Final Blog

So this is my final blog I did this for a college English class and I was supposed to have 15 entries. I hope you all enjoy what I have posted and comment on anything you would like. Thanks for taking time out of your day and reading what I have posted. I hope you all get something out of this because I sure have. Handicapped people are just people and need to be treated with respect and a person first then address the disability. There is no person that wants to be left out or feel different so why judge other people if you yourself do not want to be judged. This is just my opinion and its just food for thought.

Thanks again

Early Intervention

Here are some history and concepts of early intervention.

The purpose of early intervention is t provide necessary supports and services to optimize the child’s development as early as possible.

Legislative support for young children with disabilities began in 1968, when Congress passed the handicapped children early education assistance act.

IDEA 2004 encourages educating young children in natural enviroment that is, settings that are normal for children of that age who do not have disabilities.

Parents are key to the success of early intervention for the child.

After a child is born, the apgar test is given 1 to 5 minutes after birth. During this test, the physician examines the infants heart rate, respiratory effort, muscle tone, and general physical state, including skin color.

God Sent To Me An Angel

I thought that this was a good poem too! http://www.angelswithspecialneeds.org/poems/our-poems/

God Sent To Me An Angel

God sent to me an angel,
it had a broken wing.
I bent my head and wondered
“How could God do such a thing?”

When I asked the Father
why He sent this child to me,
the answer was forthcoming,
He said “Listen and you’ll see.”
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“My children are all precious,
and none is like the rest.
Each one to me is special,
and the least is as the best.
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I send each one from Heaven
and I place it in the care
of those who know my mercy,
those with love to spare.
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Sometimes I take them back again.
Sometimes I let them stay.
No matter what may happen
I am never far away.
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So if you find an angel
and you don’t know what to do,
remember, I am with you,
love is all I ask of you.”

author:Paul Dammann

Learning Disabilities

Here is some history and concepts I just learned.

The phrase learning disability was coined in 1962 by Samuel Kirk.

Many students do not have an underlying neurological base for their difficulties, and they have therefore been identified as learning disabled because of unexplained underachievement.

In the Annual Report to Congress in 2005, the learning disabilities category contains 50% of all students with disabilities in the United States Furthermore, CEC (1997) identified that 75 to 80% of individuals with specific learning disabilities have reading or language deficits.

unexplained underachievement and intraindividual deficits are evidence of the probable existence of learning disabilities.

Children with learning disabilities are likely to attribute their failure to their lack of ability, which lowers their feelings of self esteem.

Dyslexia is a disability often involving extreme problems with reading, spelling, and writing.

Current estimations indicate that 4.2% of the school-age childrenwho recieve special education are categorized as learning disabled.

Angles With Special Needs

This is a poem I found on the internet for my class project. I enjoyed it and I hope you do too. http://www.angelswithspecialneeds.org/poems/i-am-the-child/

I Am The Child

I am the child who cannot talk. You often pity me, I see it in your eyes. You wonder how much I am aware of — I see that as well. I am aware of much — whether you are happy or sad or fearful, patient or impatient, full of love and desire, or if you are just doing your duty by me. I marvel at your frustration, knowing mine to be far greater, for I cannot express myself or my needs as you do.

You cannot conceive my isolation, so complete it is at times. I do not gift you with clever conversation, cute remarks to be laughed over and repeated. I do not give you answers to your everyday questions, responses over my well-being, sharing my needs, or comments about the world about me. I do not give you rewards as defined by the world’s standards — great strides in development that you can credit yourself; I do not give you understanding as you know it.

What I give you is so much more valuable — I give you instead opportunities. Opportunities to discover the depth of your character, not mine; the depth of your love, your commitment, your patience, your abilities; the opportunity to explore your spirit more deeply than you imagined possible. I drive you further than you would ever go on your own, working harder, seeking answers to your many questions with no answers. I am the child who cannot talk.

I am the child who cannot walk. The world seems to pass me by. You see the longing in my eyes to get out of this chair, to run and play like other children. There is much you take for granted. I want the toys on the shelf, I need to go to the bathroom, oh I’ve dropped my fork again. I am dependant on you in these ways. My gift to you is to make you more aware of your great fortune, your healthy back and legs, your ability to do for yourself. Sometimes people appear not to notice me; I always notice them. I feel not so much envy as desire, desire to stand upright, to put one foot in front of the other, to be independent. I give you awareness. I am the child who cannot walk.

I am the child who is mentally impaired. I don’t learn easily, if you judge me by the world’s measuring stick, what I do know is infinite joy in simple things. I am not burdened as you are with the strifes and conflicts of a more complicated life. My gift to you is to grant you the freedom to enjoy things as a child, to teach you how much your arms around me mean, to give you love. I give you the gift of simplicity. I am the child who is mentally impaired.

I am the disabled child. I am your teacher. If you allow me, I will teach you what is really important in life. I will give you and teach you unconditional love. I gift you with my innocent trust, my dependency upon you. I teach you about how precious this life is and about not taking things for granted. I teach you about forgetting your own needs and desires and dreams. I teach you giving. Most of all I teach you hope and faith. I am the disabled child.

Author Unknown

Communication, Language,and Speech Disorders

I have been learning a variety of disabilities and I thought I would share some more with you. I have a professor that really enjoys her work and treats everyone equal. It is amazing to see when one person can make a difference for another. All the information I am about to share is from my class that my professor has giving me to use and study. Hope you enjoy and give feed back if you have anything to add.

Communication- Exchange of thoughts, information, and ideas
-Sender
-Message
-Receiver

Language- An organized system of arbitrary symbols used to express and receive meaning
-Receptive language and Expressive language
-Phonology- Sound system and the rules for combinations of sounds
-Morphology- Meaning to words; rules that address formation of words
-Syntax- Order and combination of words; formation of sentences
-Semantics (language content)- Is the meaning of words and sentences
-Pragmatics (language functions)- Is social context in which communication occurs; helps clarify meaning of communication
-Supra-linguistics (language function)- Is the sophisticated analysis of meaning when the literal meaning is not intended meaning (sarcasm, puns, verbal humor, etc.)

Speech- Oral production of the words of a given language
-Articulation- Clear pronunciation of words
-Fluency- Appropriate flow of words
-Voice- Intonation of words (pitch, loudness, and resonance)
Four processes involved in production of speech
-Respiration- Energy to produce sounds
-Phonation- Production of sound with vocal chords
-Resonation- Provides unique characteristics of voice
-Articulation- Movement of the mouth and tongue that shape sounds into phoneme

Language Development
-Cooing (primary vowels, some back consonants)
-Babble (ba ba, da da, repetitious)
-Echolalia (imitates speech sounds)
-Holophrastic use (12-18 months)
Expressive Vocabulary
-20 words at 18 months
-300 words by 24 months
-1500 words by 48 months
-2000 words by 60 months

Communication Disorder- An impairment in the ability to receive, send, process, and comprehend concepts of verbal, nonverbal, and graphic symbol systems.
-Problems with executive function can impact ability to communicate
-Emotional problems (anger) can impact ability to communicate

Language Disorder- Problems with comprehension and/ or use of spoken, written, and/ or other symbol systems.
-The language disorder may involve:
-The form of language (phonology, morphology, syntax)
-The content of language (Semantics), and/ or
-The function of language in communication (pragmatics, supra-linguistic) or any combinations.

Communication Disorders
-Apraxia- Impairment in the ability to plan the movement for speech
-Aphasia- Impairment in the ability to communicate are due to brain damage
-Dysarthria- Articulation or voice disorder due to impaired motor control
-Anarthria- Loss of ability to speak
-Dysphonia- Disorder of voice quality
-Stuttering- Disorder of fluency: repetition, prolongations, and hesitations of sounds and syllables.

Speech Disorder- Problems in the production of speech sounds
-Articulation and Phonological Processing (mispronunciation, hesitation, substitution, distortion, omission, addition, of extra sound)
-Fluency (flow of speech- stuttering or impaired rate or rhythm of speech)
-Voice
-Dysphonia- Disorder of voice quality related to phonation, resonation, or both.

Common Articulation Errors
-We yive in a yeyow house. (Substitution)
-I like dis ball. (Substitution)
-Did you see the wed twuck? (Substitution)
-Oh, ook at the kitty. (Omission)
-Did you see the moufse? (Addition)
-I am seben years old. (Substitution)
-I have fi fingers. (Omission)
-Can we play footsball. (Addition)

Identification and Assessment
Response to Communication, Language, and Speech Disorder
-Adapt the learning environment
-Individualized educational services
-Involvement of speech-language pathologist
-Family involvement
-Augmentative and Assistive Technology

 

Autism Spectrum Disorder

I have learned a lot in my class that deals with all disabilities, but in the end they just want to be treated like the rest. I have learned about autism spectrum disorder through the semester and I would like to explain a little more about it.

The definition of autism is a bio neurological developmental disability that generally appears before age three.

The signs and symptoms are not respond to their by 12 months, not pointing at objects to show interest (point at an airplane flying over) by 14 months, not play “pretend” games (pretend to “feed” a doll) by 18 months, avoid eye contact and want to be alone, have trouble understanding other people’s feelings or talking about their own feelings, have delayed speech and language skills, repeat words or phases over and over (echolalia), give unrelated answers to questions, get upset by minors changes, have obsessive interests, flap their hands, rock their body, or spin in circles, have unusual reactions to the way things sound, smell, taste, look, or feel. Diagnosis and treatment it is very hard to diagnosis ASD. There is no real test. No blood work. Most doctors look at the child’s behavior and development. Most children are diagnosis by the age of 18 months. There is no treatment to ASD. If the doctors catch it early, then they can start working on the import skills.

I wrote a paper for my English class and I would like some feed back. If you find anything that needs revised or just want to add anything to my paper just blog back to me thanks.

Stop the R-word

                In today’s world people label other people by how they look, act, or where they came from. People call people or friends retard by how that person acts or thinks. The r-word is misused frequently that the definition is lost. What is the definition for retard, and how do people stop using the r-word? Retard is commonly misused.

The definition for retard is a mentally handicapped person. Doctors, psychologist, and other specialist describe the r-word as a person with intellectual impairment. The usage of the r-word was not intended to discriminate against mentally handicapped but to notice their special needs. Retard dates back to 1426 and gradually made its way to the 1960’s when the word became more misused to hurt people. From 1960 to 2011 the r-word has impacted the lives of many people that the government is trying to put an end to the r-word as many other people and organizations are as well.

Today the r-word has multiple meanings. Usually the younger kids say the r-word because they have heard it from older kids, parents or on the media, and assume it is an everyday word that means nothing.  It can stand for being slow, stupid, funny, or a moron. Most times people use the r-word to make fun of someone or just anything. When a person say’s, “Don’t be a retard,” they are taking the r-word out of context. Even though people might not mean to call people the r-word, it might still hurt the other person.

Retard is a name that needs to be forgotten, and needs to be removed from people’s daily usage. It hurts people’s feelings, and discriminates mentally handicapped people. Organizations, government, and families are trying to stop the r-word for good. Retard was never used correctly and even today it is still a misused word that hurts people. It labels special needs people, and special people should be recognized as regular people.

Retard is a commonly misused word. Definition for Retard is a mentally handicapped person. Has often been misused and has more than one meaning to people. People use the r-word to hurt people or just to be funny.  Retard is never used properly and discriminates against the mentally handicapped and hurts people.

Story of Stevie

So I am sitting in class one day and the professor told us that we were running out of time and we should read this story. I thought it was a wonderful story and it makes you think. I thought I would share this story with you and see what you think about it. Hope you enjoy it!

The Folded Napkin – A Truck Stop Story.
If this doesn’t light your fire, your wood is wet!

I try not to be biased, but I had my doubts about hiring Stevie. His placement counselor assured me that he would be a good, reliable busboy. But I had never had a mentally handicapped employee and wasn’t sure I wanted one. I wasn’t sure how my customers would react to Stevie.


He was short, a little dumpy with the smooth facial features and thick-tongued speech of Downs Syndrome. I wasn’t worried about most of my trucker customers because truckers don’t generally care who buses tables as long as the meatloaf platter is good and the pies are homemade.

The ones who concerned me were the mouthy college kids traveling to school; the yuppie snobs who secretly polish their silverware with their napkins for fear of catching some dreaded ‘truck stop germ’; the pairs of white-shirted business men on expense accounts who think every truck stop waitress wants to be flirted with. I knew those people would be uncomfortable around Stevie so I closely watched him for the first few weeks….

I shouldn’t have worried. After the first week, Stevie had my staff wrapped around his stubby little finger, and within a month my truck regulars had adopted him as their official truck stop mascot.


After that, I really didn’t care what the rest of the customers thought of him. He was like a 21-year-old in blue jeans and Nikes, eager to laugh and eager to please, but fierce in his attention to his duties. Every salt and peppershaker was exactly in its place, not a breadcrumb or coffee spill was visible when Stevie got done with the table.


Our only problem was persuading him to wait to clean a table until after the customers were finished. He would hover in the background, shifting his weight from one foot to the other, scanning the dining room until a table was empty. Then he would scurry to the empty table and carefully bus dishes and glasses onto his cart and meticulously wipe the table up with a practiced flourish of his rag.

If he thought a customer was watching, his brow would pucker with added concentration. He took pride in doing his job exactly right, and you had to love how hard he tried to please each and every person he met.

Over time, we learned that he lived with his mother, a widow who was disabled after repeated surgeries for cancer. They lived on their Social Security benefits in public housing two miles from the truck stop. Their social worker, who stopped to check on him every so often, admitted they had fallen between the cracks. Money was tight, and what I paid him was probably the difference between them being able to live together and Stevie being sent to a group home. That’s why the restaurant was a gloomy place that morning last August, the first morning in three years that Stevie missed work.

He was at the Mayo Clinic in Rochester getting a new valve or something put in his heart. His social worker said that people with Downs Syndrome often have heart problems at an early age so this wasn’t unexpected, and there was a good chance he would come through the surgery in good shape and be back at work in a few months.

A ripple of excitement ran through the staff later that morning when word came that he was out of surgery, in recovery, and doing fine.

Frannie, the head waitress, let out a war hoop and did a little dance in the aisle when she heard the good news.

Bell Ringer, one of our regular trucker customers, stared at the sight of this 50-year-old grandmother of four doing a victory shimmy beside his table.

Frannie blushed, smoothed her apron and shot Bell Ringer a withering look.

He grinned. ‘OK, Frannie, what was that all about?’ he asked.

‘We just got word that Stevie is out of surgery and going to be okay.’

‘I was wondering where he was. I had a new joke to tell him. What was the surgery about?’

Frannie quickly told Bell Ringer and the other two drivers sitting at his booth about Stevie’s surgery then sighed: ‘Yeah, I’m glad he is going to be OK,’ she said. ‘But I don’t know how he and his Mom are going to handle all the bills. From what I hear, they’re barely getting by as it is.’ Bell Ringer nodded thoughtfully, and Frannie hurried off to wait on the rest of her tables. Since I hadn’t had time to round up a busboy to replace Stevie and really didn’t want to replace him, the girls were busing their own tables that day until we decided what to do.

After the morning rush, Frannie walked into my office. She had a couple of paper napkins in her hand and a funny look on her face.

‘What’s up?’ I asked.

‘I didn’t get that table where Bell Ringer and his friends were sitting cleared off after they left, and Pony Pete and Tony Tipper were sitting there when I got back to clean it off,’ she said. ‘This was folded and tucked under a coffee cup.’

She handed the napkin to me, and three $20 bills fell onto my desk when I opened it. On the outside, in big, bold letters, was printed ‘Something for Stevie’.

‘Pony Pete asked me what that was all about,’ she said, ‘so I told him about Stevie and his Mom and everything, and Pete looked at Tony and Tony looked at Pete, and they ended up giving me this.’
She handed me another paper napkin that had ‘Something For Stevie’ scrawled on its outside. Two $50 bills were tucked within its folds. Frannie looked at me with wet, shiny eyes, shook her head and said simply: ‘Truckers!!’

That was three months ago. Today is Thanksgiving, the first day Stevie is supposed to be back to work.

His placement worker said he’s been counting the days until the doctor said he could work, and it didn’t matter at all that it was a holiday. He called ten times in the past week, making sure we knew he was coming, fearful that we had forgotten him or that his job was in jeopardy.

I arranged to have his mother bring him to work. I then met them in the parking lot and invited them both to celebrate his day back.

Stevie was thinner and paler, but couldn’t stop grinning as he pushed through the doors and headed for the back room where his apron and busing cart were waiting.

‘Hold up there, Stevie, not so fast,’ I said. I took him and his mother by their arms. ‘Work can wait for a minute. To celebrate you coming back, breakfast for you and your mother is on me!’
I led them toward a large corner booth at the rear of the room
.

I could feel and hear the rest of the staff following behind as we marched through the dining room. Glancing over my shoulder, I saw booth after booth of grinning truckers empty and join the procession. We stopped in front of the big table. Its surface was covered with coffee cups, saucers and dinner plates, all sitting slightly crooked on dozens of folded paper napkins ‘First thing you have to do, Stevie, is clean up this mess,’ I said. I tried to sound stern.

Stevie looked at me, and then at his mother, then pulled out one of the napkins. It had ‘Something for Stevie’ printed on the outside. As he picked it up, two $10 bills fell onto the table.

Stevie stared at the money, then at all the napkins peeking from beneath the tableware, each with his name printed or scrawled on it. I turned to his mother. ‘There’s more than $10,000 in cash and checks on that table, all from truckers and trucking companies that heard about your problems. ‘Happy Thanksgiving.’

Well, it got real noisy about that time, with everybody hollering and shouting, and there were a few tears, as well.

But you know what’s funny?
While everybody else was busy shaking hands and hugging each other, Stevie, with a big, big smile on his face, was busy clearing all the cups and dishes from the table…. Best worker I ever hired.