My past experience with individuals with IDD was unnoticed until now. Reflecting back on my education, I had several students that I started elementary school with, followed by graduating high school with me and I never took the time to intentionally get to know them. Throughout my education, I had the perspective that they were different than I was and needed more support than I did, but I never thought of them as less of an individual. I thought that they probably need more assistance in completing task and probably did not learn as fast, but I knew that they were learning valuable life skills. As I have participated in this course ,I realized that I never paid enough attention. I always thought that individuals with IDD had all they needed
After watching the two AAIDD videos, my perspective on self-determination has grown. I never realized before just how important self-determination was to a student who has intellectual or developmental disabilities’ ability to succeed. Teachers and parents should provide a supportive environment that will foster these self-determination skills such as goal setting. By setting their own goals, they are working on developing skills that will help them have a higher quality of life later as they transition into adulthood. Setting goals and working toward goals was just a normal part of my education, but I didn’t realize just exactly what they provide skills wise for students who have exceptionalities. It is important for these students to gain
However, the lack of scholarly journal articles on the IDD population is limited, so some websites that are designated as education for those with IDD and caretakers will be included. Prior knowledge from presentations taking a course on the IDD population also makes up some of this research in addition to past experiences.
Postsecondary education offers students with intellectual disabilities more than simply the routine of attending class or even learning the content provided through a course. Although both of these elements are significant, there is a bigger picture that concentrates less on which classes these students take and more on the potential outcomes a
I was not entirely sure what to expect as I sat and waited for Brian Heffernan’s presentation to begin. In the past, my experiences with people who have intellectual disabilities, and Down Syndrome more specifically, had all been very different from what I was anticipating this one to be. It was not because of his genetic disorder that made me unsure of what was going to happen, though; it was because of his age. My interactions have largely been with individuals who were young, grade school to high school level in age and far less matured in their nature. As Brian began to speak, it was instantly clear to me that his charisma and comfortability with the crowd was, while vaguely familiar, far more developed than any staple of comparison I
Two researched based journal articles offer therapy techniques which benefit students with intellectual disabilities. The first article, describes a functional curriculum which aims in strengthening practical skills students with ID need to become independent in society such as shopping, cooking, directions, and ordering food (TEXTBOOK). During the therapy session with the two young girls, the SLP went over map reading and how to understand directions. According to the SLP, the exercise was aimed to assist the two students in case they were ever lost and needed to follow directions on a map. Unfortunately, those who have intellectual disabilities have difficulty with obtaining employment, adjusting to their life post schooling, and living independently. Thus, including these functional techniques in middle school can help them effectively transition into adult life. The second technique known as instructive feedback can teach students with intellectual disabilities more information about a target topic (TEXTBOOK). An example of instructive feedback begins with a student reading the word “directions,” the teacher gives positive verbal reinforcement and then adds information to the word stating, “if you get lost you can ask for directions from a map to find your way home.” According to ------, studies have shown that instructive feedback helps students with ID learn additional information without overlooking target information (Olivia Loughery, T., Betz, A. M., Majdalany, L. M., & Nicholson, K. (2014). Using instructive feedback to teach category names to children with autism. Journal of Applied Behavior Analysis, 45, 425–430.) As teachers, displaying positive reinforcement and instructive feedback helps all students with embedding categories and relationships in their stored
Narrative used as a linguistic device has the potential to construct and transform the self, communicate identities with disorder to others (Thompson, 2012), and constitutes a social pedagogy about identity and ways of healing (Harter, 2005) that support psychological dialectical therapy. Explaining ones story, triggers sense making strategies allowing individuals to explore self identity in relation to illness, eventually developing a system of understanding where one begins to recognize and understand patterns in behavior (Thompson,
I have faced many different challenges in my life. The most significant and most difficult challenge is living with attention deficit disorder. I was diagnosed with ADD around the time I entered the fourth grade. I always knew I had the potential to do well like all the other kids, but for some reason I just couldn’t. After years of constantly getting distracted at every little thing, getting yelled at for being a distraction to the other children, and struggling to get through class everyday, I was given a little blue pill called Adderall to help me. It was like a light came on in my head. I still got distracted and lost all my energy sometimes, but it wasn’t nearly as bad as before. Being medicated helped me feel normal, but at the same time made me feel like I was different. As a kid I figured none of the other students had to take a pill to fix their brain like I did. I constantly put myself down
If I were a psychoanalyst treating disorders, I would deal with the behavioral aspect of the disorder. With the behavioral point of view, it involves a multitude of developments such as phobias, anxiety, and other various situations. I personally like the behavioral aspect the most because it starts by taking on a certain person’s fear with the same ways it was originally developed. For instance, say somebody has a social phobia and cannot handle being in certain places due to a large amount of people, this individual may love sports but will not go to events due to high volumes of people which results to watching all games on TV. I would simply start to figure out why this all began, then slowly bring in different solutions. One way could
Sexual molestation, beating, neglect, burning, and verbal abuse. All of these horrible happenings are believed to be linked to a condition known as Multiple personality disorder (MPD). Multiple personality disorder, also known as dissociative identity disorder, is a mental illness in which a person has two or more identities or personalities. Single personalities randomly take control of the individual's behavior. Usually, the sufferer gives the personalities their own names. These multiple personalities almost always have characteristics that greatly differ from the person's primary identity. A person with this disorder always experiences some amount of amnesia. Most of the time the individual forgets
Dissociative Identity Disorder, or DID, is defined as: “The result of a marvelously creative defense mechanism that a young child uses to cope with extremely overwhelming trauma” (Hawkins, 2003, p. 3). Ross describes DID in this way: “In its childhood onset forms, the disorder is an effective strategy for coping with a traumatic environment: It becomes dysfunctional because environmental circumstances have changed by adulthood” (1997, p, 62). What types of traumatic environments are we talking about here? Often children who form DID are involved in some sort of abuse. These types of abuses can be physical, sexual and even ritual. Such abuses are not meant for children to have to endure, however, the mind
When some people think of someone with a learning disability they often think of someone who is not able to contribute to society. It is often assumed people with learning disabilities are people who have low intelligence, work the school systems, and are socially awkward. As someone who has a learning disability these misconceptions have made it difficult for me to be open about it and prove these stereotypes wrong. Most of these misconceptions stem from people not understanding what alearning disabilities are, a learning disability “results from a difference in the way a person's brain is wired. Children with learning disabilities are as smart or smarter than their peers. But they have difficulty reading, writing, spelling, reasoning, recalling and/or organizing information if left to figure things out by themselves or if taught in conventional ways” (idonline.org).
The biggest obstacle that I have encountered in my ability to read and write are my learning disabilities. I’ve went through 18 years of my life before they were identified, and they have caused me so much frustration. I couldn’t understand why other kids could read out loud so well and I couldn’t. I couldn’t understand why it took me so long to read only a few pages of a book when other kids were at the end of the chapter. I had no idea why I couldn’t even sit down to write a single paper when other kids were doing their essays in a span of a couple hours.
Included herein is what you could loosely call a summation of the consequences I’d experience if my entreaty is rejected. This may also provide clarification for the events in 1971; as well as some filler, explaining just how I got here at this point in my life.
Some of the challenges teacher may encounter when trying to teach independent living skills to students with ID are disability limitations of the student. A student that has limited mobility or ability to maintain daily living skills on their such as personal care will be difficult when the student has no choice but to rely on others to complete that task. I also feel the willingness of the student play a large role. When a child is not expected to do anything for themselves at home, it can be hard to teach them skills they do not want to learn. It can also be the parent that is unwilling to help the student become as independent as they can. Often times the parents feel if they are not able to live by themselves and care for themselves there
An individual with intellectual disabilities can face many barriers in not only their academic life, but also their social life. Peter, has faced barriers to his successful inclusion in the classroom. One of the barriers the video mentions is teachers displaying unwillingness to including Peter in their classroom simply because teachers do not accept him or his disability. I believe prejudice is a barrier many people with intellectual disabilities are forced to face at a given point in their lives. I think the prejudice stems from fear and misunderstanding of people who are physically or mentally different. In chapter nine of this week’s readings, it highlights on the importance of individual relationships are between the teacher and the student with a disability. Focusing on a student’s strengths rather than there IQ or weaknesses is essential to their success. “Some teachers focus on her IQ, but that’s not a useful fact. Everything depends on the relationship Rachel and I have with educators, on their skills, and on Rachel’s attitude, behavior, and self-determination.” (Turnbull. p. 187). Another barrier Peter faces is the desperate struggle of wanting his independence, yet still needing outside assistance for things. The loneliness and the inability to properly communicate his emotions are one of the biggest mental barriers Peter has faced. Peter overcame and managed these barriers through