Intellectual Disability Paper

Intellectual Disability. Intellectual disability is a generalized disorder appearing before adulthood, characterized by significantly impaired cognitive functioning and deficits in two or more adaptive behaviors. Time out and modeling have the highest level of usability with a weighted mean of 2.69, followed by activity reinforcers with a weighted mean of 2.63. Time out has been effective in reducing behaviors such as tantrums, inappropriate social behaviors, yelling, aggression, time spent out-of-seat and inappropriate verbalizations which are common to children with intellectual disability (Alberto, Delfin and Andrews, 2002).

Those individuals who have a disability and are not able to read or write is discussed throughout this journal article. Education that is inclusive is suppose to guaranteed to those students who are disable. They have the right to be in a program within the school that offers them support. Resources offered in the community school aren’t given to adults, so children need to take advantage of these services being offered. Yes, education as a child is very important, but at the same time adults need to be given the chance to be provided with services in the community that will help them learn. Disable adults need just as much thorough effort to the rise of being able to have the readiness to the easy services as it pertains to literacy and proficiency.

Individuals with Disability Education Improvement Act (IDEIA) of 2004 defines a disability as being “one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which the disorder may manifest itself in the imperfect ability to speak, listen, think, read, write, spell or do mathematical calculations.” This is saying that if there is something mentally preventing someone from progressing in language learning within various subject matters they might qualify as having a learning disability if evidence supports these findings and none or limited progress is made over time. Disabilities that are caused or affected by motor disabilities, mental retardation, emotions, environment, economics, vision, or hearing do not fall under the IDEIA definition of a specific

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This paper demonstrates that hitherto sociological analyses of disability have been theoretically and methodologically inadequate. It is written that sociology, in common with the other major contemporary disciplines, has accepted almost without question the legitimacy of the individualistic biomedical approach to disability. It is argued that this partial and essentially 'non-disabled' reading of the phenomenon has succeeded in

According to the American Association on Intellectual and Developmental Disabilities (2017), an intellectual disability is classified as a deficit in “intellectual functioning” and “adaptive behaviors.” For a disability to be qualified as an intellectual disability it must have originated before the age of 18. Some diagnoses that fit under intellectual disability include autism, Down Syndrome, Fragile X Syndrome, and Fetal Alcohol Syndrome. “Developmental disability” is the umbrella term, encompassing many other disabilities, including those that fall under the category of intellectual disability. Developmental disabilities typically impact an individual in a physical way, such as cerebral palsy or epilepsy.

A Special Education Team has one thing in common, the best interest of a student to achieve their educational goals. Having the opportunity to speak with two experienced teachers I learned that not everyone teaches in the same way or believes that students learn a certain way, but in the end they have the needs of the students first. Mrs. Peterson’s definition of terminology, their classification and their learning techniques and social skills play a large part in the curricular needs she teaches in her classroom to promote independent learning. Mr. Olson may view the terminology a little different, but still feels students with intellectual disabilities should be independent in their learning and social skills. Students with Intellectual disabilities

ADHD stand for Attention Deficit Hyperactivity Disorder and it is actually a very common disorder that affects children and young adults. For some it may continue into their adulthood. It is estimated that around three to ten percent of children have ADHD. There are many questions by professionals as to kids can really outgrow ADHD, meaning that it may be more common amongst adults than originally thought to be.

While doing my research it was brought up to my attention that this is not the first case of disability discrimination. The cases I have found have shown how people with disabilities have been discriminated against in various cases. No matter the situation they are confronted they are always being denied a sign-language interpreter, which violates their Civil Rights, Title IX, Rehabilitation Act, and the American’s with Disability Act (ADA).

Some students have physical and cognitive disabilities. A lot of students think that they cannot go to universities because of their disabilities, especially at OU. But there is a Disability Student Services office that acts as an advocate for students with disabilities and works with 500-600 students per semester. Moreover, to help students understand university policies and practices, they assist students in addressing personal and academic concerns, and they supply referrals to other university offices when appropriate.

     When a child doesn’t seem to be learning, some teachers and parents in his/her life might criticize the child and think of them as stupid, or maybe just too lazy to want to learn. What they don’t realize is that the child might have a learning disability. But how are these children being helped? There are many programs, special schools and facilities, home teaching methods and many other ways in which children with Learning Disabilities are being helped.

I would define disability as having an impairment that may put a certain person in a disadvantage. It might be physical or mental issues.

When analyzing students with disabilities in the college sphere, professionals in higher education must also operate in conjunction with the critical framework of intersectionality. This approach allows one to “capture more fully the complexity of who we are as individuals, [and] acknowledges that each of us possesses multiple identities” (Jones & Abes, 2013, p. 135). As Luft (2009) stated, there are multiple dimensions of social life operating in every micromoment” (as cited in Jones & Abes, 2013, p. 135). As student affairs professionals, it is critical to note the complexities of the college environment, and the changing contexts that affect one’s identity saliences. The “filter” through which students with disabilities view their life

Living with disabilities on a daily basis can be more difficult then some realize. Many people who are born with developmental disabilities start their education and therapy at a very young age and there are also those people who have been diagnosed with a disability sometime during their lifetime. But what is there for them to do once they have graduated from high school or are told they are too old to continue in a regular school or they are simply told they aren’t accepted in the “normal” community? In all reality there really

Did you know there are many words we use in special education, and like me, some of them, we use interchangeably? For example, “Have you ever heard of the words: impairment, disability, and handicap?” Prior to my substitute teaching with students like Terry and Katherine, I thought, all those terms were hiding under one special education category: handicapped.