullying has no role in cyberbullying. This change in the bully/victim dynamic has led some researchers to analyze the relationship between traditional bullying methods and the more modern cyberbullying. Researchers have focused on any observable connections between more the conventional physical and verbal methods and the contemporary technological techniques. Li’s study of seventh graders found a significant positive correlation between those students who reported physically or verbally bullying peers and self-reported cyberbullies (2007). Campfield (2006) also investigated this relationship, reporting that of the 119 students who were traditional bullies, 61% were harassing victims through electronic means as well. Similar to the bully/cyberbully connection, the anonymity of cyberbullying leads one to believe that traditional victims may seek revenge by becoming bullies in the cyber world. 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What Describes an American - Free Essay Example

Sample details Pages: 2 Words: 560 Downloads: 6 Date added: 2017/09/17 Category Economics Essay Type Argumentative essay Tags: America Essay Did you like this example? Both we felt could truly describe what makes up an American today. When we got our information together we figured out that what makes an American didn’t just happen overnight, but over the years many influences throughout the countries helped us form who we are today. For the Economical parts we talked about, we brought up the government and different laws they passed. In the beginning the colonies were ruled by the British Parliament. With the British parliament being in charge, The Colonies had to vote within the Parliament. There were however downfalls with the British being in charge, such as how they had the right to place laws upon the colonies, such as taxes and they could control trade. A controlled trade they had was known as the â€Å"triangular trade†. This trade went through three places, the Colonies, Europe, and Africa. They would trade slaves manufactured goods and Raw materials. This was mainly an economic system made by colonists. All of the se things relate to an Americans government today, but there was more than just economics that affected what is known to be an American. Religion was something that existed all throughout the world even before the colonies became â€Å"the Colonies†. Religion in the colonies is known to have been influenced by the Enlightenment. The beliefs that they gain include change the way the colonists view life, and how they overcome life. The two main groups that took charge were the Puritans and the Quakers. The Quakers were a group of travelers that traveled in order to have religious freedom. They were known to be Americans they traveled so that they would no longer be under the control of Europeans. The Puritans were very similar when it came to traveling. They also did not want to be under European rule. They had one major belief and that was that â€Å"all pleasures for one’s self was impure and all work was done for god. † These two groups arrived into the c olonies in order to gain religious freedom along with other groups. These groups are a basis on what was put together in order to build the colonies. Later on throughout the years the â€Å"Bill of Rights† was written and the very first amendment stated that â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press, or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. † It basically meant that Congress could not force on any religion or religious belief. Concluding all of the information put into my group project, this can define how an American is who they are today. The Colonists were influenced by both religious and economical ideas. The American way was known as â€Å"Making a living your own way. † This is known to be very common especially with the Puritans and Quakers. All Americans ha ve their own way of running things. You can be Jewish, Catholic, or Greek orthodox, they all can still live the American way just as the Puritans and Quakers did, even though they did have different beliefs. Freedom of Religion and the way of our government makes an American their own person but nonetheless, all of them do have their own beliefs and way of living. Don’t waste time! Our writers will create an original "What Describes an American?" essay for you Create order