This document discusses learning disabilities, including definitions, causes, types, and approaches to identification and intervention. Some key points:
- Learning disabilities are neurological disorders that can affect areas like reading, writing, math, reasoning, organization, and focus. They are generally lifelong but can be managed.
- Causes may include genetic factors, pregnancy/birth complications, accidents, or environmental toxins. Around 15% of the US population is estimated to have a learning disability.
- Types include dyslexia, dyscalculia, dysgraphia, and dyspraxia. Identification involves screening, assessments of cognitive abilities, academic skills, and processing. Discrepancies between ability and achievement indicate a potential learning
This document defines visual impairment and describes various types of visual impairments including their causes and challenges they present in the classroom. It discusses identifying visual impairments and making educational provisions and accommodations for students with visual impairments, including decisions around placement, curriculum, implementation and use of tools and technology. The key types of visual impairments discussed are refractive errors (myopia, hyperopia, astigmatism), color blindness, retinal conditions (retinopathy of prematurity, macular degeneration), glaucoma, diabetic retinopathy, cataracts, amblyopia and strabismus.
Autism Spectrum Disorder (ASD) previously known as pervasive developmental disorder is a childhood disorder characterized by lack of communication skills and social interactions resulting in social withdrawal
The document discusses the causes of learning disabilities. Experts are unsure of the exact causes, but some possibilities include heredity as learning disabilities can run in families. Problems during pregnancy and birth such as illness, injury, low birth weight, or drug/alcohol use could also be factors. Incidents after birth like head injuries, malnutrition, or exposure to toxins may contribute to learning disabilities developing. Acquired brain trauma, biochemical imbalances, environmental factors, and poor instruction have also been theorized as potential causes.
This document defines intellectual disability and provides information about its symptoms, causes, criteria, levels, limitations and treatment. Intellectual disability is a term used to describe limitations in cognitive functioning and skills that are diagnosed before age 18 and involve an IQ below 70-75 as well as limitations in adaptive behaviors. Causes can include genetic conditions, injuries, diseases or unknown factors. Treatment focuses on behavior therapy, occupational therapy, counseling and in some cases medication.
This document provides an overview of autism including:
1. Autism is a developmental disorder appearing in the first 3 years that affects social and communication skills.
2. It was first described by Kanner in 1943 and prevalence is estimated at 2-6 per 1000 individuals.
3. Prognosis depends on severity but proper therapy can help individuals improve socialization and live independently.
This document discusses early detection and early intervention in the context of community-based rehabilitation (CBR) programs. It outlines that CBR programs can establish mechanisms for early screening activities to identify disabilities in babies and young children. This allows for early treatment or referral to other health services. CBR workers can provide follow-up after screenings and identify barriers to service provision. The document also notes the importance of early intervention activities, usually home-based, and encouraging playgroups to support child development. CBR workers should understand child development milestones and support inclusive early childhood education.
Intellectual disability is characterized by deficits in cognitive ability and adaptive functioning that originate before age 18. It involves limitations in conceptual, social, and practical skills. The severity of intellectual disability can be mild, moderate, severe, or profound based on IQ scores. Causes include genetic syndromes, biological factors, medical conditions during pregnancy or birth, and psychosocial problems. Placement programs may include inclusion, individualized education, behavior therapy, and transition to adult services focusing on independent living skills and employment. Current research studies various approaches to improving academic engagement and quality of life for those with intellectual disability.
Physical disabilities that affect the body and interfere with educational performance are considered orthopedic impairments. Common causes include genetic abnormalities, diseases, injuries at birth or after. Three main types are neuromotor impairments of the nervous system, musculoskeletal disorders of bones and joints, and degenerative diseases that affect movement like muscular dystrophy. Students may have difficulties with motor skills, mobility, pain, and self-esteem that require accommodations and assistive technology to access education.
The Rehabilitation Council of India Act, 1992 established the Rehabilitation Council of India as the statutory body to regulate and standardize training courses for rehabilitation professionals, recognize institutions running such courses, and maintain the Central Rehabilitation Register. The Act was amended in 2000 to enhance RCI's responsibilities to include standardizing training syllabi and promoting research in rehabilitation and special education. RCI aims to regulate rehabilitation services for persons with disabilities and take action against unqualified persons providing such services.
This PPT aims to help the learner to give insight about Multiple Disabilities, Types of Multiple Disabilities, Causes of Multiple Disabilities, Treatment for Multiple Disabilities, Teaching Method of Multiple Disabilities.
This document provides an overview of dyslexia, including its definition, causes, symptoms, characteristics, types, problems associated with it, diagnosis, treatment, strategies for parents/supervisors, dyslexia services in India, famous people with dyslexia, prevalence, and conclusion. Dyslexia is a learning disability that affects reading, writing, spelling and sometimes speaking. It has various probable causes like hereditary factors, neurological differences in brain structure/functioning, problems with auditory processing, and brain injuries. Common symptoms include difficulties with spelling, writing numbers/letters backwards, math, following instructions, and reading comprehension.
Learning disabled children have significantly impaired learning abilities compared to their peers. They may exhibit symptoms like hyperactivity, impulsiveness, anxiety, and disorders in memory, thinking, attention, perception or motor skills. Learning disabilities can be caused by genetic/heredity factors, physiological issues like brain damage or neurological difficulties, or environmental factors like poor prenatal/early childhood environment, lack of early learning stimulation, or imitative of defective learning models. Common types of learning disabilities include dysgraphia (writing), dyslexia (reading), dyscalculia (math), dyspraxia (motor skills), and dysphasia (language). When dealing with learning disabled children, teachers should provide positive feedback, practice opportunities, consult specialists
1. Learning disorders affect how children learn and process information. They include dyslexia, dyscalculia, dysgraphia, and dyspraxia.
2. Diagnosis involves testing by specialists like psychologists or psychiatrists to assess cognitive abilities, reading, writing, and math skills.
3. Interventions focus on strengthening underlying skills and can include tutoring, accommodations at school, and training parents to support the child at home.
This document provides an overview of intellectual disability (ID). It begins with definitions and causes of ID including prenatal, perinatal, and postnatal factors. Specific genetic syndromes like Down syndrome and Fragile X syndrome are discussed. The approach involves a detailed history, physical exam, IQ assessment using tests like the WISC, and basic investigations. Management aims to improve quality of life through treating medical conditions, nutrition, education/therapy, and supportive services. Prognosis depends on severity of ID. Prevention focuses on identifying issues early and addressing factors like nutrition and healthcare access.
Areas of assessment_for_intelletual_disabilitypjeevashanthi
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The document discusses areas that are assessed to evaluate intellectual disability. A thorough assessment involves comprehensive medical exams, genetic/neurological testing, educational/family histories, psychological testing of intellectual and adaptive functioning, and interviews. Psychological tests assess IQ, learning abilities, and behaviors using standardized tests. Commonly used IQ tests include the Wechsler scales, Stanford-Binet, and McCarthy scales. Tests of adaptive functioning evaluate social/emotional maturity. Vocational assessments evaluate skills and capacities to identify strengths/weaknesses for vocational programming. The goal is to improve quality of life.
This document provides information on learning disabilities. It defines learning disabilities as disorders involving the basic psychological processes of understanding or using language that affect areas like reading, writing, spelling, and math. It notes specific conditions are excluded, and that learning disabilities are characterized by academic underachievement compared to a child's overall intellectual ability. Diagnosis involves identifying a significant difference between intelligence and achievement testing scores. Potential causes and the most common types of learning disabilities are also outlined.
ADHD also known as hyperkinetic disorder is a common childhood disorder among school aged children that is characterised by persistent patterns of inattention, hyperactivity and impulsivity resulting in an underachievement in the school or work performance.
Learning disabilities refer to neurological disorders that can affect areas such as reading, writing, and mathematics. They are caused by impairments in processes like language processing, memory, attention, and executive functions. Specific learning disabilities include dyslexia, dysgraphia, and dyscalculia which impact reading, writing, and math abilities respectively. Neuroimaging research shows differences in brain structure and activity in regions associated with these skills in individuals with learning disabilities compared to typical peers. Genetics and biological factors during pregnancy may also contribute to increased risk. Early identification and specialized instruction targeting areas of difficulty can help individuals with learning disabilities achieve academic success.
Special education is designed to meet the unique needs of students with disabilities. It involves specially designed instruction, materials, facilities, and services to help students learn skills. The goals of special education are to ensure students with disabilities can be educated effectively and provided with supportive environments. It also aims to support development and adjustment into regular school and community activities. Special education teachers require specialized knowledge and skills to address the individual needs of students with disabilities.
This document discusses learning disabilities (LDs), including definitions, types, causes, assessment, and intervention strategies. It defines LDs as neurodevelopmental disorders that affect how individuals acquire, retrieve, and use information. The main types discussed are dyslexia (problems with reading), dysgraphia (writing difficulties), and dyscalculia (math challenges). Causes can include genetic and neurological factors. Assessment involves screening, testing cognitive abilities, academic achievement, and processing skills. Intervention should be interdisciplinary, individualized, focus on skills gaps, and include developing education plans to monitor progress.
The document breaks down the Learning Disability Association of Canada's (LDAC) official definition of learning disabilities from 2002. The definition aims to be more inclusive by recognizing learning disabilities as a group of disorders that can affect different cognitive processes and skills. It notes learning disabilities can co-exist with other conditions and require early identification and specialized interventions to support individuals' needs.
This document provides an overview of various disabilities, disorders, and syndromes that can impact learning. It defines key terms like disability, disorder, and syndrome. It then describes several categories of conditions - learning disabilities, speech disabilities, reading disabilities, writing disabilities, mathematics disabilities, physical disabilities, and disorders like ADHD, autism, Tourette's syndrome. For each one, it briefly outlines what they are, their impact on learning or brain development, and examples of specific disabilities or disorders that fall under that category. The document concludes with a list of resources for further information.
Introduction to Special Education: Group One- Specific Learning Disabilities TylerCorley
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This document provides information about specific learning disabilities, including definitions, prevalence, types of language, reading, and math disabilities. It discusses potential causes such as brain injury, heredity, chemical imbalances, and environmental factors. Prevention strategies are described including early intervention and improving instruction. National, state, and local resources are listed to support students with learning disabilities and their families. Finally, classroom accommodations are outlined to help students in areas of academics, organization, reading, writing, and math.
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or control inappropriate behaviors over a long period of time and to a marked degree. It can include conditions like anxiety, depression, and bipolar disorder. Emotional disturbance is identified through screening tests and functional behavior assessments to design behavioral intervention plans as part of a student's IEP. The causes may be biological factors, temperament, environmental stressors at home or school, and treatment focuses on academic, social, and positive behavioral supports.
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or demonstrate appropriate behavior over a long period of time and to a marked degree. It can include conditions such as anxiety, mood disorders, and schizophrenia. Students with emotional disturbance often struggle academically and socially in school due to both biological and environmental factors. Schools use assessments, functional behavior analysis, and behavioral intervention plans to help identify and support these students.
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or demonstrate appropriate behavior over a long period of time and to a marked degree. It can include conditions such as anxiety, mood disorders, and schizophrenia. Students with emotional disturbance often struggle academically and socially in school due to both biological and environmental factors. Schools use assessments, functional behavior analysis, and behavioral intervention plans to help identify and support these students.
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or demonstrate appropriate behavior over a long period of time and to a marked degree. It can include conditions such as anxiety, mood disorders, and schizophrenia. Students with emotional disturbance often struggle academically and socially in school due to both biological and environmental factors. Schools use assessments, functional behavior analysis, and behavioral intervention plans to help identify and support these students.
This document provides information about learning disabilities, including definitions, types, causes, diagnosis, and assessment. It defines learning disabilities as disorders that affect the brain's ability to receive, process, store, or communicate information. Common types of learning disabilities include dyslexia (reading disability), dyscalculia (mathematics disability), and dysgraphia (writing disability). Learning disabilities are often identified through intelligence and achievement testing which looks for a discrepancy between cognitive ability and academic performance.
Educational needs for Children with EpilepsyA.J. Lawrence
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In order to make well thought out decisions for children with epilepsy, it is necessary to acknowledge all objective data including scores from testing, observations, outside therapists, history, emotional and personality variables, family and school data. One must pay close attention to their child and look for early signs of epilepsy in order to address specific educational needs and prevent hindered development.
This presentation addresses twice exceptional learners. It includes characteristics of twice-exceptional learners, testing of gifted and twice-exceptional learners, services for twice-exceptional learners, including Least Restrictive Environment (LRE), and
modifications and accommodations for the learner as specified in the individualized education plan
This document discusses learning disabilities and the assessment process. It notes that a licensed psychologist can diagnose a learning disability based on criteria including average or above average intelligence and achievement below expectations. The assessment is a comprehensive process involving history, testing, scoring, and recommendations. It can identify specific processing difficulties and determine appropriate supports to help foster academic success and self-esteem. While some worry about labeling, a proper diagnosis ensures a child receives effective support to reach their potential.
This document discusses learning disabilities and the assessment process. It notes that a licensed psychologist can diagnose a learning disability based on criteria including average or above average intelligence and achievement below expectations. The assessment is a comprehensive process involving history, testing, scoring, and recommendations. It can identify specific processing difficulties and provide diagnosis, understanding, and intervention strategies to help foster academic success. While some worry about labeling, proper diagnosis ensures a child receives needed supports.
Dyslexia is a language-based learning disability that causes difficulties with reading, writing, and spelling. It is characterized by problems with phonological processing and sound-symbol recognition. Dyslexia affects approximately 15-20% of the population and can be diagnosed through comprehensive testing of language skills, reading, and academic achievement. While dyslexia is lifelong, early identification and treatment using structured, multisensory methods can help individuals with dyslexia learn to read and write successfully. The Individuals with Disabilities Education Act, Section 504, and the Americans with Disabilities Act protect the rights of people with dyslexia to receive appropriate educational support and accommodations.
This document discusses assessment in special education. It defines assessment as collecting information about a student to make decisions, such as determining eligibility for special education services. Assessment methods can range from formal standardized tests to informal teacher observations and ratings scales. A multidisciplinary team works together using various assessment methods and considers federal disability categories under IDEA to determine a child's strengths and needs for an individualized education program.
1. The document discusses various learning disorders that affect children including specific reading disorder (dyslexia), specific spelling disorder, specific writing disorder, and specific disorders of arithmetical skills.
2. It provides details on the clinical features, epidemiology, comorbidities, etiology, and management principles for each disorder. Multisensory methods like the Fernald method and Gillingham Approach are recommended for teaching reading, spelling, and writing skills.
3. Nursing care involves early identification and treatment, parental counseling, structured learning activities to develop skills, and addressing any comorbid conditions or emotional issues associated with academic struggles. Preventive approaches aim to improve functional literacy and academic success.
MTML FINAL EChannel Webinar Creating Pathways of Learning Support for EO Clie...Kimberly Lansdowne
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This document summarizes the key findings from a research project exploring how to better support Employment Ontario clients and learners with learning disabilities. The research included a literature review, focus groups, and expert consultations. Some of the main themes that emerged included: issues with social stigma and self-esteem related to learning disabilities; the complex interactions between learning disabilities and other issues like mental health problems, poverty, experiences of racism; and the barriers posed by a lack of diagnosis and accommodations. The research identified gaps in services and support for adults with learning disabilities and opportunities to improve practices, environments, and interventions across Employment Ontario programs.
The Learning Disabilities Diagnostic Inventory (LDDI) is a diagnostic assessment tool used to identify learning disabilities in children ages 8-17. It consists of six scales that assess listening, speaking, reading, writing, mathematics, and reasoning abilities. Scores are given in stanines and percentiles to indicate the likelihood of processing disorders in these areas. The LDDI has high reliability and validity. It was designed to control for biases by including diverse participants in its norming sample and examining results across demographic groups. The LDDI provides a diagnostic profile that can be compared to known patterns associated with specific learning disabilities.
How are a dog and a cat alike?
Student: They are both pets and animals.
Vocabulary: In this test, the examiner orally presents a series of words
and asks the child to define them.
Primary immunodeficiency disorders involve impairments of the immune system that predispose individuals to frequent or severe infections. They can affect phagocytic cells, B lymphocytes, T lymphocytes, or the complement system. Common primary immunodeficiencies include disorders of humoral immunity, T-cell defects, and combined B- and T-cell defects. Secondary immunodeficiencies are more common and result from underlying diseases or their treatments. Medical management focuses on treating underlying conditions, identifying immunosuppressive factors, and treating infections. Nursing assessment and care includes reducing infection risks, maintaining functions, providing education and psychological support.
The document discusses the nursing management of patients with immunologic disorders. It provides an overview of immunity and the anatomy and physiology of the immune system, describing its basic function to remove foreign antigens. It outlines the mechanisms of the natural and acquired immune system, including white blood cells, inflammation, barriers, and immune responses like phagocytosis, humoral responses, cellular responses, and the complement system. It also discusses assessing a patient's immune status through history, physical exam, and diagnostic tests of humoral and cellular immunity. Disorders of the immune system can stem from issues with immunocompetent cells, their function, autoimmune attacks, or inappropriate responses to antigens.
Gout is a type of arthritis caused by high levels of uric acid in the blood. It occurs when uric acid builds up in the joints, causing sudden attacks of pain, swelling and redness. Risk factors include genetics, diet high in purines, obesity, kidney disease and certain medications. Diagnosis involves examining the joint fluid or tissue and measuring uric acid levels. Treatment focuses on medications to prevent attacks and lower uric acid such as colchicine, allopurinol and corticosteroids. Lifestyle changes around diet, exercise and hydration are also important to managing the disease. Nursing care involves assessing pain levels, monitoring for inflammation and hyperthermia, assisting with range of motion, educ
Acquired immuno deficiency syndrome (AIDS)Arifa T N
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Acquired Immunodeficiency Syndrome (AIDS) is caused by the Human Immunodeficiency Virus (HIV) which destroys CD4 T cells leading to immune system failure. HIV/AIDS remains a major global public health issue having claimed over 36 million lives, with 37.7 million people living with HIV in 2020. The document outlines the epidemiology, etiology, transmission, clinical stages and manifestations, diagnostic testing, treatment and management of HIV/AIDS.
Pulmonary tuberculosis is caused by the bacteria Mycobacterium tuberculosis, which is transmitted through airborne droplets when people with active tuberculosis cough, sneeze or spit. The bacteria become implanted in the lung tissue, forming a primary lesion that may calcify and arrest in most cases. However, in some people the primary infection may spread to other organs, causing miliary tuberculosis. Symptoms of active pulmonary tuberculosis include cough, fever, weight loss and night sweats. Diagnosis involves tuberculin skin tests, sputum tests and chest x-rays. Treatment consists of a combination of antibiotic drugs taken for 9-18 months. Prevention focuses on improving social conditions, health education, vaccination with BCG and controlling the
NURSING MANAGEMENT OF CHILDREN WITH COMMUNICABLE DISEASESArifa T N
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This document provides guidance for nursing management of children with communicable diseases. It outlines assessing the child's history, symptoms, vital signs and risk factors. Potential nursing diagnoses include hyperthermia, skin issues and fluid deficits. Nurses should provide supportive care, administer medications properly and educate families on home care, prevention of transmission, comfort measures and ensuring full treatment is completed.
Communicable diseases in children and its prevention andArifa T N
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This document discusses the causative agents, modes of transmission, clinical manifestations, prevention, treatment, and complications of various communicable diseases that affect children. It covers hepatitis B, diphtheria, tetanus, H. influenzae, polio, measles, mumps, rubella, chickenpox, hepatitis A, fifth disease, roseola, Lyme disease, and scarlet fever. For each disease, it provides brief descriptions in 1-3 sentences for key details like incubation period and period of communicability. The goal is to educate on preventing and managing these common childhood illnesses.
This document discusses dengue, an emerging tropical disease spread by mosquitoes. It causes dengue fever (DF), dengue hemorrhagic fever (DHF), and dengue shock syndrome (DSS). Dengue is a leading cause of hospitalization and death in children under 15. It is caused by any of four dengue virus serotypes and transmitted through the bite of the Aedes aegypti mosquito. Symptoms of DF include high fever, rash, and joint pain. DHF symptoms are similar but can progress to shock. DSS involves severe bleeding and organ impairment. Diagnosis involves clinical signs and blood tests. Treatment focuses on hydration and symptom relief, while prevention centers on vector control.
Chikungunya fever is an emerging, mosquito-borne disease caused by the Chikungunya virus and transmitted by Aedes aegypti and Ae. albopictus mosquitoes. It causes large epidemics with high morbidity. Symptoms include fever, joint pain, rash and conjunctivitis. While there is no antiviral treatment, prevention focuses on controlling the mosquito vectors through reducing their habitats and limiting exposure to bites.
Typhoid fever is a food and water borne bacterial infection caused by Salmonella typhi. It is endemic in areas with poor sanitation and access to contaminated food and water. The bacteria infects the small intestine and spreads to the liver, spleen, and bone marrow, causing systemic infection and symptoms like sustained fever, abdominal pain, and rose-colored spots on the skin. Diagnosis involves testing blood or stool samples and treatment consists of antibiotics and supportive care, while prevention focuses on access to safe food, water, hygiene and vaccination.
This document provides information about HIV/AIDS in children. It discusses that HIV is typically transmitted to children perinatally or through unprotected sex or intravenous drug use as teenagers. HIV destroys CD4 T cells, leaving children vulnerable to infections. Symptoms include recurrent infections, failure to thrive, and immune system abnormalities. Diagnosis involves HIV testing and CD4 cell counts. Treatment aims to prevent transmission, detect HIV early, reduce progression to AIDS through antiretroviral therapy, and promote child growth. Nursing care focuses on preventing infections, maintaining skin integrity, managing symptoms, improving nutrition, and supporting coping.
The document discusses congenital heart diseases, which occur in approximately 1% of live births. It describes several types of congenital heart defects including atrial septal defect (ASD), ventricular septal defect (VSD), atrioventricular canal defect, and patent ductus arteriosus - all of which involve increased pulmonary blood flow. It also discusses obstructive defects like aortic stenosis and pulmonary stenosis. The document provides details on the pathophysiology, clinical manifestations, diagnosis, and treatment of these various congenital heart conditions.
Hemophilia is a group of inherited bleeding disorders caused by deficiencies in clotting factors VIII or IX. The main types are hemophilia A (factor VIII deficiency) and hemophilia B (factor IX deficiency). Symptoms include prolonged bleeding from minor injuries, excessive bruising, and bleeding into joints and muscles. Treatment involves replacing the missing clotting factor through infusions of factor concentrates. Nursing care focuses on preventing and controlling bleeding episodes, limiting joint damage, managing pain, providing education and emotional support to patients and families, and ensuring proper long-term home management of the condition.
Anorectal malformations refer to anomalies of the rectum and anus that have an incidence of approximately 1 in 5000 live births. They can range from a simple imperforate anus to more complex anomalies associated with genitourinary and pelvic organs. Anorectal malformations are frequently associated with other anomalies as well, such as VACTERL. Surgical treatment depends on the specific defect but may include procedures such as posterior sagittal anorectoplasty. Postoperative nursing care focuses on pain management, maintaining appropriate skin care and drainage, and educating parents on ostomy and wound care.
Helminthic infestations are a major public health problem in India due to improper disposal of human waste. Common helminths include roundworm, pinworm, hookworm, tapeworm, and flukes. Roundworm is the most common, inhabiting the small intestine and releasing hundreds of thousands of eggs daily that can survive months in soil. People become infected through ingesting roundworm eggs from contaminated food, water, or soil. Symptoms range from mild to severe depending on worm load. Treatment involves antihelminthic drugs and prevention focuses on proper sanitation and hygiene.
This document discusses protein-energy malnutrition (PEM), a major public health problem in India that affects children under 5 years old. It defines PEM as resulting from protein and calorie deficiencies. The most severe forms are kwashiorkor and marasmus. PEM is classified based on severity and symptoms. Kwashiorkor involves edema while marasmus is severe wasting. Risk factors include low birth weight and infections. Treatment focuses on nutrition, infection prevention, and educating parents to prevent relapse. Nursing care includes assessment, addressing nutritional deficits and risks, and monitoring for complications.
Indian childhood cirrhosis (ICC) is an autoimmune disorder affecting children in India characterized by fever, abdominal distension, and hepatosplenomegaly. It is most common in male children ages 6 months to 4 years from low-income families in rural areas. The exact cause is unknown but is likely due to a combination of genetic susceptibility and environmental factors like copper toxicity, infections, and malnutrition. Clinically, ICC presents with abdominal distension, fever, jaundice, and eventually liver failure if not treated. Diagnosis involves liver function tests and biopsy showing cirrhosis. Treatment focuses on nutrition, antibiotics, medications to reduce copper levels, and managing complications. Nursing care emphasizes rest, diet, intravenous fluids
This document discusses diarrheal disease, which is a major cause of death among children in developing countries. It defines diarrhea as three or more loose stools per day and outlines its various types including secretory, osmotic, and motility diarrhea. The main causes are intestinal infections from bacteria, viruses, and parasites. Diagnosis involves taking a thorough history and examining stool samples. Management focuses on oral rehydration therapy for mild to moderate cases and IV fluids for severe dehydration. Nursing care includes careful assessment and monitoring for dehydration, electrolyte imbalances, and other complications.
The document discusses hepatitis, an inflammation of the liver that can be caused by infectious or noninfectious reasons. The most common causes are hepatitis viruses A, B, C, D, and E. Hepatitis A is highly contagious and spreads through the fecal-oral route or contaminated food/water. Hepatitis B spreads through blood or bodily fluids and can result in acute or chronic infection. Hepatitis C is a major cause of chronic blood-borne infection spread through intravenous drug use or birth from an infected mother. Symptoms include jaundice, abdominal pain, and fatigue. Diagnosis involves clinical evaluation and serologic tests. Treatment focuses on rest, nutrition, vaccination, and drug therapy depending on the hepatitis
Diabetes insipidus is a disorder characterized by the body's inability to conserve water, leading to excessive urine production and thirst. There are two main types: central diabetes insipidus results from inadequate production of the antidiuretic hormone vasopressin by the pituitary gland, while nephrogenic diabetes insipidus occurs when the kidneys do not respond properly to vasopressin. Symptoms include polyuria, polydipsia, and if untreated, dehydration. Diagnosis involves testing for elevated serum sodium and osmolality with low urine osmolality. Treatment focuses on fluid replacement and administration of vasopressin or thiazide diuretics depending on the type of
Etiologies of Bipolar disorders. Power Point Presentation ptxseri bangash
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Bipolar disorder, formerly known as manic-depressive illness, is a complex psychiatric condition characterized by extreme mood swings that include emotional highs (mania or hypomania) and lows (depression). The etiology of bipolar disorder involves a combination of genetic, biological, and environmental factors. Here's a breakdown of these etiologies:
Genetic Factors:
Family History: Bipolar disorder tends to run in families, suggesting a genetic component. Studies indicate that having a close relative with bipolar disorder increases the risk.
Genetic Studies: Research has identified specific genetic variations associated with bipolar disorder. These include genes involved in neurotransmitter signaling, ion channel function, and circadian rhythms.
Neurobiological Factors:
Neurotransmitter Imbalance: Imbalances in neurotransmitters such as dopamine, serotonin, and norepinephrine are implicated in bipolar disorder. For example, elevated dopamine levels during manic episodes and decreased levels during depressive episodes.
Neuroendocrine Factors: Dysregulation of the hypothalamic-pituitary-adrenal (HPA) axis and abnormal cortisol levels have been observed in individuals with bipolar disorder.
Neuroanatomical Factors:
Brain Structure and Function: Structural and functional abnormalities in certain brain regions are linked to bipolar disorder. These include the prefrontal cortex, amygdala, and hippocampus, which are involved in emotional regulation and cognition.
Environmental Factors:
Stress: Stressful life events, such as trauma, loss, or significant life changes, can trigger or exacerbate episodes of bipolar disorder.
Substance Abuse: Substance use, particularly stimulants or drugs that affect neurotransmitter systems, can precipitate manic episodes or worsen the course of the disorder.
Developmental Factors:
Early Life Experiences: Adverse childhood experiences, including abuse, neglect, or chronic stress, may increase susceptibility to developing bipolar disorder later in life.
Trajectories: Some individuals may have a prodromal phase marked by subthreshold symptoms or other behavioral indicators before full-blown episodes manifest.
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Yoga for Hypertension and Heart Diseases
Yoga Hypertension and Heart Diseases Certificate Course
Prevention and healing have been always the main purpose of yoga therapy practice. Yoga therapy is the process of empowering every individual to progress toward better health and optimal well-being through the application of the teachings and practices of Yoga therapy class. With the support of the Yoga trainer, implements a personalized and evolving Yoga therapy techniques that not only addresses the illness in a multi-dimensional manner, Pancha Kosa (Five Sheaths): Annamaya Kosha (Physical Body), Pranamaya Kosha (Energy Field), Manomaya Kosha (Mental Dimension), Vignanamaya Kosha (Psychic level of experience), Anandamaya Kosha (Bliss and Beatitude). It helps to  reduce patient suffering in a progressive, non-invasive and complementary manner.
Why to study yoga Hypertension and Heart Diseases course?
Consequently, the demand for yoga therapist with specialized knowledge in yoga as a therapeutic tool, in different fields such as: health management organizations, hospitals and alcohol rehabilitation centers have grown rapidly. Studying yoga therapy as a tool to overcome and ease the symptoms of common illnesses has become extremely popular recently, due to the great therapeutic effects yoga practitioners experience in their body, mind and soul.
What you will learn from this course?
īˇYou may offer special seminars for people with similar diseases/conditions.
īˇYou will learn how to use yoga to assist in healing ailments and managing conditions?
īˇYou aim to be part of a positive change regarding health and lifestyle habits.
īˇYou want to teach people how to prevent diseases.
īˇIn group classes, you can teach your students how to become healthy.
īˇYou will feel more self-confident when approached by students that come to yoga seeking for support in their healing process.
īˇTherapeutic applications of posture, movement and breathing.
Pre-Requisites:
īˇThis course is open to all students who wish to deepen their knowledge and application of some of the highest teachings of
īˇParticipants do not need to be yoga
īˇMastery of any yoga practice is not
īˇOnly yours sincere desire for knowledge and your commitment to personal
īˇLove for Yoga is the most important eligibility factor for learning this course.
īˇStudents who want to know Yoga in totality and move beyond Asana and Pranayama, Mudra & Bandha.
Assessment and Certification
The students are continuously assessed throughout the course at all levels. There will be a written exam at the end of the course to evaluate the understanding of the philosophy of Yoga and skills of the students. Participants should pass all different aspects of the course to be eligible for the course diploma.
What do I need for the online course?
īˇYoga mat
īˇComputer / Smartphone with camera
īˇInternet connection
īˇYoga Blocks
īˇPillow or Bolster or Cushion
īˇStrap
īˇNotebook and Pen
īˇZoom
Recommended Texts
īˇAsana Pranayama Mudra Bandha by Swami
CHAPTER THREE: MUDRA AND BANDHA
Chapter 3 Verse 1 Kundalini is the support of yoga practices
As the serpent (Sheshnaga) upholds the earth and its mountains and woods, so kundalini is the support of all the yoga practices.
Chapter 3 Verse 2 Guruâs grace and opening of the chakras
Indeed, by guru's grace this sleeping kundalini is awakened, then all the lotuses (chakras) and knots (granthis) are opened.
Chapter 3 Verse 3 Sushumna becomes the path of prana and deceives death
Then indeed, sushumna becomes the pathway of prana, mind is free of all connections and death is averted.
Chapter 3 Verse 4 Names of sushumna
Sushumna, shoonya padavi, brahmarandhra, maha patha, shmashan, shambhavi, madhya marga, are all said to be one and the same.
Chapter 3 Verse 5 Sleeping goddess is awakened by mudra
Therefore, the goddess sleeping at the entrance of Brahmaâs door should be constantly aroused with all effort by performing mudra thoroughly.
Revolutionize Pain Management with Almagiaâs PEMF Devices Shop Now.pptxALMAGIA INTERNATIONAL
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50 Hr â Hatha-Vinyasa Yoga Teacher Training Course
50 hours â Hatha-Vinyasa Yoga Teacher Training Course
Course Fee: INR 32,000 for Indian citizens only, for foreigners USD 350.
īˇYoga Manual (01)
īˇCertificate
īˇExcluded with accommodation and food
Upcoming Batches 50 Hr  Non-Residential (Week-Days/Week-End)
Professional Yoga Teacher Training
Our 50 hours Yoga Teachers Training Course Hatha-Vinyasa Yoga Teacher Training Course is beautifully programmed for those enthusiasts who desire to have a professional certificate in the future but canât afford the time of two months in one slot.
If you have less time or you want to learn slowly, so 50-hour yoga teacher training course in Bangalore can be the perfect yoga course for you, karuna yoga offers a self-paced yoga teacher training course in Bangalore India, and you can join the other half in 1 year of time to complete 200/300 hours Teacher Training Course.
In order to obtain a professional certificate of 200/300 Hour, Teachers Training Course affiliated with Yoga alliance one has to complete the 200 Hours which is usually completed in one or two months of time, we designed this course in such a way that if any participant wants to first get introduced with the way and process of professional yoga teacher training course and have only short time then students can enroll for this yoga course.
Our 50 hours Yoga Teacher Training Course program runs along with our regular student of 200/300-hour Teacher Training Course students in the first phase, upon completion of the course if a student wants to finish remaining their balance of 150/250 hours of Teacher Training Course in the future, then students can continue the course of the second stage of Teacher Training Course to obtain 200/300-hour Teacher Training Course certificate affiliated with Yoga Alliance in order to have a professional certificate.
Our 50 hours can be accepted as continuing education from Yoga Alliance if in the future you want to continue the training from our center. Please make a note while completing 50 hour TTC you will be only provided with a certificate issued by our organization and the certificate will not be affiliated with Yoga Alliance, and only after completion of the second stage of balance 150/250 hours of TTC, which technically becomes 200/300 hours in total of training, we will issue the certificate of 200/300-hour Teacher Training Course.
Karuna Yoga Vidya Peetham is a Registered Yoga teacher training school in Bangalore, India with an affiliation of Yoga Alliance, USA which offers 50 Hour Yoga Teacher Training in Bangalore, India. If you look forward to the course then this is the best choice.
International Certification
Upon successful completion of the course, you will receive a certificate of completion of the 20 hour Hatha Yoga course, that you can count towards your continuing education. Our yoga teacher training courses are accredited by Yoga Alliance USA.
Pre-requisites:
īˇThis course is open to all student
2. INTRODUCTION
īĸ Learning disabilities are problems that affect the
brain's ability to receive, process, analyze, or store
information
īĸ These problems can make it difficult for a student to
learn as quickly as someone who isn't affected by
learning disabilities
3. INTRODUCTION
īĸ Learning disability (LD) refers to a group of
disorders that affect a broad range of academic
and functional skills including the ability to
īĸspeak,
īĸlisten,
īĸread,
īĸwrite,
īĸspell,
īĸreason and
īĸorganize information
4. DEFINITION
âSpecific Learning Disabilities means a disorder in
one or more of the basic psychological processes
involved in understanding or in using language, spoken
or written, which may manifest itself in an imperfect
ability to listen, speak, read, spell or to do mathematical
calculations. The term includes such conditions as
perceptual handicaps, brain injury, minimal brain
dysfunction, dyslexia and developmental aphasia. The
term does not include children who have learning
problems which are primarily the result of visual, hearing
or motor handicaps, or mental retardation, emotional
disturbance or environmental, cultural or economic
disadvantages.â
(Federal Register,1977, p. 65083) (Karanth, 2002).
5. DEFINITION
īĸ The definition of Learning Disability as per the
Diagnostic and Statistical Manual â IV (DSM-IV)
(American Psychiatric Association, 1994):
Learning Disorders are diagnosed when the
individualâs achievement on individually
administered, standardized tests in reading,
mathematics or written expression is substantially
below that expected for age, schooling and level of
intelligence. The learning problems significantly
interfere with academic achievement or activities of
daily living
6. The ICD-10 1999 Definition of LD
Learning disorders (LD) refer to a significant deficit
in learning due to a personâs inability to interpret
what is seen and heard, or to link information from
different parts of the brain (GEON, 2005).
7. CAUSES
īĸ Heredity
Learning disabilities often run in the family.
Children with learning disabilities are likely to have
parents or other relatives with similar difficulties.
8. CAUSES
īĸ Problem during pregnancy and birth
Learning disabilities can result from anomalies
in the developing brain, illness or injury, fetal
exposure to alcohol or drugs, low birth weight,
oxygen deprivation, or by premature or prolonged
labor
9. CAUSES
īĸ Accidents after birth
Learning disabilities can also be caused by
head injuries, malnutrition, or by toxic exposure
(such as heavy metals or pesticides).
11. TYPES OF LD
īĸ Learning disorders are of four types
īĸ Disorders of Reading,
īĸ Disorders of Mathematics,
īĸ Disorders of written expression and
īĸ Learning disorder not otherwise specified
12. CLASSIFICATION OF LEARNING DISABILITIES
Common types of LD
īĸ Dyslexia: Difficulty in writing, reading and spelling
īĸ Dyscalculia: Mathematic and computation
problems
īĸ Dysgraphia: difficulty with writing , spelling and
composition
īĸ Dyspraxia: problems with manual dexterity and
coordination
(Various terms are used to describe specific
learning disabilities. A person may exhibit one or
more of them)
13. DYSPHASIA/APHASIA
īĸ Speech and language disorders
ī Difficulty producing speech sounds (articulation
disorder)
ī Difficulty putting ideas into spoken form (expressive
disorder)
ī Difficulty perceiving or understanding what other people
say (receptive disorder).
14. DYSLEXIA
The general term for reading disability which
involves difficulty in phonetic mapping, where
sufferers have difficulty with matching various
orthographic representations to specific sounds.
īĸ Some claim that dyslexia involves a difficulty with
sequential ordering such that a person can see a
combination of letters but not perceive them in the
correct order
15. DYSGRAPHIA
The general term for a disability in physical
writing, usually linked to problems with visual-motor
integration or fine motor skills.
17. EARLY IDENTIFICATION AND ASSESSMENT
PROCEDURES
īĸ LD is not curable
īĸ Using compensatory mechanisms to alter functional
gaps which are to be initiated early to ensure that
the disability is not aggravated further
īĸ The child must be able to develop and learn to the
best of his/her potential
18. EARLY IDENTIFICATION
īĸ Early intervention presupposes early identification
īĸ At present, there is no universally standardized
screening procedure to guide referrals from schools
19. īĸ The Schwab Foundation for Learning has a
grade specific checklist to help identify âat risk for
LDâ children. This list is comprehensive and usually
followed by organizations working in the field of LD
(Schwab Learning, 2002).
īĸ The checklist for LD in the Sarva Shiksha
Abhiyan Manual (SSA, 2003) is also a helpful tool
for initial screening by teachers in the schools
20. ASSESSMENT
īĸ The child must be assessed in all areas related to
the suspected disability such as health, vision
hearing, social and emotional status, general
intelligence, academic performance, communicative
status, and motor abilities
īĸ Ideal assessment for LD is a long process requiring
several sessions with a qualified educational
psychologist
21. The assessment procedure for LD involves the
following steps:
īĸ Parental Consent and Parent Interview
ī Parentsâ consent must be obtained before evaluating
the child.
ī The academic, developmental and medical history
along with the linguistic usage and communications
patterns of the child must be obtained from the parents
ī The parent must be involved in the planning of the
intervention program such as attending a resource
room, provision of accommodation and modifications to
the child
22. īĸ Gathering Information from the Teachers/School
ī Childâs performance and behavior in the class, and gain
insights from the teacher.
ī Review of previous grades will show the pattern of
academic progress
23. īĸ Looking at Student Workbooks
ī The examination papers may give a clearer picture of
the specific nature of difficulty
24. Only through collecting data through a variety
of approaches (observations, interviews, tests,
curriculum-based assessment, etc.) and from
various sources such as parents, teachers, peers,
adequate picture be obtained of the childâs
strengths and weaknesses
25. INTERVIEW WITH THE CHILD
īĸ âAn Interview should be a conversation with a purposeâ
with questions designed to collect information that
ârelates to the observed or suspected disability of the
childâ.
īĸ A careful review of the studentâs school records or work
samples help the assessment team identify patterns or
areas of specific concern which may be focused on at
the time of interview.
26. TESTING
īĸ Though increasingly controversial, most
assessments for LD include standardized tests
īĸ There are two types of tests.
a) Criterion-referenced tests
b) Norm-referenced tests:
27. CRITERION-REFERENCED TESTS
īĸ Criterion-referenced tests are scored according to a
standard, or criterion decided by the teacher, the
school, or the test publisher.
īĸ An example of a criterion referenced test might be a
teacher-made spelling test where there are 20
words to be spelled and where the teacher has
defined an âacceptable level of masteryâ as 16
correct (or 80%).
28. NORM-REFERENCED TESTS
īĸ Norm-referenced tests: Scores on these tests are
not interpreted according to an absolute standard or
criterion (i.e., 8 out of 10 correct, etc.) but, on how
the studentâs performance compares with that of
the norm group (a large number of representatives
of that age group).
īĸ This helps evaluators determine whether the child
is performing at a typical level, below, or above that
expected of a given ethnicity, socio-economic
status, age, or grade
29. DRAWBACK
īĸ The drawback of this type of test is that the norms
in different regions of a country will vary and too
īĸ the norms of the same region will change over a
period of time.
īĸ Hence in a diverse country like India, each area
would have to develop its own norms which would
need to be reviewed periodically
30. īĸ Essentially, the tests for LD have two major
components:
1. Testing for Potential: Performance Discrepancy.
2. Testing Processing Abilities
īĸ A two-year discrepancy between potential and
performance is an indicator of a possible LD.
Validity of a significant discrepancy will be
evaluated on a case by case basis
31. īĸ The recommended Psycho-educational tests are
discussed below under various heads
Intellectual Assessment:
īĸ Weschler Adult Intelligence Scale Third Edition
(WAISIII),
īĸ Woodcock Johnson Tests of Cognitive Ability.
32. Achievement: Recommended tests include:
īĸ Woodcock Johnson Psycho Educational Battery-
Revised,
īĸ Nelson Denny Reading Test,
īĸ SATA
33. īĸ Cognitive Processing Abilities:
īĸ Woodcock Johnson Psycho-Educational Battery-
Revised (Part 1 - Tests of Cognitive Ability),
īĸ Weschler Memory Scales- Revised, Benton Visual
Retention Test,
īĸ Berry Visuo-Motor Integration Test,
īĸ Raven Colored Progressive Matrices,
īĸ Rex Auditory-Verbal Learning Test,
īĸ Bender Visual Motor Gestalt Test,
īĸ Halstead-Reitan Neuropsychological Test Battery,
īĸ Memory-For-Designs Test,
īĸ Nimhans Index
34. OTHER ASSESSMENT PROCEDURES
īĸ Curriculum Based Assessment
Direct assessment of academic skills
(Curriculum Based Assessment) is one alternative
that has recently gained popularity.
īĸ Testsâ of performance in this case come directly
from the curriculum
īĸ CBA is quick and offers specific information about
how a student may differ from his peers
īĸ CBA provides information that is immediately
relevant to instructional programming.
35. īĸ Dynamic Assessment
The goal âis to explore the nature of learning, with
the objective of collecting information to bring about
cognitive change and to enhance instructionâ
īĸ Dynamic assessment includes a dialogue or interaction
between the examiner and the student
īĸ This interaction may include modeling the task for the
student, giving the student prompts or cues as he/she
tries to solve a given problem, asking what a student is
thinking while working on the problem and giving praise
or encouragement
36. īĸ Dynamic Assessment
īĸ The interaction allows the examiner to draw
conclusions about the studentâs thinking processes
and his/her response to a learning situation.
īĸ The âteachingâ phase is followed by a retesting of
the student with a similar task but without
assistance from the examiner.
37. Learning Styles
īĸ learning style assessment, attempts to determine
the elements that has an impact on a childâs
learning
Outcome-based Assessment
īĸ Outcome-based assessment involves considering,
teaching and evaluating the skills that are important
in real-life situations
īĸ This type of assessment though generally used for
the mentally challenged or autistic, may also be
used for children in the general classroom with
severe behavioural difficulties
38. īĸ Assessment of the Culturally and
LinguisticallyâDiverse
īĸ Because culture and language affect learning and
behavior the school system may misinterpret what
students know, how they behave, or how they learn
39. ASSESSMENTS IN INDIA
īĸ The National Institute of Mental Health and
Neurosciences (NIMHANS), Bangalore has
developed the index to assess children with LD
There are two levels of this index. They are:
īĸ Level I for children 5-7 years and
īĸ Level II for 8-12years.
40. īĸ The index comprises of the following tests
a) Attention test (Number cancellation).
b) Visuo-motor skills (the Bender Gestalt test and the
developmental test of Visuo â Motor integration).
c) Auditory and Visual Processing (discrimination and
memory).
d) Reading, writing, spelling and comprehension.
e) Speech and Language including
f) Auditory behaviour (Receptive Language) and Verbal
expression.
g) Arithmetic (Addition, subtraction, multiplication,
division and fraction)
41. īĸ At the Lokamanya Tilak M.G. Hospital, Sion,
Mumbai, the procedure for assessment of
Specific Learning Disability involves the following:
a. Neurological assessment.
b. Vision and Hearing tests.
c. Analysis of school progress report.
d. I.Q. test.
e. Educational assessment.
f. Psychiatric assessment.
g. Case conference.
h. Counseling.
42. PREVENTION AND INTERVENTION
īĸ Possible Preventive Measures in Schools
īĸ Prevention of the effects of LD involves early
identification and intervention for language
development
īĸ Language development and Phonetics are
important areas to focus on
43. SYNTHETIC AND ANALYTIC PHONICS
īĸ Phonological awareness is an essential skill for
reading, writing, and listening
īĸ There are two main approaches to teaching
phonics: analytic and synthetic
īĸ Both approaches require the learner to have some
phonological awareness (the ability to hear and
discriminate sounds in spoken language).
44. īĸ Synthetic instruction first presents the parts of the
language and then how the parts work together to
form a whole.
īĸ Analytic instruction presents the whole first and
then how to break it into its component parts
īĸ Approaches that use a phonics drill may seem
effective in the short term, but unless they are
embedded within meaningful and purposeful texts
and reading activities, they may well remain to be
viewed as exercises for school and not as reading
âfor realâ.
45. MULTI SENSORY TEACHING
īĸ All learning takes place through various senses.
īĸ Babies learn a lot through a tactile approach
(feeling, touching, and mouthing)
īĸ In pre-school, kinesthetic activities (activities
involving movement) enhance learning
īĸ For example, the child learns about a circle by
forming a circle at play
īĸ Using a multi-sensory teaching approach means
helping a child to learn through more than one of
the sense
īĸ Involve the use of more of the childâs senses,
especially the use of touch and movement (kinetic).
46. īĸ In India, mainly the lecture and blackboard method
of teaching is used. This poses difficulties for
children with auditory or/and visual processing
problems.
īĸ For them, activities involving self, drama, music,
pictorials and use of audio-visual aids are essential,
for example, learning alphabets through sandpaper
cutouts, tracing, movement, sounds, etc.
47. īĸ Similarly, activities that demonstrate concepts, such
as, rotation and revolution in geography either
through craft activities or role play will ensure
understanding of the concept
48. INTERVENTIONS
īĸ Several components constitute interventions for
individuals with LD. First, they need intensive,
targeted treatment aimed at developing phonemic
awareness, phonics and fluency
īĸ Also needed is instruction in vocabulary,
background knowledge, and comprehension
strategies
īĸ Many children with LD have difficulty with
expressive language these children be evaluated
for non-language subjects through more multiple
choice questions, drawings, etc., to avoid repeated
failures.
49. PRE-SCHOOL INTERVENTION
īĸ At present there is no standard developmentally
appropriate pre-school curriculum followed in our
country. This in itself creates difficulties and for
children at risk for LD, aggravates the problem
īĸ Pre-school intervention should focus on
(a)Language development,
(b) development of fine motor and visual motor skills
50. īĸ Adaptations of the Developmental Program in
Visual Perception can be included as a part of the
regular pre-school curriculum, and
(c)Synthetic and Analytic Phonics as mentioned
earlier.
51. INTERVENTIONS AT PRIMARY SCHOOL
īĸ Interventions should focus on developing and
strengthening language and basic skills of reading,
writing and arithmetic. In addition ensuring that
children are allowed to âthinkâ for themselves, to
develop higher cognitive functioning is vital.
īĸ A reading strategy developed by Das based on the
PASS (Planning - Attention - Simultaneous -
Successive) theory of cognitive development (Das,
JP, 1998) may be used.
īĸ
52. īĸ This program is being used at the Maharashtra
Dyslexia Association in conjunction with other
remedial measures.
īĸ Emotional development must be incorporated into
language-teaching with the ability to express
emotion, both positive and negative, appropriately,
a vital aspect of education
53. INTERVENTIONS AT MIDDLE SCHOOL
īĸ Middle school is the time when the foundation for
Sciences and Social Sciences are laid.
īĸ Children with LD have great difficulty in
memorizing, retrieval and linking of information.
īĸ If they also have difficulties with learning English as
a second language, failure is likely in every aspect
of learning.
īĸ Interventions at this stage, in addition to continuing
language development and basic skills, must focus
on teaching of concepts, critical thinking, and
problem solving whilst encouraging creativity and
divergent thinking.
54. INTERVENTIONS AT SECONDARY SCHOOL
(STD. VIII TO X)
īĸ In these classes children must be provided with
ways and means to complete school successfully
so they can grow into confident, motivated
individuals with their self esteem intact.
Accommodations and modifications of curriculum
are essential for this.
īĸ Board, ICSE and CBSE Boards do offer some
concessions during examinations
īĸ Vocational Opportunities
55. ACCOMMODATIONS AND MODIFICATIONS:
ADJUSTING THE CLASSROOM EXPERIENCE
Accommodations
īĸ Accommodations provide different ways for children
to take information or communicate their knowledge
back.
īĸ The changes donât alter or lower the standards or
expectations for a subject or test.
īĸ A child with delayed reading skills can participate in
class discussions about a novel if she/he has
listened to the audio tape version of the book
56. ACCOMMODATIONS AND MODIFICATIONS:
ADJUSTING THE CLASSROOM EXPERIENCE
Accommodations
īĸ A child with poor writing and spelling skills may use
assistive technology (tape recorder or word processor)
rather than struggle with pencil and paper to do her
report.
īĸ Accommodations would include classroom, alterations
such as seating the child in front
īĸ Alterations in class work and homework such as
individualizing assignments, regarding length, number,
due date,
īĸ Topic alterations in examinations such as multiple
choice questions, oral examinations, reading of question
paper, allowance for spelling errors
57. ACCOMMODATIONS AND MODIFICATIONS:
ADJUSTING THE CLASSROOM EXPERIENCE
Modifications
īĸ Modifications are changes in the delivery, content, or
instructional level of subject matter or tests.
īĸ They result in changing or lowering expectations and
create a different standard for kids with disabilities than
for those without disabilities.
īĸ Modifications mean that the curriculum is changed quite
a bit (Schwab Foundation, 2006).
īĸ A fifth grade child with a severe math disability who isnât
ready to learn fractions and decimals may still be
working on addition and subtraction. This means that his
instructional level has changed significantly (second, not
fifth, grade instruction) (Schwab Foundation, 2006
58. īĸ Present accommodations and modifications,
commonly called concessions, being offered by
some secondary boards in India are provision of a
writer, reader, extra time, exemption from second
and/or third languages, etc
60. NURSING MANAGEMENT
īĸ The overall goals of nursing management for the
family are assist them
ī To achieve a comprehensive understanding of the
diagnosis and its sequele
ī To be aware of the law and available community
services for children who have learning disabilities
ī To promote coping strategies to deal with life stresses
that may be by a learning disability
ī To develop internal means of self control and
ī To remain free of insults and injuries from the
environment
61. īĸ Identifying LD and making referral to
appropriate services
ī The pediatric nurse Meet ambulatory children or those
in hospital unit who are ill but also have a learning
disability
ī School nurses observe them in class room and collect
observations for diagnosis and referral
ī Mental health nurse may encounter such children and
their families when they seek treatment for behavioral
problems
ī The community health nurse may identify them in their
homes
62. ī The child nurse is responsible for referring the family to
appropriate community resources so that a diagnosis
can be made and treatment planned
īĸ Provide care during hospitalization
ī Education and genuine support
ī Follow up care
ī Prevent hopelessness and guilt among the family
members through education and genuine support
īĸ Multidisciplinary approach
ī Need an active interdisciplinary team of nurse,
psychologist, education specialist and family therapist
ī Parents and child should also be encouraged to
participate on this team
63. īĸ Preparation for home care
ī Preparation for care begins upon admission and should
address both long term and short term needs of the
child and family
īĸ Pharmacological treatment
ī Effective for children who have under focused attention
deficit
ī Considered only as an adjunct
ī CNS stimulants
īĸ Methylphenidate
īĸ Dextrooamphetamine
īĸ Promoline
īĸ Nurses responsible to administer and monitor, educate
regarding adverse reaction during medicine administration
64. īĸ The fein gold diet found as effective
ī Reduce sugar intake
ī Eliminate artificial colorings and flavors
ī Nurses can support to choose this diet
ī Caution about the daily dietary requirements to be met
65. īĸ Family therapy
ī To cope up with stress and guilt
ī Enhance international pattern
ī Safely express concerns
ī Provide mutual support
ī Help to obtain support from community organizations
ī Individualized educational plan
ī Following parental consent for referral and planning
ī Encourage to attend support group
66. īĸ Prepare personalized care plan
ī Utilize family as recourses
ī Include Specialized educational programs based on
interest and need of the child and family