Intervention for Mentally Disabled Children Due to Genetic Etiology
The objective of the study is to study degrees of response to early intervention among intellectually disabled children due to different genetic etiologies and estimating a possible underlying molecular genetics that could serve to modulate the degree of response to early intervention among children of different genetic causes and children of the same genetic cause.

Sampling

The study reported herein is inclusive of 100 cases involving individuals with mental disabilities due to different genetic causes including those of Down syndrome, Prader-Willi syndrome & Silver-ussell Syndrome in addition to controls matched for age (6M-4Y) and sex.

Methodology

Each case was subjected to: (1) comprehensive history including family history and specifically maternal and paternal ages at birth in each case, similar conditions in the family, jobs and exposure to drugs or x-rays; (2) pedigree construction and analysis; (3) evaluation of social status of the family whether it…...

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References

Nilholm, C. (1996) Early intervention with children with Down syndrome - Past and future issues. Down Syndrome Research and Practice. 1996;4(2);51-58. Online available at:  http://www.down-syndrome.org/reviews/62/ 

Mahoney, G., Robinson, C. And Fewell, RR (2001) The effects of early motor intervention on children with Down syndrome or cerebral palsy: a field-based study.

J Dev Behav Pediatr 22 (3): 153-62 (2001 Jun)

Crombie, M. And Gunn, P. (1998) Early Intervention, Families, and Adolescents with Down Syndrome International Journal of Disability, Development and Education 45 (3): 253-281 (1998)

Rights of Disabled Children
In the United States, there are 4.5 million of youths who are considered disabled. asically, a disabled child is someone whose age is less than or equal to 21, and who possesses physical, mental, or behavioral disorder (ERIC Digest #E456). ecause of such handicaps, in terms of education, the disabled children are those who require certain amount of special assistance and attention to meet and achieve their needs and potentials.

Under the law governed by Education for All Handicapped Act of 1975, a child with disability has the right to special education. This Act directs a provision of funds to states and local districts for the education program of disabled children. It includes and mandates the provision of the following.

A comprehensive diagnosis of each child's disabilities by a qualified professional team, an annual review of each child's progress, the involvement of parents in educational decisions, and local school…...

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Bibliography

Gus, Douvanid; Hulsey, David. The Least Restrictive Environment Mandate: How Has It Been Defined by the Courts? ERIC Digest. ERIC Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children. Arlington, VA: 2002. ED469442.

Henderson, Kelly. Overview of ADA, IDEA, and Section 504: Update 2001. ERIC Digest E606. ERIC Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children. Arlington, VA: 2001. ED452627.

Knoblaunch, Bernadette; Sorenson, Barbara. IDEA's Definition of Disabilities.

ERIC Clearinghouse on Disabilities and Gifted Education, The Council for Exceptional Children. Reston, VA: 1998. ED429396.

Depression for Young Mothers
Depression has emerged as one of the most common psychiatric disorders among mothers with disabled children. Actually, this condition is regarded as the second most incapacitating condition among psychological disorders that affect young mothers of disabled children. As a result several studies have been carried out to examine the various issues relating to this trend. An example of a quantitative study conducted on this issue is the study by Venetike Merkaj, Migena Kika and Artan Simaku on the symptoms of depression, stress and anxiety among parents of autistic children. The objective of the research was to compare these symptoms between parents of children with disability and those whose children are developing normally. As a quantitative study, the researchers employed a self-administered questionnaire i.e. DASS (Depression, Anxiety, Stress, Scale 42). They found that parents with children with this disability tend to suffer from depression as well as…...

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Reference

Merkaj, V., Kika, M. & Simaku, A. (2013, July). Symptoms of Stress, Depression and Anxiety between Parents of Autistic Children and Parents of Typically Developing Children. Academic Journal of Interdisciplinary Studies, 2(2), 345-352.

Depression for Young Mothers With a Disabled Child
One of the most common psychiatric illnesses that have become prevalent in the recent past across the world is depression, which is the second most incapacitating condition among psychological and physical disorders. The prevalence of this disorder and its severe impacts on patients has contributed to numerous studies that have focused on different issues regarding the condition. An example of a study that has been carried out on this issue is a research on levels of depression among mothers with children with disabilities by Seyed Hadi Motamedi, eza Seyednour, Morteza Noorikhajavi, and Susan Afghah. This study was not only carried out to examine the depression levels among mothers with disabled children but was also geared towards examine the need to support these parents and improve treatment for their children. The study found that depression levels for this population is equal to 3-5…...

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Reference

Motamedi et. al. (2007). A Study in Depression Levels among Mothers of Disabled Children. Iranian Rehabilitation Journal, 5(5,6), 3-7.

The Cook County CDED was formed in 1985 and is a private, non-profit organization supported by foundation and grants, as well as several individual donations annually.
Our Mission

To end disability-related discrimination and injustice through education and increased legal services for individuals and families with disabilities. This is accomplished through legal support and the support of local community families.

To fight for and increase the rights of children with disabilities by changing discriminatory practices, policies and laws.

To educate children, families and education professionals.

To provide assistance to families with disabilities in need.

To offer educational and extracurricular activities for children with disabilities as well as family members.

To increase awareness overall.

The CDED does not believe any individual or family should be denied the right to fair housing or education because of a disability. The CDED Community Center offers a place of solace for children with disabilities and families to gather, learn and spend quality time…...

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References

About Us. (n.d.). Children's Defense Fund (CDF): Health Care Coverage for All of America's Children, Ending Child Poverty, Child Advocacy Programs. Retrieved October 22, 2010, from  http://www.childrensdefense.org/about-us/ 

Epilepsy Fdn.-Mission Statement. (n.d.). Epilepsy Foundation-Epilepsy Foundation-trusted, reliable information for people with seizures, and their caregivers. Retrieved October 22, 2010, from  http://www.epilepsyfoundation.org/epilepsylegal/ 

Mission Statement. (n.d.). because a goblin is a terrible thing to waste.. Retrieved October 22, 2010, from http://www.goblindefensefund.org/mission.html

Children with autism tend to get 'stuck' -- either in the repetition of certain phrases, or 'stuck' on a particular idea in the case of children with Asperger's Syndrome. Teachers can attempt to use these words as a springboard to real communication, circumventing the repetition through responding and attempting to engage the child in dialogue. Specifically, with Asperger's Syndrome, teachers can try to use children's mechanical interests in facts and figures to ask them questions about, for example, how the animals or cars that the child is obsessed with might feel, which also encourages the children to engage in emotional responses. Or they can ask the children to engage in more spontaneous 'pretend' play to circumvent repetitive behavior (like pretending to be an animal or a car).
Question Box:

This chapter affirms the idea that there is no essential correlation between intelligence and the ability to speak. Many otherwise normal children…...

fifth of all Americans have some type of disability (United States Census Bureau, 2000).
Alarming? Yes, however, disabilities do not discriminate and people of all ages, race, and socioeconomic backgrounds can be affected or have a family member who has a disability. Disabilities in children may include, but are not limited to Attention Deficit Hyperactivity Disorder, Asperger's Disorder, Autism, Central Auditory Processing Disorder, Dyscalculia, Dyslexia, Dysgraphia, Dysprazia, Learning Disabilities, and Nonverbal Learning Disability. While these are only a few of the ever-growing list of disabilities discovered in children, the list continues to grow as additional research is conducted to identify more disabilities in children. This paper will discuss the issues, concepts, and findings of recent literature on the important issue of children with disabilities. It will also include information on how a disabled child and the parents search for help and resources with an emphasis being on treatment and educational…...

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References

Administration for Children and Families. (2004). Head Start Bureau.

Accessed March 30, 2004, from, http://www.acf.dhhs.gov/programs/hsb/index.htm

American Dietetic Association. (2004). Position of the American Dietetic Association: providing nutrition services for infants, children, and adults with developmental disabilities and special health care needs. Journal of the American Dietetic Association, 104 (1) 97-108.

Bayerl, C., Ries J., Bettencourt M., & Fisher P. (1993). Nutrition issues of children in early intervention programs: primary care team approach. Semin Pediatric Gastroenterol Nutrition 4:11-15.

Inclusion of a Child With Disabilities
Child With Disability

Inclusion of a child with disabilities into a general education class

Inclusion is a right that should be provided to all children. Parents fight for access to quality education to their children even though they have disabilities. This fight has contributed to the provision of equal access to quality education opportunities and equal opportunities oach & Elliott, 2006.

The passage of the PL 94-142 lessened the fight that parents had to fight for general education. PL 94-142 made a call for education of those children who have special needs in an LE (least restrictive environment) Terman, Larner, Stevenson, & Behrman, 1996.

What constitutes the LE has led to a huge debate on how to best include those children who have disabilities into the regular education system.

Additionally, the amendments that were made to IDEA of 1996 put further emphasis on inclusion of disabled children in the public…...

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References

Berry, R.A.W. (2006). Inclusion, Power, and Community: Teachers and Students Interpret the Language of Community in an Inclusion Classroom. American Educational Research Journal, 43(3), 489-529.

Cawthon, S.W. (2007). Hidden Benefits and Unintended Consequences of 'No Child Left Behind' Policies for Students Who Are Deaf or Hard of Hearing. American Educational Research Journal, 44(3), 460-492.

Conyers, L.M., Reynolds, A.J., & Ou, S.-R. (2003). The Effect of Early Childhood Intervention and Subsequent Special Education Services: Findings from the Chicago Child-Parent Centers. Educational Evaluation and Policy Analysis, 25(1), 75-95.

Cook, B.G. (2004). Inclusive Teachers' Attitudes toward Their Students with Disabilities: A Replication and Extension. The Elementary School Journal, 104(4), 307-320.

Disabled Bodies and Able Minds demonstrated more information to the reader about the DO-IT legislation to the reader, though it did not describe it in detail it demonstrated applications. The work also developed the idea that assistive technology has expanded in its capacities in the same manner as all other technology. Lastly the work was a great reminder of just how creative those with disabilities and their parents and other advocates have to be to develop ways for individuals to communicate and participate more fully in the experience of school, and therefore life.
The most important information in this article is associated with the fact that schools are obligated to aide disabled children in ways that would seem sometimes extreme. Especially with regard to communication, and it is likely that the expense is relatively great given the specialization required. The article also does a great job making sure the reader…...

classroom instruction and are these ideas/strategies feasible for a particular classroom, can they be adapted, alter, or incorporated to benefit students with disabilities?
A Critique of the Journal Article 'Cultural Models of Transition: Latina Mothers of Young Adults with Developmental Disabilities' and Implications for Classroom Instruction

The journal article Cultural models of transition: Latina mothers of young adults with developmental disabilities was a qualitative examination of attitudes of Latina mothers of young adults with disabilities, toward approaches to the transitions of those young adults from school-age activities to more independent living. According to the authors: "Sixteen Latina mothers of young adults with disabilities participated in the study, recruited from an agency

serving low-income, predominantly Spanish-speaking communities" (Rueda,

Monzo, Shapiro, Gomez, & Blacher, Summer 2005). The qualitative study emphasized five themes: life skills and social adaptation; importance of family and home vs. individualism and independence; mothers' roles and decision-making expertise; information access; and dangers…...

Childhood Obesity and Its Affects on Self-Esteem, Learning and Development
Childhood obesity has reached alarming proportions in developed nations of the world and its prevalence is continuously rising from 1971. In the Scandinavian countries, childhood obesity is less than compared to the Mediterranean countries; yet, the amount of obese children is increasing in both cases. Even though the highest rates of childhood obesity have been seen in developed countries, and at the same time, obesity is increasing in developing countries as well. Childhood obesity is at increased levels in the Middle East and Central and Eastern Europe as well. As an example, in 1998, The World Health Organization project assessing of cardiovascular diseases had showed that Iran was one among the seven countries, which had the highest rates of childhood obesity. (Dehghan; Akhtar-Danesh; Merchant, 2005, p. 1485)

In UK, observations state that there has been a noticeable enhancement in obesity levels, and…...

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References

Abell, Steven C; Richards, Maryse H. 1996. The relationship between body shape satisfaction and self-esteem: an investigation of gender and class differences. Journal of Youth and Adolescence. Vol: 25; No: 1; pp: 61-64

Boyles, Salynn; Smith, Michael. 2003. Mental Illness Common in Childhood Obesity; Defiance, Depression Cited in Study. April, 7. WebMD Medical News. Retrieved October 17, 2005, from the World Wide Web:

 http://my.webmd.com/content/article/63/71937.htm?z=1728_00000_1000_ln_03 

Bullying and Overweight and Obese Children. Retrieved October 18, 2005, from the World Wide Web:  http://kidshealth.org/research/bullying_overweight.html

Lesson objectives enhance teacher-student and teacher-teacher communications. Pupils must understand exactly what they're supposed to do, which will lead them to commit time to the activities that facilitate attainment of objectives. Their ability to differentiate and prioritize important course-based learning tasks will increase, and thus, they will not waste precious time over irrelevant details. Also, students need to make guesses with regards to what the teacher deems important, as well as what is expected in the form of evaluation matter (UNESCO, n.d.).
Journal

Evaluating the developmental progress of children is a never-ending process; it offers an understanding of children's fortes, inclinations, interests, and requirements, which can be utilized for planning suitable, meaningful activities for promoting learning and development of children, individually (CCHP, 2006).

Inclusion denotes growth and learning of all children together irrespective of individual abilities. Inclusion in practice resembles inclusion in standard early childhood courses, since, in case of younger kids, best…...

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Bibliography

(2010, September). Retrieved from www.theinclusiveclass.com:  http://www.theinclusiveclass.com/2011/07/supports-modifications-and.html 

CCHP. (2006). Children with Disabilities and other Special Needs. San Francisco: California Child Healthcare Program.

Dowell, H. H. (2008). The Ausbelian Preschool Program: Balancing Child-Directed and Teacher-Directed Approaches. Retrieved from www.earlychildhoodnews.com:  http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=114 

EdTech. (n.d.). ESL Students with Assistive Technology. Retrieved from  http://www.edtechpolicy.org/CourseInfo/educ477/Fall2005/yan_finalpaper.pdf

Moreover, it is unclear whether Jim has attempted to reestablish any meaningful contact with his children; rather, his entire focus has been on becoming a better person. While there is certainly nothing wrong with that goal in and of itself (it is, after all, a universal human quality), he appears to have pursued this goal to the total exclusion of making any substantive reparations to his family. Finally, it is interesting that Jim somehow feels compelled to tell others -- including potential employers -- about his criminal past and his current status in treatment, as if this ongoing commitment to all-out honesty somehow absolves him from a deceptive and duplicitous history, or at least helps to explain it (which it does if one is interested). According to Jim, "Entering into society again was very difficult. I had lost my business, my friends and was now divorced. After leaving jail, I…...

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References

Black's law dictionary. (1991). St. Paul, MN: West Publishing Co.

Bryant, J.K. (2009, June). School counselors and child abuse reporting. Professional School

Counseling, 12(5), 130-132.

Bryant, J. & Milsom, a. (2005, October). Child abuse reporting by school counselors.

One study examined the impact that spiritual or religious faith had on families with autistic children. In this study 49 families of autistic children were examined for signs of stress either psychologically, emotionally or health wise. The study looked at participants who had autistic children between the ages of 4 and 20 years old. The study concluded that parents who have a strong religious or spiritual faith and support from religious groups showed a stress level that was no higher than families that do not have an autistic child (Pargament, 2001). The study attributed part of this contentment to the belief by parents that a higher power placed the autistic child in their life for a reason and he or she was one of God's gifts designed for that family. In addition, the support socially and emotionally that the parents derived from religious belonging helped the parents feel less alone…...

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References

Religious coping in families of children with autism.

Focus on Autism and Other Developmental Disabilities; 12/22/2001; Pargament, Kenneth I.

Harris, S.L., & Handleman, J.S. (1994). Preschool education programs for children with autism. Austin, TX: PRO-ED.

Haworth, A.M., Hill, A.E., & Glidden, A.M. (1996). Measuring religiousness of parents of children with developmental disabilities. Mental Retardation, 34(5), 271-279.

S. Office of Education (Osgood 1999).
Each federal act preceding the Education for All Handicapped Children Act freed up funds for special education training programs and for special education programs themselves. Moreover, the legislation raised awareness about the breadth and diversity of the disabled community and helped to reduce stigma. President Johnson followed well in the footsteps of his predecessor by establishing the Committee on Mental etardation and helping to pass Elementary and Secondary Education Act (ESEA, PL 89-10). The Act opened up funds to be used at the state level for special education and lead to the creation of the Bureau of Education of the Handicapped. Although focused on the needs of the mentally disabled community, the Johnson era legislation was integral in providing precedent for the Education for All Handicapped Children Act.

Osgood (1999) also suggests that impetus for the Education for All Handicapped Children Act came from public awareness…...

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References

Ford, Gerald. (1975). Statement on Signing the Education for All Handicapped Children Act of 1975. Retrieved Mar 11, 2009 at http://www.ford.utexas.edu/LIBRARY/speeches/750707.htm

Osgood, R.L. (nd). The History of Inclusion in the United States. Retrieved Mar 11, 2009 at  http://gupress.gallaudet.edu/bookpage/HIUSbookpage.html 

Raschke, D. & Bronson, J. (1999). "Inclusion." Excerpt from "Creative Educators at Work: All Children Including Those with Disabilities Can Play Traditional Classroom Games." Retrieved Mar 11, 2009 at  http://www.uni.edu/coe/inclusion/philosophy/benefits.html 

Special Education Laws and Legislation." Retrieved Mar 11, 2009 at http://atto.buffalo.edu/registered/ATBasics/Foundation/Laws/specialed.php

### Conclusion: Societal attitudes toward disability play a significant role in perpetuating discrimination and inequality for individuals with disabilities. These negative attitudes often stem from misconceptions, stereotypes, and a lack of understanding about what it means to live with a disability. As a result, people with disabilities face barriers in accessing education, employment, healthcare, and other essential services, ultimately leading to social exclusion and marginalization. However, by examining and challenging these ingrained attitudes and beliefs, we can create a more inclusive society. This research provides a comprehensive approach to exploring how societal attitudes toward disability contribute to discrimination through an intersectional....