Related Services for Vermont\u27s Students with Disabilities

The purpose of Related Services for Vermont’s Students with Disabilities is to offer information regarding related services that is consistent with IDEA and with Vermont Law and regulations. It also describes promising or exemplary practices in education, special education, and related services. The manual’s content applies to all related services disciplines which serve students with disabilities, ages 3 through 21, who have an Individualized Education Program (IEP)

CBR: A Strategy for Rehabilitation, Equalization of Opportunities, Poverty Reduction and, Social Inclusion of People With Disabilities

[From Introduction] Community-based rehabilitation (CBR) promotes collaboration among community leaders, people with disabilities, their families,and other concerned citizens to provide equal opportunities for all people with disabilities in the community. The CBR strategy, initiated two and a half decades ago, continues to promote the rights and participation of people with disabilities and to strengthen the role of their organizations (DPOs) in countries around the world

Symptomatic Speech Disorders - Theoretical Basis and Practical Applications

Area of symptomatic speech disorders in person with sensory disabilities still stands on the edge of the interests of professionals. The article deals with the issue of speech therapy, special education of person with hearing impairment, and special education of person with visual impairment. Disruption of communication for people with sensory disabilities is one of the determinants of the quality of life. Within a broader theoretical framework symptomatic speech disorders in person with visual and hearing disability will be planted partial results of research with qualitative orientation. The exhibition will include in particular the issue of awareness, experience, access and awareness of speech therapists in the intentions of the issue

Chronic Poverty and Disability in Uganda

The study of poverty - situation, dynamics, and impact - has received much impetus in the last 10 years in Uganda. Evidence from the country’s Household Surveys and the recently concluded Participatory Poverty Assessment (PPA) has yielded much needed policy-relevant information. Emerging evidence from the studies confirms an intrinsic and mutually reinforcing link between poverty and disability. Chronic poverty studies, however, are much more recent. Spurred by a growing need to understand which categories of the population live in perpetual poverty and the reasons behind their “missing out” on the benefits of current development interventions the studies have recently focused attention on specific themes and/or categories of the poor. This study focuses on the relationship between chronic poverty and disability in the country, and it argues that disabled people are not only among the poorest of the poor in the country, but that they remain poor for very long periods of time, and from generation to generation. The study highlights some of the methodological challenges that still exist with respect to isolating chronically poor from episodically poor people, one of these being the lack of longitudinal studies that devote attention to “tracking” poor people’s situations, behaviour and characteristics over time. Yet in the case of disabled people anecdotal information is overwhelming in recognising that the two - long duration poverty and disability are in the majority of cases interchangeable. The purpose of this study, therefore, is to gain a deeper understanding of the relationship between long-duration poverty and disability. The Study is based on a review of existing literature and actual fieldwork carried out in four districts of Uganda. It seeks to: (a) summarise the current state of knowledge about disability and chronic poverty in Uganda; (b) discuss the factors that disabled people in “perpetual poverty”; (c) describe the efforts that are presently being made to address long-duration poverty among disabled persons in the country; and (d) propose policy interventions aimed at greater inclusion of disabled people in the country’s development processes. The study adopts Hulme and Shepherd’s definition, taking chronic poverty to be that poverty where individuals or households are trapped in severe and multi-dimensional poverty for an extended period of time, and where poverty is linked with the intergenerational transmission, so people who are born in poverty, live in poverty and pass that poverty onto their children (Hulme and Shepherd, 2001). Evidence from the study confirms that disabled people, as individuals, or the households in which they live, face a kind of poverty condition that carries on for a long period of time - beyond five (5) years, during which period, and regardless of different macro and micro interventions, affected households or individuals are unable to sustain themselves or to improve on their livelihoods

Gaps and needs analysis: european report and roadmap

Needs assessment analysis within the ISOLEARN project focused on under-researched topic of needs in education process of visually and hearing impaired students in HE in Europe. Applying a mixed-method design with desk research, a web survey with students and in-depth interviews with representatives of higher education institutions revealed valuable feedback for increasing the understanding on needs of this vulnerable group. These two groups need different adaptations as they have different needs. Also we can say they are not satisfied with current adaptations and there is a lot of room for improvement. From the interviews and also desk research we can conclude, that the institutions are trying to help students on their way to academic success, but results of the survey shows, that they (institutions) are successful only to a certain extent.info:eu-repo/semantics/publishedVersio

Language acquisition in developmental disorders

In this chapter, I review recent research into language acquisition in developmental disorders, and the light that these findings shed on the nature of language acquisition in typically developing children. Disorders considered include Specific Language Impairment, autism, Down syndrome, and Williams syndrome. I argue that disorders of language should be construed in terms of differences in the constraints that shape the learning process, rather than in terms of the normal system with components missing or malfunctioning. I outline the integrative nature of this learning process and how properties such as redundancy and compensation may be key characteristics of learning systems with atypical constraints. These ideas, as well as the new methodologies now being used to study variations in pathways of language acquisition, are illustrated with case studies from Williams syndrome and Specific Language Impairment