Handicapped Parsons in the Community (673)
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Q. 1 a) Describe special needs of Handicapped
Children.
Special Needs of Handicapped Children:
Physical Needs:
Mobility aids: Children with physical disabilities may
require mobility aids such as wheelchairs, crutches, or walkers to assist with
movement.
Accessible environment: Children with physical disabilities may
require an accessible environment with ramps, elevators, and accessible
bathrooms to ensure they can move around freely and comfortably.
Medical care: Children with physical disabilities may
require ongoing medical care and support, such as physical therapy or
rehabilitation.
Cognitive Needs:
Adaptive equipment: Children with cognitive disabilities may
require adaptive equipment such as computer software or specialized devices to
help them learn and communicate.
Structured environment: Children with cognitive disabilities may
benefit from a structured environment with clear routines and rules to help
them understand and succeed in school.
Specialized instruction: Children with cognitive disabilities may
require specialized instruction, such as special education services or speech
and language therapy, to help them learn and reach their potential.
Emotional and Social Needs:
Acceptance and understanding: Children with disabilities often require
acceptance and understanding from their peers and educators to help them feel
included and valued.
Social skills development: Children with disabilities may require
support in developing social skills and building relationships with others.
Emotional support: Children with disabilities may require
emotional support and guidance to help them manage feelings of frustration,
anxiety, or low self-esteem.
In conclusion, handicapped children have
unique and complex needs that require a combination of physical, cognitive,
emotional, and social support. Addressing these needs requires a comprehensive
and individualized approach to ensure children with disabilities have the
resources and support they need to succeed and reach their full potential.
b) Differentiate the terms used
professionals to define (describe) the concept of handicapped people.
Terminology Used to Describe Handicapped
People:
Medical Model:
· "Disabled" or
"handicapped"
· Emphasizes the medical aspects of
disability, such as a physical or cognitive impairment.
· Views the person as a passive recipient
of medical care and rehabilitation.
Social Model:
· "Person with a disability"
· Emphasizes the social aspects of
disability, such as discrimination and barriers to inclusion.
· Views the person as an active agent who
can overcome challenges and participate fully in society with the right support
and accommodations.
Human Rights Model:
· "Person with a disability" or
"person with a difference"
· Emphasizes the human rights of people
with disabilities and the importance of equal opportunities and respect for
their dignity and worth.
· Views the person as a full and equal
member of society who deserves the same rights and opportunities as everyone
else.
It is important for professionals to be
mindful of the language they use when referring to individuals with
disabilities. The use of person-first language (e.g., "person with a
disability") is recommended as it acknowledges the person first and
foremost, rather than the disability. The language used can have a significant
impact on the way individuals with disabilities are perceived and treated, and
it is crucial to use language that promotes inclusion, respect, and equality.
Q. 2 Discuss
the effect of impairment at school life of children.
Impact of Impairment on School Life of
Children:
Academic Performance:
Children with impairments may face
challenges in academic subjects, such as reading, writing, and math, due to
their disability.
They may require accommodations and
support, such as extra time, specialized technology, or individualized
instruction, to succeed in school.
Social and Emotional Well-being:
Children with impairments may experience
isolation and exclusion from their peers, leading to low self-esteem and social
anxiety.
They may also face bullying and
discrimination, further affecting their emotional well-being and sense of
belonging.
Access to Education:
Children with impairments may face
physical barriers to accessing education, such as lack of accessibility in
schools or transportation difficulties.
They may also face attitudinal barriers,
such as a lack of understanding or accommodations by teachers and staff.
Opportunities and Outcomes:
Children with impairments may have
limited opportunities for educational and vocational advancement due to
systemic barriers and discrimination.
They may also face higher rates of
poverty and unemployment, further limiting their opportunities for a successful
and fulfilling life.
It is important for schools to address
the challenges faced by children with impairments and provide the support and
accommodations needed for their success. This may include creating inclusive
environments, providing specialized instruction, and promoting positive
attitudes and relationships with peers. Additionally, it is important for
society to address the systemic barriers and discrimination faced by
individuals with disabilities, and to work towards creating a more inclusive
and equitable world.
Q. 3 Define
self-image. How a teacher can develop a good self-image of handicapped
children?
Self-Image:
Self-image refers to an individual's
perception of themselves, including their beliefs, attitudes, and feelings
about their own abilities, qualities, and characteristics.
Developing a Positive Self-Image in
Handicapped Children:
Positive Reinforcement:
Teachers can help develop a positive
self-image in handicapped children by consistently using positive reinforcement
and providing opportunities for success.
Encouraging the child to recognize and
celebrate their achievements, strengths, and positive qualities can boost their
self-esteem and self-worth.
Building Confidence:
Teachers can support the development of
confidence in handicapped children by offering challenging, yet achievable
tasks and providing support when needed.
Creating a supportive and inclusive
learning environment where the child feels valued and respected can also help
build confidence and positive self-image.
Promoting Independence:
Teachers can help develop a positive
self-image by promoting independence and helping the child to develop their own
skills and abilities.
Encouraging the child to take on
responsibilities, make decisions, and solve problems can foster a sense of
autonomy and self-reliance.
Addressing Stereotypes and Prejudice:
Teachers can address stereotypes and
prejudice towards handicapped children by promoting a positive and inclusive
classroom culture.
Encouraging respectful and accepting
attitudes towards diversity, including different abilities, can help children
develop a positive self-image, regardless of their impairment.
A positive self-image is crucial for the
overall well-being and success of handicapped children. Teachers play a
critical role in supporting the development of a positive self-image, by
fostering a supportive and inclusive environment, promoting independence, and
addressing stereotypes and prejudice.
Q. 4 What
do you understand by community? Discuss various structures of community. How do
the attitudes of community affect the personality
Community:
A community is a group of people who
share common interests, values, beliefs, and goals and who interact with each
other on a regular basis.
Structures of Community:
Physical Community Structure: Refers to the physical arrangement of
buildings, streets, parks, and other features in a community.
Social Community Structure: Refers to the relationships between
people in a community, including social networks, support systems, and cultural
practices.
Economic Community Structure: Refers to the distribution of wealth,
resources, and power within a community.
Political Community Structure: Refers to the systems of governance,
decision-making, and representation in a community.
Attitudes and their effect on
Personality:
The attitudes and beliefs of the
community can have a significant impact on the development of an individual's
personality.
A positive and inclusive community
culture can foster self-esteem, confidence, and a sense of belonging in
individuals, while negative attitudes and prejudices can harm an individual's
self-image and sense of self-worth.
Attitudes towards diversity, including
differences in abilities, can also shape an individual's self-concept and sense
of belonging in the community.
In conclusion, the structure of a
community and the attitudes of its members can play a significant role in
shaping the personality and self-image of individuals. A positive and inclusive
community culture that values and respects diversity can have a positive impact
on the development of an individual's personality, while negative attitudes and
prejudices can harm self-image and self-esteem.
Q. 5 a)
Classify the handicapped children.
Handicapped children can be classified
into several categories based on their specific needs and abilities. Some
common categories include:
Intellectual Disabilities: Children with intellectual disabilities
have significant limitations in cognitive functioning and adaptive behaviors,
such as problem-solving, communication, and daily living skills.
Learning Disabilities: Children with learning disabilities have
difficulty processing and using information, despite having average or
above-average intelligence. They may have difficulties with reading, writing,
or math.
Physical Disabilities: Children with physical disabilities have
impairments that limit their mobility, strength, or fine motor skills. Examples
include cerebral palsy, muscular dystrophy, and spina bifida.
Sensory Disabilities: Children with sensory disabilities have
impairments in one or more of their senses, such as vision or hearing.
Emotional and Behavioral Disorders: Children with emotional and behavioral
disorders have difficulties regulating their emotions and behavior, and may
exhibit symptoms such as anxiety, depression, or aggression.
Autism Spectrum Disorder (ASD): Children with ASD have difficulties with
social interaction, communication, and behavior. They may also have repetitive
behaviors and restricted interests.
Multiple Disabilities: Children with multiple disabilities have
impairments in two or more categories, such as a physical and intellectual
disability.
It is important to note that each child
is unique and may have different needs and abilities. This classification is
simply a way to categorize children with similar needs and challenges to ensure
they receive appropriate support and services.
b) Explain major causes of disability in
Pakistan.
Major Causes of Disability in Pakistan
Medical Causes
Causes related to health conditions:
· Birth defects
· Infections
· Injuries
Environmental Causes
Causes related to the environment in
which a person lives:
· Malnutrition
· Exposure to toxic substances
· Poor living conditions
· Lack of Access to Healthcare
Causes related to limited access to
medical services:
· Inadequate medical facilities and
equipment
· Lack of trained healthcare professionals
· Poverty and Socioeconomic Factors
Causes related to socio-economic status:
· Limited access to education and resources
· Inadequate nutrition and living
conditions
· Lack of access to health services
· Cultural Attitudes and Stigma
Causes related to societal attitudes and
perceptions:
· Negative attitudes towards people with
disabilities
· Lack of understanding about disabilities
· Limited opportunities for social and
economic inclusion
It is important to note that disability
can be caused by a combination of factors, and that addressing these underlying
causes can help to prevent and reduce the incidence of disability in Pakistan.
Dear Student,
Ye sample assignment h. Ye bilkul
copy paste h jo dusre student k pass b available h. Agr ap ne university
assignment send krni h to UNIQUE assignment
hasil krne k lye ham c contact kren:
0313-6483019
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0343-6244948
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