Unit 13 1.1 The term Dementia is described by a number of symptoms such as memory lose, changes in mood, and unable to communicate normally. A mental decline in the ability to function in every day life. 1.2 Key functions of the brain affected by dementia are frontal lobe, temporal lobe, parietal lobe, occipital lobe, cerebrum and hippocampus. 1.3 Dementia can be mistaken for depression, delirium and age-related memory impairment because they are very similar in appearance. 2.1 The medical model sees the patient with dementia as a problem.
1.2 Types of memory impairment Whilst long term memory loss is experienced, short term memory loss can cause more problems, although it is not the same in every case. So it might be difficult to remember what happened 5 minutes ago. Other kinds of memory loss might be, difficulty in remembering people or their names, trouble finding words, repeating recent questions and conversations, remembering where things are. 1.3 How individuals process information with reference to the abilities and limitations of individuals with dementia The brain works with chemical signals between neurons. When the neurons get damaged and no longer function efficiently the resulting limitations differ, depending on which side of the brain is damaged.
People who care for dementia sufferers may find that as the illness progresses they will have to start discussions to get the person to make conversation. This is common. Their ability to process information gets progressively weaker and their responses can become delayed. Impaired depth perception, loss of vision, loss of colour vision, loss of contrast sensitivity and hallucinations are all problems that may be associated with dementia. As a carer non-verbal communication will become important, body language, facial expressions, gestures, eye contact and tone of voice will have to be taken into account when communicating with a sufferer.
Communication difficulties may contribute to autistic adults they become socially anxious or depressed or prone to self-injurious behaviours. Many adults with autism are being diagnosed with co-morbid mood, anxiety and compulsive disorders which may also contribute to behavioural and functioning challenges. There are different types of problems and not all will occur in each case. These can generally be described as 'not being able to get on with people'. So the adults may: * Seem to be aloof.
They might not remeber who they are or were they are without support or care. 3.1 The most common causes of dementia are Alzhemirs, vascular, parkinsons, lewy body 3.2 Likely signs and symptoms of common causes of dementia are , memory loss, depression, personality changes, deliruim, confusion and inabilities of tasks. 3.3 Risk factors for dementia are smoking, high blood pressure, alcohol, diabetes, depression, head injuries and age. 3.4 Prevalence rates for different types of dementia are Demography, background, prevalance and incidence and projected growth. 4.1 Depending on the form of dementia people abilities and disabilities will always be different.
Answer the following questions units either one of the method of producing evidence e.g. : reflective account, question and answer, case study and other evidence. (if you are a learn direct candidate refer to the reading resources on your account to support with the terms, vocabulary and key wards) Learning Outcomes The learner will: 1) Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities Assessment Criteria The learner can: 1.1.1 Identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities These ares-: Equality Act 2010 Mental Health Act 2007 Safeguarding Vulnerable Groups Act 2006 Equal Opportunities Act 2004 Human Right Act 1998 …………………………………………………………………………………………………………………………………………………………….…………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………. 1.1.2 Explain how this
Taking in new information People with dementia find it very difficult to understand and retain new information and events. In some cases of dementia the area of the brain that processes new information may be damaged , which means the individually not be able to recollect hearing information they have already been given. As the brain has not been able to retain the information the individual may think its the first time they have been given it. Recognising people and places People suffering with dementia may lose the ability to recognise people, places or things. This is because the brain no longer the the capability to remember or process the information it needs.
(CEC 4.4) • Design instruction to meet student needs. (CEC 4.5) • Select, adapt, create, and use curricular materials. (CEC 7.4) Relevancy of Task to Teacher Candidate Students must be able to implement research-based lesson plans which reflect accommodations and modifications for learners with disabilities. Assessment: Student Prompts/Teacher Directions 1) Individual: Teaching for Exceptionalities (Benchmark Assessment) a) General Practicum information: Students’ practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course on the Practicum Placement Form found in the Student Success Center, Colleges, College of Education, and Teacher Preparation Programs Practicum/Field Experience Manual i) Students should fill out the Practicum Placement Form and Observation Record. Complete
Repression is difficult to study under laboratory conditions. Non-experimental evidence where adults recover repressed memories of childhood abuse exists but there is controversy as some argue that the "memories" are false. Andrews et al. (1999) looked at reports of recovered memories from 236 therapy patients. 41% reported corroborative evidence.
Physical, cognitive/intellectual, social/ emotional, and moral development will be examined. The course focuses on defining the various stages as they impact instructional practice and decisions in a preK-8 environment. (3 credits) Prerequisite: GEN 200. EDU 310 Models and Theories of Instruction This course focuses on the theoretical models that underlie teaching and learning for all learners. Effective teaching strategies that promote student learning will be examined.