TYPES OF DISABILITY AS PER RIGHTS OF PERSONS WITH DISABILITIES ACT, 2016: A THEORETICAL PERSPECTIVE

Education is an essential part of modern, civilized, advanced and developed society and its progress can never be completed and multidimensional, today when we talk about education, the shape of inclusive education comes to the fore. Due to which normal and disabled get education by sitting at the same table in a school together. Without inclusive education, the education of disabled cannot be given in full and real shape. In the 21st century, the Rights of Persons with Disabilities Act, 2016 came into force, which led to the development of a new consciousness among disabled (Divyangjan, 2021). Under which making disabled aware, bringing disabled into the mainstream of society through inclusive education, use of educational technology, barrier free environment, categorizing the existing 7 to 21 types of disability and increasing many services operates.  Article visualizations

Imitiranje složenih pokreta kod školske djece s poteškoćama u učenju

Developmental Coordination Disorder (DCD) has often been overlooked both in school practice and in everyday work with children. DCD is one or all of the heterogeneous range of development disorders affecting the initiation, organization, and performance of action. The aim of this article, therefore, was to draw attention to this problem and prove how teachers of different subjects can easily recognize pupils with DCD. Prompt recognition enables fast intervention, resulting in progress in the movement abilities of pupils with DCD. Our research has shown that we can discriminate between pupils with learning difficulties and those without them on the basis of 20 tasks of the Bergès-Lézine’s Test of Imitation of Gestures. In particular, we wish to emphasize three tasks (12, 17, and 20) in which pupils had to cross the vertical midline of the body. Individuals with DCD face problems in spatial orientation and in complex imitation of gestures. Pupils can be classified into two groups (with and without motor coordination and learning difficulties) based on differences found in tasks requiring them to cross the vertical midline of the body and rotate their hands. Learning difficulties can be predicted by pupils’ performance doing such specific tasks. School teachers, especially physical education teachers, can recognize pupils with motor coordination difficulties in informal tasks, and organize appropriate psychomotor activities for them.Razvojni koordinacijski poremećaj (DCD) je često zanemaren i u radu sa školskom djecom i u svakodnevnom radu s djecom. DCD podrazumijeva jedan ili cijeli heterogeni spektar razvojnih poremećaja koji utječu na inicijaciju, organizaciju i izvedbu nekog pokreta. Cilj ovog članka bio je privući pažnju na ovaj problem i dokazati da nastavnici različitih predmeta mogu vrlo lako prepoznati učenike s razvojnim koordinacijskim poremećajem. Brzo prepoznavanje omogućuje brzu intervenciju koja rezultira napretkom u razvoju kretnih sposobnosti kod učenika s DCD-om. Ovo je istraživanje pokazalo kako je moguće razlikovati učenike s poteškoćama u učenju od ostalih učenika primjenom 20 zadataka okupljenih u Bergès-Lézineovom testu imitiranja pokreta

Molecular genetics of autism spectrum disorders in the Finnish population

Väitöskirja; ohj Leena Peltonen-Palotie ja Irma Järvel

Behavior Problems in Children With Specific Language Impairment

We studied behavior in a group of children with specific language impairment in its 2 subtypes (expressive and mixed receptive/expressive). After exclusion of other psychiatric conditions, we evaluated 114 children of ages 2 to 7 years using language developmental tests and behavioral screening scales. Behavior problems appeared in 54% of the children. Withdrawn was the most frequently found syndrome in preschool children, whereas anxious/depressed and social problems were the most frequent in older children. The high frequency of behavioral syndromes in children with specific language impairment is remarkable and requires the awareness of primary attendants and specialists. Anxiety, depression, social isolation, and aggressive and rule-breaking behavior can obscure identification of the language impairment. Taking into account this relationship would improve the chances of a timely and appropriate intervention.Fil: Maggio, Verónica. Universidad Austral. Facultad de Ciencias Biomédicas; ArgentinaFil: Grañana, Nora Estela. Universidad Austral. Facultad de Ciencias Biomédicas; Argentina. Gobierno de la Ciudad de Buenos Aires. Hospital General de Agudos ; ArgentinaFil: Richadeau, Alba. Universidad Austral. Facultad de Ciencias Biomédicas; ArgentinaFil: Torres, Silvio. Universidad Austral. Facultad de Ciencias Biomédicas; ArgentinaFil: Giannotti, Adrián. Universidad Austral. Facultad de Ciencias Biomédicas; ArgentinaFil: Suburo, Angela Maria. Universidad Austral. Facultad de Ciencias Biomédicas; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentin

Resource guide for speech-language practitioners : side effects of seizure medications

textSide effects of seizure medications in individuals with intellectual disabilities (ID) may affect speech and language development for this population. Research information about these effects may be useful for speech-language pathologist practitioners, since they will most likely work in environments that involve assessing and treating individuals with ID. In this meta-analysis, a total of 19 articles were reviewed to examine the side effects of AEDs in individuals with ID and seizure disorders. Side effects from AEDs were found; however, research regarding how AEDs and seizure disorders affected speech and language development was not available. Based on the findings, participants on AEDs regimens experienced a variety of side effects that included behavioral side effects, adverse cognitive side effects, and non-behavioral side effects. However, information regarding AEDs side effects and speech and language development was nonexistent. Based on the findings, further research in this is much needed for practicing speech-language pathologists in this topic.Communication Sciences and Disorder

Panic Disorder: The Strength and Influence of Selected Variables as Predictors of Comorbidity And Research Portfolio

This study has been designed to complement previous research on comorbidity within panic disorder. It was also hoped that additional new information will be obtained on the impact of specific predictor variables. The term 'predictor variable' refers to those variables which are associated with a comorbid diagnosis. Measures describing this association should help in the prediction of a comorbid diagnosis. These predictor variables, or associations may be related to comorbidity in such a way that an increase in one may be accompanied by an increase in the other, or conversely an increase in one may be accompanied by a decrease in the other. No attempt will be made to measure or quantify this relationship which should therefore be seen as an association rather than a correlation. The term comorbidity was coined by Feinstein ( 1970) and has its basis in general medicine. It refers to the co-occurrence of at least two different disorders in the same individual. The symptoms are concurrent with those of the principal disorder but are not a typical feature of that disorder (Barlow, 1988). This is distinct from associated symptoms in which the symptoms are aspects of the primary disorder and thus do not warrant a separate diagnosis. In this study, the principal diagnosis will be the one judged to be associated with the greatest distress or life interference at time of interview and the reason why treatment was sought. No attempt will be made to use a chronological or causal distinction which assumes that the principal diagnosis comes first temporally, or causes the co morbid symptoms (Klerman, 1990). The study will be undertaken at Hairmyres Hospital, with patients referred from East Kilbride/Hamilton Primary Care Services