Recognizing adult learning disabilities

The purpose of this project was to develop aids and strategies for identifying and assisting adult students with learning disabilities. Using the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV 1994). The project addresses specific descriptions for identifying traits, behaviors, and characteristics in the recognition of: dyslexia; color blindness, tic disorders, Tourette\u27s syndrome, scotopic sensitivity syndrome, behavior disorders, attention deficit disorder (ADD), attention deficit/hyperactivity disorder (ADHD), aphasic disorders, and autistic disorders

Look Again: Making Friends with Sensory Processing Disorder

This paper explores the impact of sensory processing differences on the development of young children’s peer relationships in early childhood. Current children’s literature on Sensory Processing Disorder (SPD) is limited in addressing the ways in which SPD intersects with social interaction among students with disabilities and their nondisabled peers. By exploring social scenarios grounded in the lived experiences of one child with SPD, I aim to broaden what counts as acceptable approaches to connection and interaction among young children. I use the social model of disability, the tenets of the neurodiversity movement, and the guiding principles of Disability Critical Race Theory (DisCrit) as a framework to reject traditional racist and ableist norms of social-emotional development, create more inclusive educational spaces that welcome the full range of human variation, and encourage children to be more of who they are

Graduate Catalog, 2001-2002

https://scholar.valpo.edu/gradcatalogs/1028/thumbnail.jp

Applying the International Classification of Functioning, Disability & Health: A Team-Based/Project Based Course for Undergraduate Students

This text is a complete team-based and project-based learning course focused on the application of the World Health Organization’s International Classification of Functioning, Disability and Health (ICF) to unique groups of program clients and patients. It is designed to engage undergraduate students in exploration of the different facets of the ICF, in how the ICF differs from medical and social models because of these facets, and how each applies to, and ensures, an awareness of all of the ways in which health affects and is affected by peoples’ characteristics and environments. The text includes readings, digital links, readiness assurance elements, and guidelines for individual and team deliverables, but can also be used as a stand-alone text to provide a rich constructivist approach to understanding the structure of the ICF and how to use it for problem solving and decision-making with a patient/client population. It is the author’s intention that the text be used as suits the instructor, and modified to fit the pre-professional or paraprofessional healthcare students being taught, so while case study examples for rehabilitation are include, the text will lend itself to any patient or client group.https://dc.etsu.edu/etsu-oer/1008/thumbnail.jp

Recent Developments in Smart Healthcare

Medicine is undergoing a sector-wide transformation thanks to the advances in computing and networking technologies. Healthcare is changing from reactive and hospital-centered to preventive and personalized, from disease focused to well-being centered. In essence, the healthcare systems, as well as fundamental medicine research, are becoming smarter. We anticipate significant improvements in areas ranging from molecular genomics and proteomics to decision support for healthcare professionals through big data analytics, to support behavior changes through technology-enabled self-management, and social and motivational support. Furthermore, with smart technologies, healthcare delivery could also be made more efficient, higher quality, and lower cost. In this special issue, we received a total 45 submissions and accepted 19 outstanding papers that roughly span across several interesting topics on smart healthcare, including public health, health information technology (Health IT), and smart medicine

Observational study of children with autism who have participated in hyperbaric oxgen therapy

Autism is the fastest growing disability ever. With the growth comes a lot of questions as to the etiologies and treatment of this condition, often putting parents, schools, and traditional medical personnel at odds with what treatments have efficacy. As the popularity of alternative treatments increase, so does the need for research. Hyperbaric oxygen therapy is one alternative treatment parents are seeking for their child with autism. When one looks at the science behind hyperbaric oxygen therapy and the physical condition of a child with autism the rationale behind the treatment becomes clear. Research has shown that children with autism have decreased cerebral blood flow, neurological and gastrointestinal inflammation, reduction of purkinje cells, poor immune systems, increase of heavy metals, and deficits with their myelination. When these conditions are compared to the benefits one receives in hyperbarics a correlation is noted, and an understanding of why a child functioning improves. This research was a study of five children with school diagnosis of autism that were doing hyperbaric oxygen therapy. Both the parents and the child\u27s teacher filled out a pre and post evaluation of the child using ATEC evaluation tool. The evaluation tool assessed improvements in the area of speech/language/communication, sociability, sensory/cognitive awareness, health/physical/behavior of a child with autism.The results were assessed with the SPSS (Statistical Package for the Social Sciences Personal Computer) software using t-test with Paired Samples Statistics data analysis to compare the pretest and posttest scores. All areas showed improvements. In speech/language/communication the parents reported a 6.33 percentage of improvements and the teachers reported a 10.34 percentage of improvements. In sociability the parents reported a 10.53 percentage of improvements and the teachers reported a 3.96 percentage of improvements. In sensory/cognitive awareness the parents reported a 4.11 percentage of improvements and the teachers reported a 14.29 percentage of improvements. Lastly, in health/physical/behavior the parents reported a 17.61 percentage of improvements and the teachers reported a 10.22 percentage of improvements. Overall, the study concluded that further research with a larger sample size is warranted to see if hyperbaric oxygen therapy can help benefit children with autism

Cinematherapy in gifted education identity development : integrating the arts through STEM-themed movies

This paper examines the crucial need for inclusion of a curricular component within gifted and talented programming that addresses the social and emotional development of gifted students. This component, cinematherapy, addresses the asynchronous development of gifted students through the lives of gifted characters. This paper details the process for selecting STEM-themed movies to view with students, provides a table of relevant STEM films that feature gifted characters, and possible general discussion questions to be used after viewing

Accommodating Asperger's: an autoethnography on the learning experience in an e-learning music education program

Thesis (D.M.A.)--Boston UniversityA student with Asperger's Syndrome faces a complex myriad of learning disabilities and social difficulties. The co-morbid conditions of dyslexia, Obsessive Compulsive Disorder, Attention Deficit Disorder, Attention Deficit Hyperactive Disorder and anxiety further complicate Asperger's Syndrome. Asperger's Syndrome and these conditions, singularly and in combination, have the potential to significantly hamper a student's achievement and success in learning environments. I am a person with Asperger's Syndrome, formerly diagnosed as Autism Spectrum Disorder-High Functioning, engaged in Boston University's Doctorate in Music Education Program delivered via E-learning modalities. The research question, "How does the E-learning modality serve the needs of a student with Asperger's Syndrome in the field of music education?" was a direct product of my personal experience with the convergence of E-learning, music education and Asperger's Syndrome. Autoethnography was employed as the research strategy to explore this convergence. The primary data source was a journal spanning almost three decades in conjunction with artifacts and other data sources. The data analysis and interpretation was completed through self-reflective and selfnarrative writing. The findings of this study, suggest that while E-learning modalities present both positives and negatives for students with Asperger's Syndrome; the potential to alleviate many of the challenges they face makes this is an excellent alternative to the traditional classroom educational delivery method in the field of music education. Further this research highlights the importance for educators to reflect on their own teaching methods and the profession to continually evaluate the methods utilized in delivering content and assessing achievement