Definitions and Overviews of Intellectual Disabilities

Definitions and Overviews of Intellectual Disabilities Outcome 1: Define Intellectual Disability TASK 1 1.1 Give 2 definitions of intellectual disability in accordance with a recognized source. Follow prescribed APA format when citing sources. Definition 1: Intellectual disability causes limitations in intellectual functioning as well as in adaptive behaviors that include many skills which is needed every day. The onset age is under 18. Source: FAQ on Intellectual Disability, American Association on Intellectual and Developmental Disabilities, retrieved from: http://aaidd.org/intellectual-disability/definition/faqs-on-intellectual-disability Definition 2: Intellectual disability is a term used for when people has certain limitations in functioning mentally and in skills such as communicating, performing activities of daily living, and in his or her social behavior. Children with this ability may develop their skills (walking, talking, etc) at a delayed time as compared to normal. They may also have trouble with learning- it usually takes them a longer time to learn new skills. Source: National Center on Birth Defects and Developmental Disabilities.(2005) Intellectual disability, retrieved from: http://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/IntellectualDisability.pdf 1.2 Using a definition of intellectual disability give 2 explanations of how this impacts on the persons adaptive skills: People with intellectual disability experience impairment in their ability to comprehend information. As a result, they have a hard time with reading comprehension, handling money, dealing with numbers and time. Due to their impaired social functioning, they also find it hard to socially deal with others. They don’t recognize the laws of society and they have a limited ability to follow rules. Using a definition of intellectual disability give 2 explanations of how this impacts on the cognitive abilities: Reasoning People with an intellectual disability cannot reason like normal people. They lack the ability to explain why they do certain things or why certain things happen. This is due to their impaired intelligence. Learn and apply what is learnt- Intellectually disabled people have a hard time to gain new knowledge. It is difficult for them to process new information and understand new skills. Outcome 2: Describe the causes of intellectual disability TASK 2 2.1 Give 2 examples of causes of intellectual disability that occur before birth and describe two (2) main characteristics of the effects. Example 1: Fragile X syndrome Source: National Fragile X Foundation. (1998-2014). Fragile X Syndrome, retrieved from: http://www.fragilex.org/fragile-x-associated-disorders/fragile-x-syndrome/ Main characteristics: Physical features of FXS patients include: large ears, long face, macroorchidism, infections in the ears, flat feet, high arched palate, fingers with double joints and hyper-flexible joints Behavioral characteristics for FXS patients may include the following: Attention Deficit Disorder, Attention Deficit Hyperactivity Disorder, Autism and Autistic behaviors, social anxiety, hand-biting and or flapping, poor eye contact, sensory disorders and high risks for aggression. Example 2: Prader-Willi Syndrome Source: Suzanne B. Cassidy, MD. (2012). Parder-Willi Syndrome, Genetics in medicine, 14, p10 Main characteristics: People who have Prader-Willi Syndrome have severe hypotonia. Therefore their sucking is poor in their early infancy. They are characterized by excessive eating and not able to control eating. 2.2 Give 2 examples of causes of intellectual disability that occur during or immediately following birth and describe 2 main characteristics of the effects. Example 1: Trauma Source: Merck Sharp and Dohme Corp. (2010-2013). The Merck Manual, Home Health Handbook, retrieved from: http://www.merckmanuals.com/home/childrens_health_issues/problems_in_newborns/birth_injury.html Main Characteristics: Head and brain injury. Swelling of the scalp and bruising may occur due to birth trauma. Bleeding between the periosteum and skull causes a haematoma, usually in the parietal region and sometimes the occipital region. Nerve Injury. Sometimes, when forceps used to assist delivery puts much pressure on the facial nerve, weakness on one side of the face results. This injury becomes evident when the newborn baby cries and the face appears to be asymmetric. Example2: Cerebral Palsy Source: Karen W. Krigger, M.D., M.ED., University of Louisville school of Medicine, Cerebral Palsy: An Overview, Kentucky Am Fam Physician. 2006 Jan 1; 73(1): 91-100, retrieved from: http://www.aafp.org/afp/2006/0101/p91.html Main Characteristics: Cerebral palsy is characterized by motor function impairment. It causes activity limitation. People with cerebral palsy exhibit cognitive and sensory impairments. 2.3 Give 2 examples of causes of intellectual disability that occur during childhood years and describe the impact on the day-to-day support needs of the person. Example 1: Brain Tumor Source: PMC: US National Library of Medicine, National Institute of Health. January 2008. â€Å"Caring for the Brain Tumor Patient: Family caregiver burden and unmet needs.†, retrieved from: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2600839/ Impact: Patients with brain tumor need various supports in their day to day lives. Psychosocial support is one of them. It is important for them to learn how to handle the stress of a chronic illness, as family members realize that their lives will be forever changed by the uncertainty that surrounds this diagnosis. It is therefore important for the support provider to make sure the patient and family understands the impact of this illness to them and provide them of ways on how to cope and possibly live a close to normal life. Also, for the caregivers, it is important that they are always prepared for the possibility of disease progression. Even though a patient is stable for a certain period of time, the caregiver will always feel the wear and tear of caring for this patient. Thus, it is important to make sure that caregivers are also taken cared of to ensure quality care. Example 2: Meningitis Source: Kelli de la Rocha (2014). Intellectual disability. NYU Langone medical center. retrieved from: http://pediatrics.med.nyu.edu/conditions-we-treat/conditions/intellectual-disability# Impact: Children with intellectual disability caused by meningitis can’t learn skills and any knowledge as fast as other children with same age. So supporters need to wait for their achievement with patient. And also they need to be aware of the risk that the children experience seizure, and then they should be trained for coping with them suffering seizure. Outcome 3: Describe conditions frequently associated with intellectual disability. TASK 3 Condition 1: Cerebral Palsy Causes/s: Cerebral Palsy can be caused by having injury of brain before brain development is completed. Usually brain develops within 2 years after birth, so Cerebral Palsy can be occurred during prenatal or infant period. And birth complication can also cause this condition. But many cases get this condition from unknown causes before birth. Main characteristic 1: Cerebral Palsy is characterized by motor function impairment. It causes activity limitation. Main characteristic 2: People with Cerebral Palsy exhibit cognitive and sensory impairments. Physical support: People with Cerebral Palsy suffer from hypotonic and rigidity. So physical therapy is useful to support them physically. Effective physical therapy can help them to improve their muscle. Recent studies report that intensive exercise is effective. So support worker can make a schedule for resistive exercise four times per week. Social support: People with Cerebral Palsy can be easily isolated because of their handicaps. So support workers need to reduce barriers to participation in activities of school, work and society. To participate in activities, many devices are necessary. If the client can’t walk, using wheelchair could be helpful to go watching football games and cheer a team. Cognitive support: People with Cerebral Palsy can be normal intellectually, but they have difficulty in learning because of limitation of hearing, seeing, and movement. So for supporting them cognitively, support worker needs to help their study by give them enough time to understand and express or adjust knowledge. And support worker can provide some aids to improve their speech. Source/s: Karen W. Krigger, M.D., M.ED., University of Louisville school of Medicine, Cerebral Palsy: An Overview, Kentucky Am Fam Physician. 2006 Jan 1; 73(1): 91-100, retrieved from http://www.aafp.org/afp/2006/0101/p91.html Condition 2: Prader-Willi Syndrome Causes/s: Prader-Willi Syndrome is caused by genetic abnormality. They have the chromosome number 15 without genetic information that normally people have from the father. It is thought to occur entirely by chance. Main characteristic 1: People with Prader-Willi Syndrome have severe hypotonia. So their sucking is poor in their early infancy. Main characteristic 2: Obesity is commonly caused. This is a result of an excessive appetite, a permanent feeling of hunger, and hyperphagia or overeating, and a low calorific requirement which is due to low energy expenditure levels. Physical support: People with Prader-Willi Syndrome can’t control their eating because they always feel hunger. Furthermore, they can easily become obesity that causes many complications. To prevent them from being obesity, support workers need to give exercise outside where they can’t find food easily. They need regular and continual exercise, so it is important to make a schedule with various and interesting exercise to them. Social support: They should strict supervision of daily food intake. Once overeating starts between ages 2 and 4 years, supervision will help to minimize food hoarding and stealing and prevent rapid weight gain and severe obesity. Parents should lock refrigerators and all cabinets containing food. No medications have proven beneficial in reducing food-seeking behavior. A well-balanced, low-calorie diet and regular exercise are essential and must be maintained for the rest of the individuals life. People with PWS rarely need more than 1,000 to 1,200 calories per day. Cognitive support: People with PWS have difficulty controlling their emotions. Using behavioral therapy can help. Stubbornness, anger, and obsessive-compulsive behavior, including obsession with food, should be handled with behavioral management programs using firm limit-setting strategies. Structure and routines also are advised Source: Andres Martin, M.D, 1998, Prader-Willi Syndrome, Am J Psychiatry 1998; 155:1265-1273, retrieved from http://ajp.psychiatryonline.org/article.aspx?articleID=173004 Condition 3: Autism Cause/s: The condition is the result of a neurological disorder that has an effect on normal brain function, affecting development of the persons communication and social interaction skills. Main Characteristic 1: Seizure disorders, including epilepsy, occur in as many as 39 percent of those with autism. It is more common in people with autism who also have intellectual disability than those without. Someone with autism may experience more than one type of seizure. Main Characteristic 2: Almost People with autism have unusual responses to sensory input. They have difficulty processing and integrating sensory information, or stimuli, such as sights, sounds smells, tastes and/or movement. They may experience seemingly ordinary stimuli as painful, unpleasant or confusing. Physical Support: Physical Therapy (PT) is focused on any problems with movement that cause functional limitations. Children with autism frequently have challenges with motor skills such as sitting, walking, running or jumping. PT can address poor muscle tone, balance and coordination. Social Support: Individuals with autism have a great deal of difficulty with social interactions. In recent years, social skills training, in both one-on-one and peer group settings, has become a very common treatment for facing this particular challenge. Social skills taught during training sessions range from simple skills like eye contact, to more difficult skills like inviting a peer for a play date. Studies have shown that this type of intervention program can significantly improve social competence and social skill development. Cognitive Support: Sensory Integration (SI) therapy is designed to identify disruptions in the way the individual’s brain processes movement, touch, smell, sight and sound, and help he or she process these senses in a more productive way. It is believed that SI does not teach higher-level skills, but rather enhances sensory processing abilities, allowing the child to be more available to acquire higher-level skills. Source: Autism Speaks Inc. 2014. â€Å"Autism Speaks†. Retrieved from: http://www.autismspeaks.org/what-autism

Brotherhood in “Sonny’s Blues” Essay

Since I was a small child, around two years old, I have had the privilege and sometimes the complete terror of being an older brother. This has been a rewarding experience for me, and has given me many learning opportunities and teaching opportunities in my fairly short life. Because of my experience as an older brother I was more fully able to understand and appreciate the struggles and triumphs that the two brothers in â€Å"Sonny’s Blues† endured. While I have never personally had to deal with the extreme experiences and responsibilities that the narrator dealt with, I can still relate simply as an older brother myself. Throughout the short story I found myself questioning how I would deal with Sonny if he were my brother. I finally came to the conclusion that if I had dealt with Sonny, I would have probably handled him in nearly the same way as the narrator did. While I questioned his judgment at times, I feel that the older brother played his role well or at least to the best of his ability. Regardless of how the narrator dealt with his brother the final outcome is the most important aspect of the story, and it shows that brotherhood is capable of overcoming hardship and misunderstanding because it is so important in regard to human survival and success. The fact that brotherhood prevails over all things is an important theme, and one that rings so very true. The first struggle that the reader is introduced to in â€Å"Sonny’s Blues† is the distinct age difference between Sonny and his older brother. â€Å"The seven years’ difference in our ages lay between us like a chasm. I wondered if these years would ever operate between us as a bridge.† (Baldwin, 44 – hereafter referred to as page number only) The so-called â€Å"chasm† is the hurdle that must be cleared in the story, and that â€Å"clearing of the hurdle† is the key to forming a solid, emotional relationship between the brothers. The â€Å"bridge† is finally formed when the narrator attends Sonny’s performance at the jazz club. The fact that we get to see the interaction between the two brothers is important, but even more important is that the reader sees the narrator’s realization of his brother’s talent in the first person. This allows us to feel how deeply it touches the narrator, and gives us a perspective of his overflowing of emotion. â€Å"For, while the tale of how we suffer, and how we are delighted, and how we  may triumph is never new, it always must be heard. There isn’t any other tale to tell, it’s the only light we’ve got in all this darkness.† (61) This particular passage was very striking to me, because it showed that the narrator finally realized that Sonny had a story too. He realizes that Sonny has suffered, but he has also triumphed many times, and in many ways. The narrator had a blanketing view of Sonny, in which Sonny could never be successful at anything. While Sonny is playing he tells his brother that they are more alike than they know, and that they both have the same story, just with different details. The brothers have finally found a bond, a common thread, and that is one of the most important things that brothers can have. James Baldwin was a writer of his past. He used his personal experiences to more effectively write his detailed and emotional stories and essays. One important aspect to his writing in general, but more specifically in his early stories is poverty stricken Harlem, New York. Baldwin uses personal experiences and opinions to make his characters a part of the Harlem he lived through. The idea that Harlem is in a vicious cycle of destroying generation after generation, and the constant desire of youth to find a way out are two very important themes in â€Å"Sonny’s Blues.† Harlem is a place that repeats itself over and over, like a scratched record. Yet no one is willing to help the other out. For each generation the tragedy of Harlem is new, for the older people are reluctant to inform the young ones of the condition of the black race (Goldman, 1). The narrator repeatedly observes that nothing has changed across generations, not the buildings or the lives of those who grow up in them† (McBride, 201). The narrator also compares Sonny’s heroin addiction to prison and then compares them both to Harlem, truly showing the dire situation that he and his brother find themselves in. The restriction and oppression of Harlem is an important element in explaining the stranglehold that is on their lives from the time they are young. It is a theme that I wish Baldwin would have explored more because the environment a child is placed in is very important to the kind of person they become in life. In some ways I was disappointed with the way in which the narrator dealt with Sonny and his heroin addiction. I found it questionable that he waited until after his daughter’s death to write to Sonny. But at the same time, this provides a great example of his inherent need for his brother in his time of hurt. The narrator was in need of Sonny to help him through his tough time, and maybe at the same time realized his own failures to Sonny when he was struggling himself. The most important thing that comes from the letter to Sonny was that contact was finally made, which is the first and most important step to rekindling the brotherhood. While music becomes the integral part of bringing the brothers back together, it had a shaky start as a part of their relationship. Sonny had started playing the piano while living at his brother’s in-laws. He became quite talented but heroin addiction got in his way, and eventually tripped him up. One important conversation the brothers had was after their mother’s funeral, Sonny’s brother notes: â€Å"I simply couldn’t see why on earth he’d want to spend his tine hanging around nightclubs, clowning around on bandstands, while people pushed each other around a dance floor. (50)† Readers understand how indifferent and ignorant the narrator is in regard to Sonny’s music. Sonny’s brother dissents with Sonny’s idea of making a living as a musician and insists he should finish school first. Finally, Sonny’s frustration explodes, â€Å"He slammed the window so hard I thought the glass would fly out, and turned back to me. ‘And I’m sick of the stink of these garbage cans! (52)'† The narrator describes the feelings and emotions of this exchange vividly so the reader understands the strong emotions and disagreement that exists. We see the difference in attitudes about life and music, which deepens the â€Å"chasm† between them. This difference leads to the long span of silence and misunderstanding. The silence is finally broken after the narrator’s daughter dies of polio. Sonny’s brother writes him in prison, breaking himself out of his emotional defense towards his brother. â€Å"My trouble made his real (55),† states the narrator speaking of his letter and the new contact. The first step is taken, and from there the relationship starts building new foundations. Finally, after Sonny leaves prison, he comes to visit his brother in Harlem.  When Sonny comes home the narrator momentarily feels â€Å"that icy dread again† as he watches his brother for signs of drug addiction, hating himself for being so suspicious but unable to prevent it (Bernardo, 1). This begins the road back to a true brotherhood for Sonny and the narrator, despite the questions that Sonny may be asked by his brother and the questionable future he may have. While Sonny is visiting his brother in Harlem, the two brothers take a walk and happen upon a street revival where a group of musicians are playing. The brothers stop to listen, and the reader is given the suggestion that the brothers seem to come to a realization while listening. While watching, the narrator states that the music â€Å"seemed to soothe a poison out of them† which suggests his understanding of Sonny’s need for music. This scene then leads to Sonny’s invitation for his brother to come watch him play at the jazz club (Goldman, 232). Later that evening when Sonny and his brother arrive at the club the narrator is stricken by the celebrity that Sonny seems to hold at the club. Sonny’s brother notes: â€Å"It turned out that everyone at the bar knew Sonny, or almost everyone; there were some musicians, working there, or nearby, or not working, some where simply hangers-on, and some were there to see Sonny play. I was introduced to all of them, and they were all very polite to me. Yet it was clear that, for them, I was only Sonny’s brother. Here, I was in Sonny’s world. Or rather, his kingdom. Here it was not even a question that his veins bore royal blood.† (59) This statement alone is telling of the humbling experience Sonny’s brother is about to endure. He has finally realized that there is more to Sonny than heroin, piano, and failure. He is a successful person and he has a distinct and impressive talent for playing the jazz piano. Finally the music begins, and as Sonny is sitting at his piano, slightly illuminated by an indirect light, the adventure starts for both Sonny and his brother. The first set is not one in which Sonny triumphs, but in the second, begun with â€Å"Am I Blue,† he takes the lead and begins to form a  musical creation. He becomes, in the narrators words, â€Å"part of the family again† (61). The family that he joins is questionable, but I believe it is truly both families. He joins the family of jazz players, from whom he has been gone for so long, but he also rejoins his namesake family and reinstates his place with his brother. The set continues, with Sonny expressing himself with wildly flowing statements on his piano. He is dripping with sweat, dripping with the loss of his pent up emotion and his relief of finally getting to play for his brother. The jazz begins to take on deeper meaning for the brothers, and the life they have led becomes one life, theirs as brothers. They no longer lived as individuals with separate lives and understandings. They finally reached an understanding of each other that only brothers could have between themselves. The music is simply a vehicle for arriving there. The description Baldwin gives of the musical exchange is a work of beauty in itself. It is a statement of the power of the artist as a poet, the power of the musician. The ability to create out of oneself, to take the chaos of the world – especially the world Sonny lives in – into the self and represent it as the universal narrative (McBride, 200). The passage would not be nearly as effective if there had only been a simple overview of the scene. He brings music and emotion and brotherhood all together in one tight little package, making for one of the most moving scenes in American literature. The final scene in â€Å"Sonny’s Blues† is striking and is dripping with real life emotion. The idea that one set of blues can bring together two brothers who have not talked in years is amazing, but so very true. The brothers have nothing in common between them apart from the same parents but they are forced through familial obligation to push aside those differences and show compassion and understanding for each other. These are the enduring qualities of brotherhood and they show that no matter how hard a person may try they still are in need of family. This desire within the two brothers brings them together and allows them to truly understand what being a brother is really all about. The differences in the brothers eventually lead to their similarities and that is an amazing thing. Brotherhood transcends time, age, intelligence, failure, success, and grief. It is more than a  choice and it is more than an obligation. Brotherhood is carnal and never-ending, and â€Å"Sonny’s Blues† captures the essence of brotherhood beautifully.

Racism and xenophobia Essay

â€Å"Behind any conflict, whether it is in Northern Ireland, the Balkans, Sudan, genocide in Rwanda, apartheid in South Africa, problems in the Middle East between Israel and Palestine, you are sure to find racism, racial discrimination, xenophobia or a related intolerance. Without dealing with this frankly and honestly we cannot ever hope to achieve total respect for human rights† (Vorster, 2002). For centuries, countries have to deal with racial conflict. The growing problem of racial discrimination caught the public attention during the German Nazi campaign to eliminate the Jews during the Second World War. There is more to the idea of cultural preservation that is contained in the element of racism. The Germans find a scapegoat in the Jews as its solution to the country’s internal woes. Self-protection is the primary method being employed in establishing the answers to the questions of the greater population. In an economic crisis, people want solutions to the difficult plight that they are in. The government is just too willing to hand over to them the twisted truth of the matter on hand. The historical accounts that spark the Second World War continue to linger on today. Situations that happen in the Balkans and the Middle East are results of an enduring hatred fueled from Germany’s Nazism. Ethnic conflicts still exist in many parts of the world. But the enduring difficulties in Africa have kept the entire globe glued on the ongoing tussles of violence and instability. Respect for human rights is a thing of the past in the poor continent. People are slaughtered. There is neglect on the value of life. Cultural differences have led the world to useless wars. Individuals have this mindset of protecting their own traditions, beliefs and interests. They view other people outside their clan as serious threats in the continuity of their way of life. â€Å"A somewhat vague psychological concept describing a person’s disposition to fear (or abhor) other persons or groups perceived as outsiders. Xenophobia may have a rational basis to it, such as when it refers to a worker whose job is threatened by the intrusion of migrants whom he labels as outsiders and therefore fears† (Vorster, 2002). To them, anything unfamiliar to their group or tribe appears to eliminate the very existence that they are protecting over the years. Usually people involve in racial encounters are those clusters of transitory migrants. It cannot be denied that seeking greener pastures is always being pursued. Families leave a difficult situation for a brighter future. These people end up in other countries where tolerance for new residents is unacceptable. One good example of racial conflict can be seen in the land of milk and honey. The United States as a melting pot has to undergo the pains of giving birth to a new nation. Different nationalities have shaped America into what it has become today. Still the danger of racial disturbance is due to erupt anytime. American citizens bring with them the legacy of their mother countries. Equip with the culture and traditions which are entirely new to other people can be distressing or disturbing. The British have contrasting beliefs from the Asians and the Arabs. What is acceptable to one can be a threat to the other. The resurgence of foreign population into developing countries has the governments worrying. Organizations and committees protecting the interest of a nation are tasked to protect its citizens from intruders. In discouraging the continued presence of unwanted migrants, people are resorting to violence to end or to dash cold water on the hopes and dreams of visiting nationalities. The only way that resident citizens see as the effective weapon in stopping immigrants is unleashing the threat of bloodshed. Killings are warranted as warning signs for new aliens and incoming foreigners. The continued entry of thousands of immigrants annually will remain a threat to many people. For instance, the wall being constructed to limit the entry of Mexicans into the American borders can be racially motivated. â€Å"The common denominator in racism and ethnicism (or ethnocentrism) is the consciousness of the distinction and tension between us (as the â€Å"in group†) and them (as the â€Å"out group†). With the â€Å"we feeling†, and subsequent solidarity, in one’s group as the standard, a group (whether ethnic, racial or religious) can judge other groups by the standards and values of their own, producing according to Marger a view of one’s own group as superior to others† (Vorster, 2002). Almost always, bloodshed brings a glaring and immediate message of destruction which is so typical of xenophobia. Settlements among conflicts are abrupt and direct to the point. The only problem is lives are being sacrificed. There is no regard for human value if personal interests are at stake. People limit their alternatives to annihilation due to the permanent effect of the action taken. Cultural miscommunication often leads to chaos. Violence is an option rampant in many situations since it is the easiest way to settle conflicts. It puts an end to disagreements permanently at the expense of human lives.

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