...3% to 6% of school-aged children (Council on Scientific Affairs, 1989) 4% of school-aged children (DSM-IV, 1994). 40% to 70% of those participating in prison programs ("Dyslexia and the adult learner," 1994). 60% and more of those in adult literacy programs ("Dyslexia and the adult learner," 1994). 40% to 60% of those in basic adult education programs 3% to 6% of school-aged children (Council on Scientific Affairs, 1989) 4% of school-aged children (DSM-IV, 1994). 40% to 70% of those participating in prison programs ("Dyslexia and the adult learner," 1994). 60% and more of those in adult literacy programs ("Dyslexia and the adult learner," 1994). 40% to 60% of those in basic adult education programs Mark Waluk Eckert AP Psych/Per 1 6 November 2012 Mark Waluk Eckert AP Psych/Per 1 6 November 2012 DYSLEXIA DYSLEXIA Effect On Society Effect On Society Diagnosis Before diagnosing Dyslexia, the health care provider will: Perform a complete medical exam, including a neurological exam Ask questions about the person's developmental, social, and school performance Ask if anyone else in the family has had dyslexia Psychoeducational testing and psychological assessment may be done. AGE AT ONSET: Usually apparent by age 7 (2nd grade), sometimes age 6 (1st grade) DSM-III, 1987). Sometimes up to age 9 if a Developmental Reading Disorder is compensated for in school (DS-III-R, 1987). Diagnosis Before diagnosing Dyslexia, the health...
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...Safeguarding Adults and Promoting Independence P3: Explain factors that may lead to abusive situations There are several factors that could potentially lead to abusive situations. Adults most at risk: There are certain groups of people who appear to be more vulnerable to, or at risk of abuse than others. A vulnerable adult is an individual aged 18or over who may receive community care services because of their disability, age or illness, or are unable to take care of themselves or protect themselves against significant harm or exploitation. This can also include older people and people suffering from dementia due to the fact that they are in a confused state. Because of their defencelessness and vulnerability older people are considerably more at risk to abuse. Other vulnerable adults include people who are susceptible to abuse because of physical difficulties, learning difficulties, or mental illness. Individuals with learning difficulties may be taken advantage of due to their lack of awareness. Individuals who are physically disabled may rely upon help and support from others during day-to-day activities. Due to this reliant lifestyle and dependability of care, they are more susceptible to abuse. Those who have mental health issues require a certain degree of care and support from social workers, psychiatrists, care workers and doctors; this dependability upon others increases the individual’s risk of being harmed and abused. Individuals in these groups tend to...
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...The Role of Heredity and Environment in Learning Theory The role of heredity and environment in the learning theory is one with varying views. Each view relies strongly on the developmental process of children. Urie Bronfenbrenner posits that a child’s environment plays the biggest role in the child’s development and learning experience (Ormrod, 2014). While Jean Piaget and Lev Vygotsky believe that a child’s cognitive development is most important to the learning experience (Ormrod, 2014). The purpose of this essay is to explore each of these theories and how they apply to my personal knowledge and understanding of the learning experience. I will begin with an overview of each theory and then move to how aspects of each apply to personal experiences and beliefs. Ultimately coming to the conclusion that no single theory fully represents my understanding of learning. While each theory as many strengths, one cannot have a fully developed understanding of the learning process without aspects of all three theories. According to Ormrod (2014), Bronfenbrenner’s theory of development relies strongly on the “multiple layers of environmental influence” (p. 21). At the most basic level is the child’s family, next is the child’s neighborhood and community, and finally the child’s state and country (Ormrod, 2014). Bronfenbrenner believed that the child’s culture played a significate role in effecting the child’s development in every layer. Furthermore, these layers interact with...
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...wide demographic of people from different nationalities and language backgrounds. One of the challenges that are commonly faced is learning to read and write in English. This presents a problem for those who already struggle with a learning disability (LD). A common but ignored learning impairment in the U.S that affects both children and adults is bilingual dyslexia. Compositions in this field go unrecognized, because of misdiagnosis in children and adults. Therefore little information is known about this (LD). The more commonly (LD) known is dyslexia. Dyslexia presents itself in the subcategories of the brain that process information via visual, auditory, and kinesthetic comprehension. This general form of (LD) typically identifies with difficulty in reading comprehension with problems in recognition of words, decoding, and spelling (Editorial Team, NCLD). This affects both visual and auditory sectors of the brain. So, what is bilingual dyslexia? Bilingual dyslexia is the difficulty of recognizing phonemic sounds within two or more language systems. This specific learning disability (SpLD) affects both adults and children who are multilingual. (Dulude, 2012) states, this difficulty is crippling to children based on a low phonemic awareness because of no prior experience with reading. What is the demographic of children and adults that bilingual dyslexia effects in the U.S? What are the differences in dyslexia across languages...
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...Online Education and the Adult Student Never before in the history of academics has it been so easy to attend an institution of higher learning. With advances in technology, people are interconnected on a global level. This capability to communicate over vast distances has enabled educational institutions across the world to offer what was once thought impossible… A college degree earned by way of online learning. This unprecedented offering would now offer an educational opportunity to adults who were previously unable to find the time or the necessary resources needed to complete a resident degree plan. However, with the dawning of online education came the realization that the subject matter and workload of traditional curriculums would have to be altered to suit online learning. In addition, online students would experience both the benefits and difficulties presented by this new and unique atmosphere. In today’s society, a college degree is more common than ever before. In fact, in 1982, only 58.3% of High school graduates attended college right after graduating. Today, more than 79% of high school graduates continue on to attend college. (http://www.besteducationdegrees.com/, n.d.). A major contributing factor to this jump is the availability of higher education by way of community colleges, on-line learning, and other distance learning methods. Adults who desire a college degree no longer have to worry about putting their lives on hold in order to do so. In fact...
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...understand the context of supporting individuals with learning disabilities (LD 201) Unit 4222-245understand the context of supporting individuals with learning disabilities (LD 201) Unit 4222-245 outcome 1: understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities: Identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities. The Mental Capacity Act 2005: This act was introduced in England and Wales in 2007 and aims to protect the rights of people whose mental capacity is in doubt and people who do not have mental capacity. It provides a framework for making decisions on behalf of the individual. It tells us what to do if we are involved in the care, treatment, support of people aged 16 and over who lack mental capacity to make decisions. The Act states that everyone is assumed to make decisions for themselves unless shown otherwise. If it is not clear whether someone has the capacity to make a decision concerning a specific issue and assessment of their capacity should be carried out. The Mental Health Act 1983: The court of protection exists to safeguard the interests of anyone who is incapable by reason of mental disorder of managing and administrating their property and affair. Anyone found on medical evidence to meet these criteria is known as a patient. The courts duties are normally...
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...Unit 11 Safeguarding Adults and Promoting Independence Samina Arif 04/03/16 18/03/16 Final deadline 2 weeks Task 1: The types, possible reasons for and effects of abuse Learning outcome1 : know types and indicators of abuse Learning outcome2: Understand factors which may lead to abusive situations Describe forms of abuse which may be experienced by adults. Describe indicators that abuse may be happening to adults. Explain factors that may lead to abusive situations. Assess the likely immediate effects of two different forms of abuse on the health and wellbeing of adults. Evaluate the potential long-term effects of these two types of abuse on the health and wellbeing of individuals. The health and social care department are running a training day on safeguarding adults and promoting independence. Guest speakers from professionals in this field are going to come in and disseminate information on recent updates and legislations. The training will cover a wide range of learning including, forms, factors and effects of long term abuse on individuals. From this training you will produce a range of materials. Produce a leaflet describing different forms of abuse and indicators that abuse may be happening to adults. Give examples of factors which may lead to abusive situations and who may be carrying out the abuse, (Adults most at risk, Environments, Contexts, People who may abuse) Assess the likely immediate effects of TWO different forms of...
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...3U1 A learning disability is a condition that either prevents or significantly hinders somebody from learning basic skills or information at the same rate as most people of the same age. It is caused by a difference in the brain that affects information received, processed and communicated. A learning disability cannot be cured or fixed but it can be helped. Depending on the type of disability, interventions may be provided to help an individual learn strategies that will assist him/her for future success. Children with learning disabilities are usually diagnosed after they have started school around the age of eight or older. A child’s difficulties are usually noticed by educators such as teachers and parents. The earlier the child is diagnosed, the earlier an intervention program is implemented. Therefore, the better her/his future will be. Interventions significantly increase the possibility of a successful long term prognosis. Children and adults with learning disabilities have trouble processing sensory information because they see, hear, and understand things differently. Common types of learning disabilities are nonverbal learning disability (NLD), visual processing deficit and auditory processing deficit. Nonverbal learning disability (NLD) is a neurological condition that is considered to be a development disability. It affects every aspect of life and not just typical problems seen in classrooms. Nonverbal learning disability is considered a life learning disability...
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...Coping with Learning Disabilities Stephen Odom College 100 American Military University Maureen Augustin Coping with Learning Disabilities Many people around the world suffer from some type of Learning Disability (LD). Learning disabilities affect the way people receive, process, analyze, and store information. Many types of learning disabilities have been identified over the years. They can affect many different facets of a person's life, such as concentration, focus, reading, math, or writing. Many people that are diagnosed with a learning disability have more than one. LD has always been difficult to define as a disorder, but is typically seen as “unexpected” underachievement (Swanson, Harris, and Graham 2003). There are many tools and techniques that have been developed to help these people cope with their disability. Many disabilities are diagnosed early in life when a child is noticed to have difficulty communicating effectively, speaking, reading, writing, solving a math problem, or any other task that should be performed at their appropriate age level. There are many different types of learning disabilities that have been identified. Some of the more common ones are dyslexia, dyscalculia, and dysgraphia. Although they are not classified as learning disabilities, attention deficit hyperactivity disorder and autism also present learning difficulties. Dyslexia is the most common, and most well known, learning disability. According to Montgomery (2007), “The term...
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...that the education and employment systems do not recognize or support people with dyslexia. Following these meetings the Parliamentary Secretary requested the FaHCSIA convene a roundtable Forum to discuss these issues. This Dyslexia Stakeholder Forum was held at Parliament House Canberra on 16 June 2009. The Forum consisted of 24 people who were scientists in the areas of reading or learning disabilities, technologists, people with dyslexia, clinicians and practitioners, or representatives from DEEWR and FaHCSIA. It was decided that a representative Working Party of 8 Forum members should be formed, charged with the task of writing a report proposing a national agenda for action to assist people with dyslexia. The Working Party consulted widely and in particular benefited from comments on a draft report that were received from the following authorities (all of whom have expressed very strong support for the recommendations we have made): • AUSPELD (The Australian Federation of Specific Learning Difficulty Associations) • LDA (Learning Difficulties Australia) • ALDA (The Australian Learning Difficulty Association) • Speech Pathology Australia • The DDOLL (Developmental Disorders of Language and Literacy) network, which was established with funding...
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...Attention Deficit Hyperactive Disorder or more commonly known as ADHD is a disorder that is common in childhood that continues into adolescence. ADHD is a neurological disorder that affects how the brain receives, processes and responds to information (The National Center for Learning Disabilities, 2014). The main symptoms of ADHD include difficulty staying focused and paying attention, difficulty controlling behavior, and hyperactivity (Brady). Many children suffer from ADHD without being diagnosed because the symptoms are different from child to child. There are three different categories of ADHD. These include predominantly hyperactive impulses, predominantly inattentive, and combined hyperactive-impulses and inattention (Brady). A child can be diagnosed with one of these three categories of ADHD depending on their specific symptoms but most children have a combination of hyperactive-impulses and inattention. The cause of ADHD is unknown but researchers are continually searching for answers. There are many different indications as to what causes ADHD such as genes, environmental factors and possibly the central nervous system (Mayo Clinic Staff, 2013). Several environmental factors have been identified as supposed risk factors for ADHD. In utero events such as maternal stress during pregnancy (Talge, Neal, & Glover, 2007), prenatal exposure to tobacco, alcohol and other drugs/environmental toxins, (Ribas-Fitó et al., 2006) (Pineda et a., 2007), pregnancy/birth complications...
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...interesting. The information was an eye opener on how some students having difficulties reading. I don’t know how I made it as a student. Some of the activities were very hard to understand and decode. So, I can’t imagine how students feel while trying to read and comprehend what they read. I believe as an adult we just read. We don’t actually know that we are decoding. I have never thought about decoding when reading. Reading is a form of communication. Some students begin school without having any reading skills. Reading requires several skills to become successful. Misunderstood Minds, 2002 wrote that learning to read is a sequential process; each new skill builds on the...
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...Explain the post-16 options for young people and adults. From 2015 all young people will remain in education or training until they're 18. Raising the participation age does not mean young people must stay in school; they will able to choose one of the following options post-16: 1)Staying on at school - Schools offer a variety of courses in the sixth form. Some courses will help students develop independence skills; others may deliver vocational and academic qualifications. 2)Local colleges - Colleges of further education offer a wide range of courses, both vocational and academic, for students with both moderate and severe learning difficulties and provide additional support to enable disabled students and those with learning difficulties...
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...following areas in children's development: Learning: • Babies use sounds and facial expressions to communicate needs and express themselves. • Toddlers...
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...regularly engages in playful interactions. The child will become fond of their key person, and will prefer to be with them other than other practitioners, and will often refuse to go with any other practitioners. The key person has a big impact on all areas of a child’s wellbeing, learning and development. For babies and young people to feel happy, settled and secure, they need to make an emotional attachment with other adults to care for them when their parents aren’t there, such as practitioners. When adults spend extended periods of time with children, by interacting with...
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