Qlt1 Task 2

Prior to reading these chapters I wasn’t really sure what to expect. I have never really been exposed to the Deaf- World. I have watched shows such as Switched at Birth, but I know that it doesn’t completely portray the real Deaf- Community. I was extremely interested in seeing their side of the story and gaining insight on the life they live. I decided to read chapters one, and two. The first chapter is an introduction into the Deaf World, in a story format it shows major differences between the world of the Deaf and the hearing. While the second chapter talks about the struggles of a deaf child, and mainly the two different approaches between deaf and hearing parents. Overall, the beginning two chapters of A Journey into the Deaf- World

Statistical data was given to define the problem. That is the alarming number of children (9.8 millions) under 18 with no health insurance. (Sultz & Young, 2013, p.328). Also, the social, physical and academic problems children have to deal with because of lack of healthcare.

When presented with a list of seven items, the student will compare the value of seven items on a grocery list while spending less than $15.00 referencing whether or not the items are needs or wants. They will obtain only the necessary materials and recording the completion at 85% accuracy, across ten consecutive sessions.

In reference to group size they should look for a ratio between 1:3 and 1:6. Caregivers should be trained and experienced in working in a child care setting. In addition, the caregiver should be nurturant, supportive, and responsive to children’s cues. Staffing- low staff turnover, staff support, and only one or two caregivers should be responsible for the same child. Curriculum- planned in advance and emphasis on development. Parents should be informed about the child’s day and any special problems or achievements. Faculty- should be clean, bright, safe, and have lots of room for toddlers to move about (Fogel,

Azure Acres Recovery Center’s focus is substance abuse treatment. This facility offers comprehensive drug treatment, alcohol rehabilitation and gambling addiction recovery services. The facility offers residential treatment, day treatment, family therapy and continuing care programs. They have Programs such as Addiction, Detox Program, Drug Rehab, Residential Inpatient, and Small Residential Programs. Their Level of Care are Outpatient and Partial Hospitalization / Day Treatment.

To select the sample for this study, data will be collected from two businesses; Alabama Power and Blue Cross and Blue Shield of Alabama in Birmingham, Alabama. The surveys will include segments in which the participants were asked to give an account of their; workplace, supervisor-subordinate relationship, leadership, employee performance, and organizational performance at the workplace (Scheidt-Nave et al., 2012). The other possible data collection may come from Survey Monkey.

Physiotherapists/occupational therapists work with children outside the school but to support the progress of the pupil may also visit the school to attend any meetings regarding the pupil.

I spent my fifteen hours observing two special education classrooms at Sulphur Intermediate School. One focused on math and the other on reading, though many of the children I observed worked in both classrooms. The students were in the third, fourth, and fifth grades. Most of the students had mild to moderate disabilities and simply needed extra help in reading, math, or both subjects. They did not stay for the entire day, but rather came for certain periods. During this time, they primarily worked on worksheets designed for the special education classroom as well as working on achieving their goals for accelerated reading. There were a few students who came in for an hour with work from their general education classroom and needed extra help completing their work. There were two students who had more severe disabilities, but they worked with paraprofessionals and did not do the same work as the rest of the class.

The use of assistive technology (AT) to enhance learning has been an effective approach for many children to experience success in school, and eventually work. Students with learning disabilities often experience greater success when they are allowed to use their abilities/strengths to work around their limitations/challenges. This paper will explore and discuss the following: What are AT’s for learning disabilities; what are the roles of AT in helping children with learning disabilities; What types of learning problems does AT address (i.e. listening, math, organization and memory, reading, and writing); What kinds of AT tools are available for children (i.e. abbreviation, alternative keyboards, audio books and publications, electronic math

The profession of Speech-Language Pathology is governed by the American Speech-Language-Hearing Association (ASHA), as well as many federal laws, to uphold the best services for the clients being habilitated or re-habilitated. The Individuals with Disabilities Act (IDEA), (PL 105-17), 1997 Amendment helped provide the use of assistive technology devices for all children with disabilities, which was huge in the field for SLP’s. These devices, though the Individualized Education Plan (IEP), made those being treated have more possibility and promise to become the best they could though this additional mode of therapy. (Dwight, 2015, p. 71)

I read Chapter 11 language development and sensory disabilities. Sensory disabilities include students with low vision, blind, hard of hearing, deaf, and deaf-blindness. Language development is unique and often, confusing for students with sensory disabilities. I believe that it is important for teachers to have significant knowledge of language development. Language development is an important skill needed in reading, completing math word problems, with social skills, and comprehending the world. As teachers having the knowledge of language development can help increase the ability of students with sensory disabilities to learn, understand, be understood and become successful in school and life. However, I believe that it is important to

The inclusion of students who are deaf refers to their being educated within a classroom of students with normal hearing. This concept of inclusion differs from mainstreaming in that the latter may refer to a variety of degrees of contact with hearing students, while in inclusion a deaf student is placed in a classroom with hearing students. Before 1975, although attempts were made to educate students who were deaf in regular schools, about 80% of students who were deaf in Zimbabwe were being served in special schools (Cohen, 1995). Education for all called for the education of all children appropriately in the ''least restrictive environment''. Although the law resulted in some students

The Impact and Influence That Technology Has on the Communication Barrier Which Exist Between the Deaf and Hard of Hearing and the General Public

Assistive devices would provide support for students who need special needs in curriculum. Assistive technology helped children with physical difficulties to enhance school participation However, assistive technology in schools lack because there is not a supportive educational system.Hemmingston say, “Assistive technology has not been integrated into children’s daily lives in because they do not have inequity funding and failure to provide training” (464).Disabled students faced discrimination in public schools because they did not fit in social norms. This caused for students to face discrimination because they were judged based on obtaining assistive devices.Also, how teachers were not patient towards educating disabled children. For example, teachers did not put enough effort to help children who are slow learners. The children were looked as incapable of learning. Therefore, .Assistive technology helps disabled student’s to obtain social skills and interaction.This can help enhance their learning development .Also, assistive technology helps disabled children to not depend on others. The author explains how assistive technology programs have increased disabled students participation in classrooms. Also, they talk about how disabled students were limited to do activities in schools. This affected disabled children

(Saleem & Sajjad, 2016) recommended to improve the importance of the use of assistive technology to people with blindness for the purpose of daily life, study, recreation and other.