| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "DEVELOPMENTAL DISABILITIES": |
|
|
Developmental Disabilities, 2005.
A look at various aspects of life for individuals with developmental disabilities and their caretakers.
2,319 words (approx. 9.3 pages), 6 sources, APA, $ 71.95
»
Click here to show/hide summary
Abstract
This paper considers the many challenges and obstacles encountered by individuals with developmental disabilities and the caretakers of those individuals. The paper discusses the stress of caring for someone with a developmental disability, the harmful effects caused by negative stereotyping of the developmentally disabled and functional difficulties that the developmentally disabled experience in society.
Outline
Societal View
Stereotypes
Challenges for Families
Functioning in Society
Assisting Transitions
From the Paper
"The societal view of people with developmental disabilities such as autism, down's syndrome, and mental retardation is complicated. On the one hand, there is a tradition in Western healthcare of institutionalizing these clients and keeping them separate from society. On the other hand, there is a growing movement for the integration of these individuals into productive roles into society through assisted living, independent living, and other alternatives stressing independence and empowerment of the disabled individual. This is sometimes known as the respective eras of institutionalization and deinstitutionalization in respect to individuals with developmental disabilities and how society views them. Seltzer et. al (2001) remark that "Many agencies that provide services to individuals with mental retardation were created in the era of deinstitutionalization (sic) and many still serve individuals who previously lived in state institutions whose families may not be highly involved."
| |
|
Developmental Disabilities, 2007.
An analysis of effective transition practices for students with developmental disabilities.
3,105 words (approx. 12.4 pages), 20 sources, MLA, $ 90.95
»
Click here to show/hide summary
Abstract
This paper discusses how the challenges experienced by individuals who have developmental disabilities necessitate accessibility to transition practices and services. It looks at how these services aid individuals through the fostering of skills and provision of support, which may improve the likelihood that developmental disabilities will not hold individuals back from living up to potential and achieving goals. It contends that providing the skills, resources and support to ensure successful transition to adult life for students with developmental disabilities should be a priority for educators, clinicians and parents. The process should be approached from a longitudinal perspective, beginning in elementary school and extending through high school, into working life, and should continually be monitored and attended to throughout adult life.
From the Paper
"It is important to evaluate what types of educational and transitional experiences are most conducive to optimal functioning by individuals with developmental disabilities in integrated, post-school settings (Neubert, Moon, Grigal, 2002). Key features of successful transition practices have been identified, such as age-appropriate social interactions with same-age peers, attending classes and social functions on college campuses, working in the community, as well as participation in community-based instruction during the last few years of school (Neubert et al., 2002). Research has indicated a specific need for specialized transition services for individuals with developmental disorders who are between the ages of 18 and 21, which must include choices in regards to education, career, and support services (Neubert et al., 2002). "
| |
|
Inappropriate Behavior of Children with Developmental Disabilities, 2005.
A paper on the use of everyday activities to reduce inappropriate behavior displayed by children with autism and other developmental disabilities.
9,070 words (approx. 36.3 pages), 50 sources, APA, $ 188.95
»
Click here to show/hide summary
Abstract
This dissertation study tests the effectiveness of an everyday activities-based protocol for managing challenging and disruptive behaviors of 13-23 year old residential students (male and female) with autism who live at Melmark Homes and attend school or adult day programs. The study applies behavior analysis and focuses on everyday occupations (activities) and combines this analysis and focus during the intervention phase. The study also uses reinforcements sub-task completion and the duration of participation, but not for the absence of target maladaptive or disruptive behaviors. Behavior analysis is used, however, to document the frequency/duration of the target behaviors during each condition. In the study, interventions occur daily, Monday through Friday and a single-subject, multiple-baseline, across-subjects design with nine subjects is used to evaluate change in behaviors under alternating conditions. Data is analyzed using graphical, semi-statistical, and statistical techniques, including slopes, 2 standard deviation bands, and the C-statistic. The projected outcome of the study is the validation of an activities-based protocol to enable greater participation of individuals with Autism in everyday activities and in their communities, be they residential or non-residential (home-based) communities.
Research Question
Significance
Background
Review of the Relevant Literature
From the Paper
"Historically, documented disruptive behaviors displayed by residential students diagnosed with autism and other developmental disabilities include noncompliance, physical and verbal aggression, inappropriate verbalizations not characterized as aggression, poor social skills, as well as deficits in attention to task (Green, 1996; Luce, 1981; Maurice, 1996). These behaviors require residential treatment and preclude participation in community based activities, (Luce, 2004). Educators generally agree that deficits in academic skills result from a decrease in on-task behaviors because of disruptive off-task behaviors (Skinn, Ramsey, Walker, Stieber, & O'Neill, 1987)."
| |
|
Developmental Delays/Disabilities, 1997.
Definition, types, causes & effects of learning problems, language & speech development and dysphasia.
1,575 words (approx. 6.3 pages), 4 sources, $ 55.95
»
Click here to show/hide summary
From the Paper
"DEVELOPMENTAL DELAYS
Introduction
Developmental delays or disabilities encompasses a variety of individual differences and pathological conditions. Most developmental problems become apparent in the school age child as delays are found in language and speech development.
Developmental Delays
Statistics demonstrate a lack of clear-cut distinction between developmentally delayed or disabled and learning disabled populations. Developmental delays or developmental disabilities involve the functions of the central nervous system. The spectrum of these disabilities includes cerebral palsy, mental retardation, epilepsy, language disorders, and infantile autism. A 1984 survey of 41 university centers for developmentally"
| |
|
Developmental Disabilities, 1993.
An argument for the multidisciplinary approach including education, medical aspects, family planning, work and socialization.
1,800 words (approx. 7.2 pages), 10 sources, $ 63.95
»
Click here to show/hide summary
From the Paper
"A Social, Multidisciplinary View of Developmental Disabilities
Few tasks are as demanding as the professional need to determine the nature of a child or adult who is having difficulty functioning in the school or home environment. Physicians and educators find that people may fail in a variety of ways and for a variety of reasons, and the individual diagnostician faces quite a formidable task in determining the facts in even the simplest of cases (Wodrich & Joy, 1986, p. 1). It is the purpose of this paper to discuss in a general way the interdisciplinary approach to developmental disabilities and to provide a social perspective on the difficulties of persons who fail to thrive in the demands of their lives.
Historically, the concept of mental retardation arose out of a social need, the need for wealthy families to protect their..."
| |
|
The Developmentally Disabled: Resources and Treatment, 2007.
This paper describes a study based in Albuquerque that evaluated the resources and treatments available for the developmentally disabled population.
4,305 words (approx. 17.2 pages), 20 sources, APA, $ 113.95
»
Click here to show/hide summary
Abstract
This paper describes a research project which attempted to determine techniques and modalities that have been shown to be effective in the treatment of developmental disabilities in general. A specific emphasis was placed on how these issues affect this population in Albuquerque, New Mexico. A review of the peer-reviewed and relevant literature is followed by an assessment of the significance of the research and its implications for policymakers and practitioners. A summary of the research is provided at the conclusion.
Outline:
Abstract
Disabled in Albuquerque
Introduction
Statement of the Problem
Importance of the Study
Review and Discussion
Developmentally Disabled in Albuquerque Today
Creating a Collaborative Environment among Service Providers
Significance of Analysis
Implications for Policymakers
Implications for Healthcare Practitioners
Summary and Conclusion
From the Paper
"Because resources are by definition scarce, it is important to identify the most effective treatment modality available for helping people who are developmentally disabled. While most healthcare practitioners today may debate the fine points, a virtual consensus has emerged in recent years that suggests a collaborative and interdisciplinary environment is the most effective clinical intervention available because it makes the most of the resources that are available. By treating children and adults with developmental disabilities in an interdisciplinary setting characterized by culturally sensitive practitioners, the knowledge and expertise of a wide range of practitioners can be brought to bear on these challenging problems."
| |
|
Optimizing the Life of the Developmentally Disabled Individual, 2005.
A thorough look at the advantages and disadvantages of residential placement vs. home care in regard to the mentally disabled.
5,387 words (approx. 21.5 pages), 12 sources, APA, $ 132.95
»
Click here to show/hide summary
Abstract
This paper explores the advantages and disadvantages of both home care and residential placement where the developmentally disabled individual is concerned. The analysis is based upon the assumption that any decision as to placement must be made with reference to specific circumstances pertaining to the individual case and takes the position that residential placement is a viable option, which may sometimes be discounted due to feelings and psychological concerns of the caregiver, as opposed to an objective consideration of what is in the best interests of the client. The analysis also takes into consideration the fact that, "There is a growing recognition for the need to move beyond a system that is still organized around programs and professionally driven to one that is truly a part of the community" (Simon et. al, 2001, p. 88) within residential programs.
Outline
Residential vs. Home Care
Residential Placement Is Not "Institutionalization."
The Place of the Disabled Is within the Community
Conclusion
From the Paper
"In terms of severity of disability, it is almost self-evident that the greater the severity, the greater will be the pertinence of arguments in favor of residential placement as opposed to home care, and vice versa. In many residential settings, "People with lower assessed adaptive behavior have been found to be unoccupied for the majority of the time" (Jones et. al, 2001, p. 345). This analysis will for the most part assume a moderate to severe but educable category of disability in regard to which both home and residential placement alternatives would be relevant."
| |
|
Development Disabilities, 2005.
A discussion of certain factors in the developmental disabilities sector of human services.
1,210 words (approx. 4.8 pages), 4 sources, APA, $ 41.95
»
Click here to show/hide summary
Abstract
This paper researches the developmental disabilities sector of human services and identifies the main components of its "continuum of care". It looks at the major educational requirements for work in that field; major funding sources; major professional organizations and/or licensing requirements. It also examines major issues and concerns within the developmental disabilities; and likely future directions.
Objective of Research
Introduction
Organizations and/or Licensing Requirements
Performance Issues of the State ADD Programs
Summary and Conclusion
From the Paper
"The future outlook in the area of developmental disabilities initiatives appear to be focused toward enabling and empowering the individual as well as their family to lead as normal a life possible in spite of the developmental problems that disable the individual. Integration of the developmentally disabled into all aspects of society is one of the goals of the agencies that fund and provide services and resources for those who are developmentally disabled. There are agencies involved both at the state and federal levels with governing policies and procedures in place to keep a check on the quality of the services provided. Focus is also toward the improvement of health of the developmentally disabled through the provision of information and resources to that end and as well improvement of all aspects of the quality of living in the lives of the developmentally disabled in terms of education, transportation, civil rights and all the other aspects mentioned within this work to make the years to come for the developmentally disabled less difficult and challenging in a more positive nature than has been witnessed in the past."
| |
|
Learning Disabilities, 2004.
This paper discusses various types of learning disabilities and the law that promotes education for people with such disabilities.
3,380 words (approx. 13.5 pages), 13 sources, APA, $ 96.95
»
Click here to show/hide summary
Abstract
This paper explains that, since students with disabilities need to develop adult skills that will enable them to live, work, and interact in integrated community settings, the educational system guarantees they are provided with an appropriate educational experience. The author points out that the Individuals with Disabilities Education Act (IDEA) is very specific in its wording that children with disabilities should be educated along with children without disabilities; however, inclusion does not mean that students with disabilities must have the same curriculum or the same educational goals. The paper relates that Attention Deficit Disorder (ADD), with or without hyperactivity, is becoming an increasingly prevalent problem and that these children are at higher risk for learning, behavioral, and emotional problems.
Table of Contents
Introduction
Issues
Inclusion
Free and Public Education (FAPE)
Due Process
Disabilities
Learning Disabilities
Behavior Disorder: ADD
Mental Retardation
Conclusion
From the Paper
"Accommodations should be made to enable and enhance the learning experience of the disabled student. Services should be provided that allow the student to participate in as many aspects of the classroom activities as possible. Personnel are to be provided, based on the needs of the student. Staff development and training will be given to all that have need, in order to provide the disabled student with a quality education."
| |
|
Pervasive Developmental Disorder (PDD), 2007.
This paper discusses pervasive developmental disorder (PDD), the "umbrella term" for a group of disorders including autism, Asperger's disorder, childhood disintegrative disorder, Rett's disorder and non-specific pervasive developmental disorder.
1,550 words (approx. 6.2 pages), 9 sources, APA, $ 50.95
»
Click here to show/hide summary
Abstract
This paper explains that all PDD are neurological disorders, which is usually evident by age 3, with the child demonstrating severe and pervasive impairment in the development of social interaction and communication skills. The author points out that intervention programs not only address the child but also the parents and their role in the child developmental process. The paper relates that the Education for All Handicapped Children Act of 1975 and the 1990 amendments support special education by requiring that states provide free special education for all children with disabilities from birth to age 21 years and that children be taught in the "least restrictive environment" possible while also receiving the necessary attention for their special needs.
From the Paper
"A medical diagnosis can affect many areas of a child and the family's life because of the disorder itself and the attitude and barriers toward the disorder that are within society. When a child has a disorder, they are labeled most of the time disabled. Children who have disabilities face a variety of challenges within their personal lives. A physical disability makes it difficult to perform daily activities, such as performing personal hygiene routines, eating, and simply dressing themselves. These challenges can be overcome by providing a disabled child with assistive devices, help from others,..."
| |
|
Instructional Technology and Learning Disabilities, 2008.
An analysis of the role of instructional technology in the teaching of children with learning disabilities.
26,086 words (approx. 104.3 pages), 70 sources, APA, $ 249.95
»
Click here to show/hide summary
Abstract
This paper discusses learning in children with learning disabilities. It discusses the need for interventions and how they are more likely to succeed and to bring about successful outcomes if applied early and carried out by teaching experts. The paper specifically focuses on the role of instructional technology and how this can aid teaching children with learning disabilities.
Table of Contents:
Introduction
Section One
Learning Disabilities and Variations in Younger Children
Definitions and Overview
The Problematics of a Definition of Learning Disorder
Definitions and General Characteristics
Towards a Working Definition of LD
Overview of Learning Disabilities and Related Disorders
LD Characteristics and the Differentiation of Student Learning Needs
Characteristics and Variables
ADHD
The Issue of Multiple Intelligences
Dyslexia
Co-occurrence
Section 2
Learning Technologies and Learning Disabilities
Introduction: Overview of Learning Technologies
Advantages of Technology in Instruction
Control and Manipulation in Learning Among Sixth Graders
UDL
Other Aspects and Advantages of Technological Instruction
Technology, Confidence and Self-image
Instructional Technologies and Learning Disabilities
A Brief Overview of Theoretical Concerns
Theory and Instructional Technology for Learners with Disabilities
Various Assistive and Instructional Technologies
Specific Areas: Listening
Speech and Language
Reading
Writing
Language
Mathematics
Computers
Conclusions
From the Paper
"There is little doubt the advent of new technical innovations and computer assisted methods will increase and that there will be more methods of helping the learning disabled student on the market in the future. There is also no doubt that these technological means and methods do play a very important role in helping the learner in the modern educational context - and particularly the sixth grade student and other young adolescents."
"However what should be continually borne in mind is that technology changes the environments in which we work and learn. These changes should be researched and studied so that the impact of technology does not usurp those positive aspects from previous teaching methods and techniques that have proven to be of worth. There is a tendency in the excitement about new technologies in some quarters to, as it were, to " throw the baby out with the bath water". In other words, while technology undoubtedly brings great advances in the field of learning disabilities, it should also be treated with caution and 'interrogated' so that only the most effective and helpful technologies are employed."
| |
|
Learning Disabilities, 2008.
Explores the relationship between learning disabilities and emotional problems such as depression and anxiety.
1,660 words (approx. 6.6 pages), 11 sources, APA, $ 53.95
»
Click here to show/hide summary
Abstract
This paper explores learning disabilities that affect academic performance. Some of the more common forms of this category of learning disability is dyslexia (problems reading, or understanding what is written), dysgraphia (problems with handwriting or writing in a way the makes sense), and dyscalculia (problems with abstract math or calculations). The paper discusses how children with learning disabilities may be affected, how depression is often the primary cause of learning disabilities in children, treatment approaches, and the importance of the teacher in obtaining help for children with learning disabilities.
Table of Contents:
Understanding Learning Disabilities
Effects on the Home and School Environment
The Teacher and the Child with Learning Disabilities
Treatment and Help
From the Paper
"The connection between learning disabilities and depression needs to be taken seriously by teachers. Students with poor reading skills are more likely to drop out of school and have a suicide rate that is three times that of the normally reading population. The school plays an important role in the development of the child's emotional development. Difficulties at school can lead to difficulties in the emotional, social and family functioning of the child. It is estimated that only 1/4 to 1/3 of the children needing school receive the needed treatment."
| |
|
Americans with Disabilities Act, 2002.
An overview of the ADA - a federal legislation that opened up services and employment opportunities to the millions of Americans with disabilities.
2,628 words (approx. 10.5 pages), 11 sources, APA, $ 79.95
»
Click here to show/hide summary
Abstract
The Americans with Disabilities Act (ADA) became effective on January 26, 1992 created service and employment opportunities millions of disabled Americans. The paper shows that in advocating rights for disabled people, many have worked to establish several important principles. One is that they be considered on the basis of individual merit, not on stereotyped assumptions about disabilities. Another is that society must make certain changes to enable the disabled to participate more easily in business and social activities such as providing wheelchair access to public transportation, building entrances, and theaters. A third principle is that, to the extent appropriate for each individual, disabled people should be mainstreamed with people who do not have disabilities. The paper looks at the components of the legislation and uses the State of Florida as an example to show the future of its disabled citizens.
From the Paper
"Florida has worked to develop partnerships with potential employers. These employers will offer opportunities for the development of meaningful jobs and careers to the disabled. Jobs will include working at home, telecommuting, non-traditional employment, self-employment, use of trial work plans, and the development of opportunities in rural areas of the state. The Department of Vocational Rehabilitation Agency works on a continuous basis to coordinate and expand efforts with partners while working with employers to explore meaningful job openings which pay better wages and also provide employee benefits."
| |
|
Sylvan Beach Foundation Non-Profit Organization, 2002.
An overview of the Sylvan Beach Foundation which helps people with developmental disabilities.
1,400 words (approx. 5.6 pages), 4 sources, $ 53.95
»
Click here to show/hide summary
Abstract
This paper on Sylvan Beach Foundation Non-Profit Organization focuses on the achievements and working of a successful non-profitable organization called the Sylvan Beach Foundation, dedicated solely to helping people with developmental disabilities. This paper also covers one of the branches of the Sylvan Beach Foundation called the Sylvan Beach Cafe. This paper also concentrates on the structure, functioning, budget and activities of the foundation. It also reviews the law and ordinance under which this foundation operates
| |
|
Therapeutic Recreation and Physical Disabilities, 2007.
This paper discusses the benefits of therapeutic recreation for people with physical disabilities.
2,381 words (approx. 9.5 pages), 15 sources, APA, $ 73.95
»
Click here to show/hide summary
Abstract
In this paper, the advantages of therapeutic recreation for people with physical disabilities are analyzed. The paper discusses how recent legislation forbidding discrimination against those with disabilities has impacted this field. The legislation has stimulated recreational therapists, specialists and educators alike to take on a more active role in providing a wide range of physical and recreational activities for people who have physical disabilities. These activities typically work to help promote the quality of life among people who have disabilities and improve participation, interaction and understanding among their able bodied peers.
Outline:
Causes and Characteristics of Population - Physically Disabled
Importance of Recreation for Population
Role and Place of Recreation in Life
Overview of Legislation Affecting Disabled
Role and Use of Therapeutic Recreation
Specific Recreation Activities to Improve Functioning
Conclusions
From the Paper
"A person who has a physical disability may be defined in multiple ways. Henderson (1999) suggests that a disability can be defined "as a physical or mental impairment that restricts one or more aspects of a person's life" (22). This definition is supported by others who suggest that people who are disabled generally are limited with respect to their ability to participate in certain physical and recreation activities; this suggests a need to explore new ways for identifying how to help people who are disabled experience a full range of activities including physical and therapeutic recreational activities (Henderson, 2002; Austin & Crawford, 1996; Smith, Austin & Kennedy, 1996). "
|
|
|
