| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "PERSONAL EXPERIENCE DISABLED": |
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Personal Experience with the Disabled, 2002.
An essay which shows how being in the presence of disabled people can help one see beyond their disability.
2,260 words (approx. 9.0 pages), 3 sources, MLA, $ 69.95
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Abstract
The author of this paper conveys the point that disabled people - both mentally and physically - need and feel like everyone else, and that by being in their presence, one can learn to see beyond their disability and accept them for the person they are. The author observes the case of an autistic child and the understanding that his family and friends have of his special needs. The point is also raised that people can learn from disabled people and benefit from their friendship.
From the Paper
"By watching Randy and his family, it is apparent that most people with disabilities are not abnormal but have special needs that require a lot patients and understanding from their loved ones It is also apparent not only it takes a lot out of the person with a disability live it but it takes a
tow out of their loved as well. This is because the person with a disability a lot of care depending on their needs. Every day will not be perfect especially if the person cannot think for himself or herself. Sometimes there is frustration between the caregiver and the person with a disability since people cannot be in good moods all of the time. Some days are very emotional for the caregiver and family because they know that the disability is not going to get any better. They also know that means they will have to take care of the person for the rest of their lives. The family does not mind it but it seems overwhelming at times. However, that does not change the fact they gain a lot of life experience by learning from the person with a disability."
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Experiment for Individuals with Disabilities in Education Act, 2005.
Presents an experiment relating to the Individuals with Disabilities in Education Act (IDEA).
675 words (approx. 2.7 pages), 3 sources, $ 26.95
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Abstract
This paper provides an experiment that tests the hypothesis that the Individuals with Disabilities in Education Act (IDEA) presents a problem for regular education teachers in public schools as it detracts from the time that they are able to spend instructing and aiding regular students because they are busy with the integrated disabled students. Hypothesis testing ideas included in this table are those of null hypothesis, alternative (statistical) hypothesis, significance, level, Type 1 and Type 2 error and internal validity threats.
From the Paper
"In the United States of the 1970s, there was educational legislation passed by the U.S. government under the name of the Individuals with Disabilities in Education Act, or the IDEA. The IDEA strove to level the playing field for the nation's many children suffering from disabilities, be they physical or mental in nature, by requiring that these students be incorporated into the "least restrictive" environment of regular classrooms, instead of their traditional setting of special education classrooms (The Individuals with Disabilities in Education Act (IDEA) 1-2). However, this legislation has been thought to be somewhat detrimental to the educational environment of the "regular" students in classrooms, as teachers might be diverted from helping these students while attending to the many and varied needs of the disabled students."
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The Employment of Persons with Psychiatric Disabilities, 2007.
A look at the problems, processes and prognosis of employing a person with psychiatric disabilities.
3,325 words (approx. 13.3 pages), 17 sources, MLA, $ 94.95
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Abstract
This paper is a review of current literature concerning the vocational rehabilitation of persons with psychiatric disabilities. It discusses the extent and causes of unemployment in this population, the importance of employment to emotional health and fiscal well-being, and the relative success of several rehabilitation models.
Outline:
Problem
Progress
Programs
From the Paper
"In their 2004 study of the influence of occupation on the social support and quality of life for persons with schizophrenic or affective disorders, Ruesch, Graf, Meyer, and R ssler cite Tausig (1999) as emphasizing the role of work as an issue of personal and social identity that relates positively to mental health through the promotion of skill development and social contacts. Their own study of 261 persons who had been diagnosed with psychiatric disorders examined the type of employment engaged in by those with severe mental illness, and the affect of that employment on their objective and subjective quality of life. Their results show a clear relationship between occupation, and the objective quality of life. "
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Technology and the Disabled, 2002.
The paper states that technology cannot eliminate most of the problems for an individual with disabilities and concludes that, for the disabled person to be able to do all that is available for him/her to do in society, the public must be educated.
1,460 words (approx. 5.8 pages), 2 sources, APA, $ 48.95
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Abstract
The author states that technology has opened many doors of opportunity for those who are disabled, but the disabled still are not independent in all aspects of the society. He continues that the federal government requires that there be no discrimination concerning the disabled person but there is still the discrimination and the stigma of disability. The paper presents examples of technology and types of discrimination. The author recommends better public education as the key to helping the disabled to have a better quality of life.
From the Paper
"Worldwide, many opportunities are opening up for the disabled. ?As we continue to move ahead in the new millennium, we are more aware of what can be done with technology today and in the future in order to lower the number of people with disabilities who are employed. For the end user the biggest issue may be, ?Will the system work for me or will there need to be adjustments made in order for me to do the job requirements?? "
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Personal Professional Nursing Career, 2008.
This paper discusses the personal profession nursing career objectives of a visually impaired nurse.
2,060 words (approx. 8.2 pages), 5 sources, APA, $ 64.95
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Abstract
This paper states that the author envisions herself as a leader, manager and advocate, working collaboratively with individuals, groups and organizations, to bring awareness and positive change to the careers of disabled nurses. The author relates that, as an individual with a visual impairment, she has consistently experienced discrimination in employment and has been turned down for positions for which she was more than adequately qualified. The paper points out that, as a change leader, one of the primary functions in this work will not only be to educate populations but also to motivate others toward change in regard to organizational culture and policies that affect disabled nurses. The author states that she will gain knowledge regarding instances of medical mistakes, if any, that have been caused because of disabilities of nurses and will draw comparisons to the medical errors that have been noted in relation to non-disabled nurses. The paper presents an action plan in a chart format.
Table of Contents:
Personal Vision Statement
Nursing Role in Five Years
Practice Location
Professional Leadership at a Local or Global Perspective
Knowledge, Skills, and Competencies
Work Satisfaction
Professional Work Values
Personal and Professional Strengths
Personal and Professional Weaknesses
Five Years Action Plan with Time Frames, Objectives and Strategies
From the Paper
"I believe that one of my primary strengths in relation to my professional goals is my passion for my work and my commitment to achieving my goals. Additionally, I have the ability of providing effective leadership that I have successfully used to motivate others and inspire them to achieve success. As a team member in the health care system, I also realize my professional role in relation to others and have the ability to work collaboratively with other professionals. This ability is supported by my dedication to accountability and my commitment to quality care of patients."
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Disabled Students and Academic Progress, 2002.
Examines the fact that disabled children do not perform as well academically as their non-disabled peers and how it relates to an elementary school in Chicago.
2,368 words (approx. 9.5 pages), 4 sources, APA, $ 72.95
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Abstract
According to the National Council on Disability (1999), educational outcome indicators for students with disabilities, when compared to students without disabilities, show that special needs students are lagging behind the general progress that schools have made in the last several years. With this in mind, the question can be asked: What can be done at Brunson Elementary School (located in Chicago) to help the parents of special needs students? This study proposes to answer the question in three ways. First, a comprehensive search of the literature on the needs of parents of special education students is conducted to determine the general across-the-board needs of these parents in relation to their children attending elementary school. Second, based on the findings of the review and on considerations attendant to the specific practices and policies of Brunson Elementary, a questionnaire was developed and used to assess the perceived needs of the schools' parents of special needs students. Third, the data collected via the literature review and the needs assessment served as the foundation for formulating recommendations and related information for teachers to use in helping the parents of special needs students. The paper proposes that the information and recommendations be written up in the form of a guide or handbook.
From the Paper
"There is a good deal of research evidence indicating that, in general, parents of special needs elementary school children need some sort of guide or handbook that assists them in dealing with the educational system and making sure their child receives all that he or she is entitled to. For example, in a guide developed by the New York State Department of Education (1992), it was noted that parents need a good deal of information if they are to make sure the system works for their children. In particular, the Department states that parents need information about: (1) students' rights; (2) the history of special education itself; (3) each particular step in the process from referral to triennial evaluation; (4) due process procedures; (5) preparation for future education and employment opportunities; (6) ways to keep needed records; (7) how to form a school-parent partnership; and (8) existing supportive services."
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Athletics and Intellectually Disabled, 2007.
This paper looks at the benefits of athletics on intellectually disabled individuals.
2,083 words (approx. 8.3 pages), 9 sources, MLA, $ 65.95
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Abstract
In this article, the writer discusses that participating in athletics has proven to be beneficial to the intellectually disabled community in many ways. The writer notes that various organizations throughout the world encourage and promote the involvement of this population in such events. The athletes gain so much from their experiences and the community acknowledges their capabilities. The writer points out that mainstreaming of the disabled into the rest of society promotes the desire for understanding those that are different. The writer notes that there are many organizations that are striving to help the disabled community and are making advancements in society as a whole through their works with the intellectually disabled. The writer concludes that the athletes are obviously benefiting in many ways when they participate in these organizations.
From the Paper
"Prior to the 1960s, intellectually disabled individuals were institutionalized and told that physical activity was damaging to them. That changed when President John F. Kennedy funded a program that tested the physical ability of the intellectually disabled. He was an advocate for this shift in belief because his own sister was of special needs and enjoyed sports. His other sister, Eunice, started having intellectually disabled individuals meet at her home to participate in sports and ever since then, it has become an ongoing belief that sports benefit the intellectually disabled community."
"Often times, the disabled can become isolated within society. People do not understand those with disabilities and often neglect to include them in on activities out of fearing the unknown. Through organizations, such as Special Olympics or Disability Challengers, the intellectually disabled are encouraged to participate in athletic and recreational activities. This helps boost the athletes self esteem and self-worth."
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Social Service for the Disabled, 2003.
An analysis of the support services available to disabled citizens in Florida and Texas today.
2,387 words (approx. 9.5 pages), 10 sources, APA, $ 73.95
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Abstract
In 1994, there were more than 29 million Americans aged 21 to 64 with some type of physical disability, meaning that they reported a substantial impairment in a major life activity (seeing, hearing, speaking, walking, climbing stairs lifting, and carrying), according to the Census Bureau's Survey of income and program participation. Currently, half of the 29 million disabled Americans aged 21 to 64 are working. However, the participation rate is lower, around 25 percent, for those who are severely disabled. Altogether, the disabled account for 14 percent of the employed population. The greatest number of the disabled population in America have impairments that are related to hearing, vision, or back problems (Mergenhagen, 1997). The levels of support services provided in the states of Florida and Texas are examined in this study to determine their availability and adequacy, as well as to project future demands for these services. Study includes two valuable appendices.
From the Paper
"Statement of the Problem: In 1994, there were more than 29 million Americans aged 21 to 64 with some type of physical disability, meaning that they reported a substantial impairment in a major life activity (seeing, hearing, speaking, walking, climbing stairs, and lifting and carrying), according to the U.S. Census Bureau's Survey of Income and Program Participation. While almost half of the disabled people in America are employed to some extent, the population in the U.S. continues to age and experts caution that the social supports structures currently in place will not be adequate to address the needs of this growing segment of the population."
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The Neonatal Experience, 2004.
A research paper on the relationship between Martin Heidegger's philosophy, technology, and the neonatal experience.
8,521 words (approx. 34.1 pages), 108 sources, MLA, $ 180.95
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Abstract
This paper examines how the phenomenology of Martin Heidegger deals with, amongst others, some of the crucial issues of modern times; namely, technology, science, and mortality. In particular, it looks at how the neonatal experience takes place within the ambit of a technological environment and is concerned with factors that are related to the issues that such a technological environment creates in terms of a Heideggerian phenomenology. Through a literature review, it attempts review studies of the neonatal experience as it directly relates to Heideggerian phenomenology.
Outline
Introduction
Existentialism and Phenomenology in Relation to the Neonatal Experience
Heidegger: Essential Background
Science and the Neonatal Experience
The Problematics of Death
Neonatal Experience
Ethics and Morality
From the Paper
"It should be borne in mind that phenomenology is defined as a mode of thought or philosophy that dissects and focuses on the meaning that exists prior to or behind events and views these events as life experiences. As such, it is more concerned with thought and feeling as components of living experience than with strict theoretical frameworks and preconceptions. This definition of phenomenology fits in very well with the Heideggerian view of contemporary thought, which he considers to have been ?enframed? into a certain mode of thought by the history of metaphysics. Heidegger?s particular phenomenological viewpoint is extremely appropriate to the investigation and analysis of the neonatal experience."
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Factical Life Experience and Christian Enactment, 2007.
An analysis of Martin Heidegger's discussions on the attitudinal relationship between factical life experience and the Christian complex of enactment.
1,435 words (approx. 5.7 pages), 2 sources, MLA, $ 47.95
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Abstract
This paper examines Heidegger's description of factical life experience as attitudinal, in that it indifferently asserts relational meanings as significance. In comparison, it takes a look at his examination of how the Christian life experience stands indifferently towards such indifference. The paper points out that, in factical life, the surrounding world tends to dictate in its immediacy an attitude of the significance of objects that presupposes experience, whereas the Christian life experience of 'having become' inhabits a futurity that exists in both time and history in a manner that factical life cannot. The paper maintains that the primordial Christian lives both time and history in a manner which reduces the significances of factical life to incidental temporality. The paper concludes that this attitude engenders a sense of anguish in its oppositions, which reinforces itself as the 'how', or manner in which Dasein embraces being at the phenomenological point of experience.
From the Paper
"Factical life experience is attitudinal in that its Dasein, or being-in-the-world, is determined by a relationship with experience that is presupposed by a web of significances, which refer solely to the surrounding material world. "'Attitude' is a relation to objects in which the conduct is absorbed in the material complex". There exists only an interest in the content, the matter that exists as the material component of experience, which draws the focus away from the experiential self. Attitude is as much a cognitive position toward the world as objects, as it is a dictation of the relationship to the material complex, not as self, but as an object dictated by the significances of the surrounding world. The 'how' of factical life is 'fallen' into because it 'worlds'; the attitude of significance it is not generated from Dasein, rather, it is a living in history. The attitude of significance subsumes the 'how' and hides the historicity of the material complex. History, as enacted by science, forms an objective material complex that factical life experience takes up as 'what actually happened'; a structure of attitudinal foreconceptions of objects which hold significance only with regard to the axiomatic foundations of science as enacted through history. Relational meaning and their enactment are directed by the surrounding world, instead of either being self-generated through Dasein or by the experience itself. Factical Dasein is inserted into factical life to secure itself either against, with, or for history, reducing both Dasein and history to the status of objects in service to factical life's attitudinal relationship to experience. "The concerned Dasein is only an object-segment from a great whole object (from the entire objective historical happening)". Living-in-the-world is constructed objectively in a historical context that is re-interpreted by the tendency of life to 'fall away' attitudinally into preconceptions of objects as significance."
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Learning Disabled Students and Reading, 2002.
A study of teaching strategies to enable learning disabled students to read.
5,247 words (approx. 21.0 pages), 18 sources, MLA, $ 130.95
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Abstract
This paper examines different teaching strategies to enable all teachers to teach the primary (K-3rd) learning disabled students to read at the Miami Park Elementary School. It explores the characteristics of the learning disabled (LD) to depict the extensive difficulties they encounter in learning and shows how students with LD also suffer from behavioral problems because of their learning difficulties. The strategies include: diagnosing students early with reading disabilities, designing an individualized- instruction programs for each student, providing intensive-teaching programs for reading, writing and spelling, designing individualized reading programs for students with reading disabilities and stimulating students? desire to learn through creative forms of expression. It analyzes how ultimately, the successful implementation of these strategies requires the collaboration of both the regular education and LD teachers and how together, they can create a consistent and supportive atmosphere of learning for learning disabled students.
From the Paper
"In other intensive sessions, teachers can employ specialized techniques to help the students with LD overcome their reading difficulties. Many students with LD have difficulties applying what they have learned in other situations. For example, they can read the word "pine," but have difficulties with "wine" or "sign." Therefore, Maureen Lovett, a child psychologist working in experimental public school classrooms in Toronto and Mississauga, came up with a strategy called "talking-to-yourself" learning?a series of rhyming patterns to trigger the sounds of similar words ("Why kids can?t read," 1998, p. 42). Learning education teachers at the Miami Park Elementary School can do further research in other successful techniques for teaching the students. Furthermore, they should also teach the regular education teachers about techniques that work for particular students."
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Disabled Students, 2002.
This paper discusses the mainstreaming of disabled students.
3,650 words (approx. 14.6 pages), 9 sources, $ 133.95
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Abstract
This paper discusses students with disabilities and how they can become a part of the mainstream classroom experience. The author points out the limitations in the education system, and the necessities required to help disabled students adjust are recommended.
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The Disabled Children, 2004.
This paper presents basic information on the right to education for disabled children.
1,085 words (approx. 4.3 pages), 6 sources, MLA, $ 37.95
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Abstract
This paper explains that the Education for All Handicapped Act of 1975 gives children with disabilities the right to special education by directing funds to states and local districts for the education program of disabled children. The author points out that the core of the Individuals with Disabilities Education Act (IDEA) is the Individualized Educational Program (IEP), a contractual agreement, which is specifically designed for each disabled student. The paper relates that the least-restrictive-environment mandate states that children with disabilities have the right to be educated in a regular educational environment without discrimination.
Table of Contents
IDEA and IEP
Developing IEP
Programs for Special and Gifted Children
Programs for the Physically Handicapped Children
Programs for Mentally and Behaviorally Handicapped Children
Programs for Children with Health Problems
Right to Regular Educational Environment
Conclusion
From the Paper
"This covers children with physical disabilities such as visual, hearing, and orthopedic impairments. Such children may be permitted to attend education in their respective residence, or in separate classes. If attending in a regular class, special assistance and supervision must be provided. Some of the provisions that physically handicapped students may need are instruction in Braille for the blinds; large books, proper lighting, audible instructions, use of sign language, and speech workshops for the deaf; physical therapist for the orthopedic disabled. Special environment characteristics may also be needed such as the presence of ramps and wide doorways for wheelchairs, or the presence of appropriate handles to assist them (for instance, in toilets and stairs)."
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Experience and Feminism, 2006.
A discussion regarding the misconception of the feminist movement that all of women's experiences are the same.
1,800 words (approx. 7.2 pages), 3 sources, $ 71.95
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Abstract
This paper discusses the idea that if we want the truth about experience then we have to realize there are many very different perspectives or standpoints none of which is complete or completely true. Feminists made a great mistake at first by seeing all of women's experiences as basically one thing. In other words they missed the diversity or great variety of women experience. That is just one problem about experience. There are many problems. These problems all have to do with the nature of experience.
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Health Care for the Disabled, 2005.
An examination of the need for proper health care for the disabled.
2,235 words (approx. 8.9 pages), 8 sources, MLA, $ 69.95
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Abstract
This paper presents a detailed examination of health care for the disabled. The writer explores the health care stages that are available for the disabled in every stage of life. The writer uses published works from various sources to illustrate and underscore the need for solid health care access for all disabled individuals in the nation.
Introduction
Health Care Needs
What are the Stages?
Conclusion
From the Paper
"The issue of health care has been a hot topic of debate in this country for many years. Health care costs are skyrocketing, available services are dwindling and the public is screaming with outrage and demand for improvements to the entire health care system. While those who can speak for themselves are having no trouble voicing their upset about the current state of the nation's health care system, there is a population that cannot always speak up. The disabled in this country are also in need of health care. The disabled have entirely different needs from the non disabled population in addition to the regular and normal needs that are encountered by both the disabled and the non disabled. The disabled are often on government health care programs which are constantly being scrutinized, criticized and cut back due to budget constraints. This is often met with outrage by the advocates of the disabled as the disabled often need MORE health care options than the non disabled, yet they are often given less than what they need."
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