Handicapped Person in the Community (673)
Q.1 a. Explain the Professional and function definition of disability.
The
professional definition of disability refers to the way disability is defined
and understood within the field of disability studies and related professional
disciplines such as medicine, psychology, and social work. The definition of
disability varies across disciplines and contexts, but it generally involves
the recognition of limitations or impairments that affect an individual's
physical, sensory, cognitive, or mental functioning.
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In the
medical model of disability, disability is often viewed as an individual
deficit or impairment that needs to be diagnosed, treated, or managed. This
model focuses on the physical or mental condition of the person and aims to
alleviate or correct the disability through medical interventions. The medical
model emphasizes the role of healthcare professionals in assessing, diagnosing,
and providing interventions for individuals with disabilities.
On the
other hand, the social model of disability emphasizes the role of social and
environmental factors in creating barriers and limitations for people with
disabilities. According to this model, disability is not solely an individual
impairment but is also influenced by societal attitudes, policies, and physical
environments. The social model calls for removing barriers and promoting
inclusion and accessibility to enable full participation and equal rights for
individuals with disabilities.
The
functional definition of disability focuses on the impact of impairments or
limitations on an individual's ability to perform everyday activities and
participate in society. It considers the functional limitations experienced by
individuals rather than solely focusing on the medical diagnosis or condition.
The functional definition takes into account the individual's ability to carry
out tasks such as mobility, communication, self-care, work, education, and
social interaction. It recognizes that disability is a complex interaction
between the individual's impairments and the environmental barriers they face.
In
both the professional and functional definitions of disability, it is important
to recognize the diversity and uniqueness of individuals with disabilities.
Disability is not a homogeneous category, and individuals with disabilities
have different strengths, abilities, and support needs. It is crucial to adopt
an inclusive and person-centered approach that respects the rights and dignity
of individuals with disabilities and promotes their full participation in
society.
b. Discuss the special educational needs and
curriculum requirements of handicapped children in earl years.
In
early years education, special educational needs (SEN) refer to the additional
support and accommodations required by children who have disabilities or
learning difficulties. Handicapped children, or children with disabilities, may
have a range of needs that must be addressed to ensure their optimal
development and inclusion in educational settings. The curriculum requirements
for these children aim to provide a tailored and inclusive learning environment
that supports their unique needs and promotes their overall development.
1. Individualized Education Plan (IEP): Handicapped
children often benefit from an individualized education plan that outlines
their specific learning goals, accommodations, and support strategies. The IEP
is a collaborative effort involving educators, parents, and specialists to
identify the child's needs, set appropriate targets, and plan interventions
accordingly.
2. Accessible Environment: The
physical environment should be accessible to accommodate the diverse needs of
handicapped children. This may include wheelchair ramps, accessible restrooms,
adaptive equipment, and sensory-friendly spaces. Furthermore, the learning
materials, including books, manipulatives, and technology, should be available
in formats suitable for various disabilities.
3. Specialized Support Services:
Depending on the child's specific needs, additional support services may be
required. This can include speech and language therapy, occupational therapy,
physical therapy, or behavioral support. These services are designed to address
individual challenges and enhance the child's overall development.
4. Differentiated Instruction:
Teachers should employ differentiated instruction techniques to meet the
varying abilities and learning styles of handicapped children. This involves
modifying teaching strategies, materials, and assessments to accommodate
diverse needs. For example, using visual aids, providing extra time for
assignments, or incorporating multisensory activities can benefit children with
different disabilities.
5. Inclusive Curriculum: The
curriculum for handicapped children should be inclusive and flexible, allowing
for modifications and adaptations. It should cover a broad range of domains,
including cognitive, physical, social, and emotional development. The
curriculum should be designed to promote meaningful engagement, active
participation, and skill-building across various areas, such as literacy,
numeracy, communication, and social skills.
6. Assistive Technology:
Assistive technology plays a crucial role in supporting handicapped children's
educational needs. It can include devices, software, or tools that help
children with disabilities access information, communicate, or participate in
learning activities. Examples of assistive technology include speech-to-text
software, augmentative and alternative communication devices, adaptive
keyboards, and specialized learning apps.
7. Collaboration and Inclusion:
Collaboration among educators, support staff, parents, and specialists is vital
in meeting the needs of handicapped children. Regular communication and
coordination ensure that all stakeholders work together to create an inclusive
and supportive educational environment. Inclusion practices promote
interactions between handicapped children and their typically developing peers,
fostering understanding, empathy, and social integration.
It is
important to note that the needs of handicapped children can vary greatly, and
an individualized approach is crucial. Early intervention, regular assessment,
and ongoing monitoring of progress are essential to identify evolving needs and
make necessary adjustments. By providing appropriate support, accommodations,
and an inclusive curriculum, early years education can lay the foundation for
the holistic development and successful inclusion of handicapped children.
Q.2 Explain
the attitudes and reactions of parents towards disability. How could a change
in societal attitude be carried out? (20)
Attitudes
and reactions of parents towards disability can vary significantly depending on
cultural, societal, and personal factors. While it is important to avoid
generalizations, there are several common attitudes and reactions that parents
may exhibit. It is worth noting that these attitudes can range from negative to
positive, and there is a growing movement towards fostering inclusive and
accepting attitudes.
1. Initial Shock and Grief: Upon
learning that their child has a disability, parents often experience a sense of
shock and grief. They may feel overwhelmed, confused, or uncertain about the
future. It is important to provide emotional support and access to resources
during this critical period.
2. Stigma and Denial: Some
parents may initially experience feelings of shame, guilt, or denial due to
societal stigmas associated with disability. They may fear judgment from others
and struggle to accept their child's diagnosis. It is crucial to combat
stigmatization by promoting awareness, education, and positive portrayals of
individuals with disabilities in media and society.
3. Advocacy and Empowerment: Many
parents become advocates for their child's rights and needs. They seek
information, support networks, and services to help their child thrive. They
may actively engage in advocating for inclusive education, accessible
environments, and equal opportunities for their child and other individuals
with disabilities.
4. Acceptance and Resilience: Over
time, parents often transition from initial shock and grief to a place of
acceptance and resilience. They focus on their child's abilities, strengths,
and potential rather than solely on the disability. With support and
understanding, parents can embrace their child's unique journey and celebrate
their achievements.
5. Positive Attitudes and Growth: Some
parents develop positive attitudes towards disability and view it as an
opportunity for personal growth and learning. They recognize that having a
child with a disability can bring new perspectives, empathy, and resilience.
These parents may actively seek to challenge societal attitudes and promote
inclusive practices in various domains.
Promoting
a change in societal attitude towards disability is crucial for creating an
inclusive and accepting society. Here are some strategies to foster this
change:
1. Education and Awareness:
Promote education and awareness programs that provide accurate information
about disabilities, debunk stereotypes, and promote understanding. This
includes incorporating disability-related topics into school curricula,
organizing workshops, and using media campaigns to challenge misconceptions.
2. Positive Representation:
Encourage media and entertainment industries to portray individuals with
disabilities in diverse and positive ways. By showcasing their achievements,
abilities, and contributions, media can challenge stereotypes and promote
inclusivity.
3. Inclusive Policies and Practices:
Advocate for the implementation of inclusive policies and practices in various
domains, including education, employment, transportation, and public spaces.
Encourage governments, organizations, and institutions to remove barriers,
promote accessibility, and provide equal opportunities for individuals with
disabilities.
4. Empathy and Support: Foster
empathy and support networks for parents and families of children with
disabilities. Peer support groups, counseling services, and online communities
can provide a safe space for sharing experiences, seeking advice, and building
resilience.
5. Collaboration and Inclusion: Encourage
collaboration among different stakeholders, including parents, educators,
healthcare professionals, and policymakers. By working together, they can
promote inclusive practices, share knowledge and resources, and advocate for
the rights and needs of individuals with disabilities.
6. Early Intervention and Support:
Ensure early intervention services and support are readily available for
children with disabilities. Timely access to therapies, interventions, and
assistive technologies can make a significant impact on a child's development
and long-term outcomes.
7. Personal Contact and Interaction:
Promote opportunities for personal contact and interaction between individuals
with and without disabilities. Encourage inclusive activities, events, and
programs that foster understanding, empathy, and friendships.
Changing
societal attitudes towards disability requires a multifaceted approach that
involves education, policy changes, media
representation, and personal interactions. By
promoting acceptance, inclusion, and equal opportunities, society can create an
environment that celebrates diversity and empowers individuals with
disabilities to thrive and contribute to their full potential.
Q.3 Define
hearing impairment. Explain characteristics of hearing-impaired children. What
are different parameters for classification for this types of disability? (20)
Hearing
impairment, also known as hearing loss or deafness, refers to a partial or
total inability to hear sounds in one or both ears. It can vary in degree,
ranging from mild to profound, and can be present at birth (congenital) or
acquired later in life due to various factors such as illness, injury, or
exposure to excessive noise.
Characteristics
of hearing-impaired children can vary depending on the severity and type of
hearing loss, as well as the age of onset. Here are some common
characteristics:
1. Communication Challenges:
Hearing-impaired children may face difficulties in speech and language
development. They may have delayed or limited speech, struggle with
articulation and pronunciation, and have trouble understanding and producing
spoken language.
2. Auditory Processing Difficulties:
Hearing impairment can affect how sounds are processed in the brain. Children
may have trouble distinguishing between sounds, following complex auditory
instructions, and understanding speech in noisy environments.
3. Social and Emotional Impact:
Hearing-impaired children may experience social and emotional challenges due to
difficulties in communication and interactions. They may feel isolated, have
lower self-esteem, and struggle with forming friendships or participating in
group activities.
4. Educational Implications:
Hearing impairment can impact a child's educational experience. Children may
have difficulty following classroom instructions, participating in discussions,
and accessing auditory information. They may require accommodations, assistive
devices, or specialized educational settings to support their learning needs.
5. Speech and Language Development:
Hearing loss can impact the development of speech and language skills. Children
may have delayed language acquisition, limited vocabulary, and difficulties
with grammar and syntax. They may also struggle with the production of specific
speech sounds.
6. Listening Fatigue:
Hearing-impaired children often exert more effort to listen and understand
sounds, leading to listening fatigue. This can result in decreased attention
span, decreased academic performance, and increased frustration.
Classification
of hearing impairment takes into account various parameters, including the
degree, type, and configuration of the hearing loss. Some common parameters for
classification include:
1. Degree of Hearing Loss:
- Mild Hearing Loss: Difficulty hearing
faint or distant sounds.
-
Moderate Hearing Loss: Difficulty hearing normal speech at
regular volumes.
- Severe Hearing Loss: Difficulty hearing
loud speech and some environmental sounds.
-
Profound Hearing Loss: Unable to hear most sounds, including very loud
speech.
2. Type of Hearing Loss:
-
Conductive Hearing Loss: Occurs when sound is blocked or impeded in the
outer or middle ear.
-
Sensorineural Hearing Loss: Caused by damage to the inner
ear or auditory nerve, resulting in reduced sound perception.
-
Mixed Hearing Loss: Combination of conductive and sensorineural
hearing loss.
3. Configuration of Hearing Loss:
- Flat Configuration:
Hearing loss is consistent across different frequencies.
-
Sloping Configuration: Hearing loss is more severe in higher or lower
frequencies.
- High-Frequency or Low-Frequency
Configuration: Hearing loss is specifically limited to either high or low
frequencies.
4. Unilateral or Bilateral Hearing Loss:
-
Unilateral Hearing Loss: Hearing loss in one ear.
-
Bilateral Hearing Loss: Hearing loss in both ears.
It's
important to note that each child's experience with hearing impairment is
unique, and these characteristics and classifications may vary among
individuals. It is crucial to assess each child's specific needs and provide
appropriate interventions and support to facilitate their communication,
learning, and overall development.
Q.4 Discuss
the developmental assessment in people with profound retardation and Multiple
Impairment.
Developmental
assessment in individuals with profound intellectual disability and multiple
impairments presents unique challenges due to the severe and complex nature of
their conditions. These individuals often have significant limitations in
cognitive functioning, physical abilities, communication, and sensory
processing. Assessing their development requires a comprehensive and
multidisciplinary approach that takes into account their individual strengths,
needs, and abilities. Here are some key considerations for conducting
developmental assessments in people with profound intellectual disability and
multiple impairments:
1. Multidisciplinary Team: Developmental
assessments should involve a multidisciplinary team comprising professionals
from various disciplines, such as psychologists, special educators,
occupational therapists, speech-language pathologists, physical therapists, and
medical specialists. This team approach ensures a comprehensive assessment that
considers multiple facets of development.
2. Observational Assessment: Due
to limited or non-existent verbal communication skills, individuals with
profound intellectual disability and multiple impairments often rely on
non-verbal communication and behavior to express their needs, preferences, and
capabilities. Observational assessment techniques, such as structured
observations, play-based assessments, and functional assessments, are crucial
for understanding their abilities and progress.
3. Individualized Assessments:
Standardized assessment tools may not be suitable for individuals with profound
intellectual disability and multiple impairments. Instead, assessments need to
be tailored to the individual's unique needs and abilities. This may involve
adapting or modifying assessment tasks, using alternative assessment methods,
and incorporating assistive technology or augmentative and alternative
communication (AAC) systems.
4. Assessment of Motor Skills: Motor
skills assessment is essential for individuals with profound intellectual
disability and multiple impairments, as they often have significant physical
limitations. Assessments should focus on both gross motor skills (e.g.,
sitting, standing, walking) and fine motor skills (e.g., manipulation, hand-eye
coordination). Tools such as the Gross Motor Function Classification System
(GMFCS) and the Peabody Developmental Motor Scales can be used to assess motor
abilities.
5. Communication Assessment:
Communication assessment should consider the individual's expressive and
receptive communication skills. Since verbal communication may be limited or
absent, alternative communication methods such as gestures, facial expressions,
body movements, or AAC systems should be considered. Assessment tools like the
Communication Matrix and the Augmentative and Alternative Communication Profile
can aid in evaluating communication abilities.
6. Cognitive and Adaptive Skills
Assessment: Assessing cognitive and adaptive skills in
individuals with profound intellectual disability and multiple impairments
requires a functional and holistic approach. Assessments should focus on skills
related to daily living, self-care, social interaction, and functional
academics. Tools like the Vineland Adaptive Behavior Scales, the AAMR Adaptive
Behavior Scale, and functional assessments can provide insights into the
individual's abilities and needs.
7. Sensory Assessment:
Individuals with multiple impairments often have sensory processing
difficulties. Assessments should include an evaluation of sensory functions,
including auditory, visual, tactile, and proprioceptive processing. Sensory
assessments may involve observing responses to sensory stimuli, tracking
attention and responsiveness, and using specialized assessment tools designed
for individuals with sensory impairments.
8. Collaborative Assessment with Family
and Caregivers: Involving family members and caregivers in the
assessment process is crucial. They provide valuable information about the
individual's history, preferences, and daily routines. Collaborative
assessments also help establish goals, develop intervention plans, and ensure
the assessment process is culturally sensitive and individualized.
9. Ongoing Assessment and Monitoring:
Developmental assessment for individuals with profound intellectual disability
and multiple impairments is an ongoing process. Regular assessments,
monitoring, and reassessment are necessary to track progress, identify emerging
skills, and adjust intervention strategies accordingly.
It is
essential to approach developmental assessments in individuals with profound
intellectual disability and multiple impairments with empathy, sensitivity, and
respect. Recognizing their unique abilities, strengths, and potential is vital
for developing appropriate
intervention plans and supporting their overall
development and well-being.
Q.5 What
is over protection? Discuss the effects of over protection on child’s
personality and independent living.. (20)
Overprotection
refers to a parenting style characterized by excessive control, intervention,
and restriction of a child's autonomy and independence. It involves an intense
desire to shield the child from harm, failure, and adversity. While parents may
have good intentions, overprotection can have negative effects on a child's
personality development and their ability to live independently. Here are some
key effects of overprotection on a child's personality and independent living:
1. Dependency and Helplessness:
Overprotection can foster dependency in children. When parents constantly
intervene and make decisions on behalf of their child, the child may develop a
reliance on others and lack confidence in their own abilities. They may become
passive and struggle to take initiative or solve problems independently.
2. Lack of Resilience:
Overprotected children may have limited opportunities to face challenges, make
mistakes, and learn from failures. As a result, they may lack resilience and
struggle to cope with setbacks or adversity. They may fear taking risks or
stepping out of their comfort zone, hindering their personal growth and ability
to adapt to new situations.
3. Low Self-Esteem:
Overprotection can undermine a child's self-esteem. Constant intervention and
the message that they are incapable of handling things on their own can lead to
a diminished sense of self-worth. They may doubt their abilities, feel
inadequate, or develop a fear of failure. This can impact their overall
confidence and hinder their pursuit of goals.
4. Decision-Making and Problem-Solving
Skills: Overprotected children may have limited opportunities to
make decisions and solve problems independently. As a result, they may struggle
with decision-making skills and lack confidence in their ability to handle
challenges. They may rely on others to make choices for them and feel
overwhelmed when faced with decision-making situations.
5. Lack of Autonomy and Independence:
Overprotection inhibits the development of a child's autonomy and independence.
When parents constantly control their child's actions, choices, and
experiences, the child may struggle to develop a sense of self and personal
agency. They may feel constantly monitored, restricted, or constrained, which
can impede their ability to make choices and develop a sense of identity.
6. Poor Social Skills: Overprotected
children may have limited opportunities to interact with peers, handle
conflicts, and navigate social situations independently. Their dependence on
parents for decision-making and problem-solving can hinder the development of
social skills, such as assertiveness, conflict resolution, and compromise. They
may struggle with assertive communication, forming relationships, and adapting
to social norms.
7. Reduced Initiative and Motivation:
Overprotection can dampen a child's sense of initiative and intrinsic
motivation. When parents constantly intervene and dictate the child's actions,
the child may become passive and reliant on external direction. They may lack
the drive to explore, take on new challenges, and develop a sense of personal
motivation.
8. Limited Life Skills:
Overprotected children may have limited opportunities to develop practical life
skills, such as managing finances, doing household chores, or taking care of
personal needs. Without these experiences, they may face difficulties in
independent living, such as managing responsibilities, making informed decisions,
and taking care of themselves.
To
mitigate the negative effects of overprotection and foster healthy development,
parents can consider the following strategies:
1. Gradual Autonomy:
Gradually increase the child's autonomy and independence, allowing them
age-appropriate responsibilities and decision-making opportunities. Start with
small tasks and gradually expand their responsibilities as they demonstrate
readiness and competence.
2. Encouragement of Independence:
Encourage and support the child's efforts to be independent. Provide guidance
and support when needed, but allow them to take risks, make choices, and learn
from their experiences.
3. Positive Reinforcement:
Acknowledge and reinforce the child's efforts and accomplishments. Encourage a
growth mindset, emphasizing the value of effort, perseverance, and learning
from mistakes.
4. Open Communication:
Maintain open lines of communication with the child, allowing them to express
their thoughts, feelings, and opinions. Listen actively, validate their
emotions, and engage in collaborative problem-solving.
5. Set Boundaries:
Establish clear and reasonable boundaries that ensure the child's safety and
well-being. Encourage responsible behavior while allowing room for
age-appropriate independence and decision-making.
6. Teach Life Skills:
Actively teach the child practical life skills, such as self-care,
organization, time management, and financial literacy. Gradually introduce them
to tasks and responsibilities that contribute to their independent living.
7. Foster Resilience:
Provide opportunities for the child to face challenges, make decisions, and
learn from failures. Encourage a growth mindset, resilience, and
problem-solving skills by offering support and guidance during difficult situations.
8. Seek Professional Support: If
parents find it challenging to balance protection and independence, seeking
guidance from professionals, such as therapists or parenting counselors, can
provide valuable strategies and support.
By
fostering a balanced approach that respects a child's need for protection while
promoting their autonomy and independence, parents can help children develop a
sense of competence, resilience, and readiness for independent living.
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
0334-6483019
0343-6244948
University c related har news c update rehne k lye
hamra channel subscribe kren: