In 2008, it was stated that 1 in every 88 children had some form of autism with it being more common in boys, even though the reason is unknown. The causes of ASD are now thought to be multi-factorial, genetic, epigenetic, and non genetic factors. Even though ASD is highly genetic and according
Case Studies in Abnormal Disorder Francine Morgan PSY 410 January 15, 2012 Professor Eric Niler The brain abnormalities found in autistic individuals are thought to be based on genetics. Genetic and environmental plays a big part in the cause of autism. It seem that environmental factor might interact with genetic susceptibility during vulnerable periods of development (Lawler, Croen, Grether, & Van de Water, 2004, p.292-302). Although they are data that support a genetic cause, they also suggested that autism is not solely genetically based because 40% of individual who are identical twins do not share the disorder. According to the National Institute of Neurological Disorders and Stroke (2005), a family with a child with autism has a much higher than usual
The study also proved that reading problems in middle elementary students requires a multi step process. The research stated that no single measure effectively defines whether a student is at risk. References Speece,, D., Ritchey, K., Silverman, R., Schatschneider, C., Walker, C., & Andrusik, K. (2010, June 1). Identifying Children in Middle Childhood Who Are at Risk for Reading Problems. School Psychology Review, 39,
Many innovative technologies and even several laws have been created to aid deaf individuals in conquering obstacles that they might face due to their impairment. The most advanced and controversial device available to many hearing-impaired people are cochlear implants. The deaf population is no longer forced to endure a disadvantaged life because of their handicap like the character Ivan in Richard Connell’s short
Over Diagnosing Autism in American Children Autism is defined by the Autism Society of America (ASA) as a complex developmental disability that typically appears during the first three years of life and is the result of a neurological disorder that affects the normal functioning of the brain, impacting development in the areas of social interaction and communication skills. Both children and adults with autism typically show difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. While once rare autism has reached epidemic proportion in the United States. The increase cannot be attributed to changes in diagnostic criteria which have actually become more restrictive or be linked to childhood
Can Children Under 10 Commit Morally Virtuous Rights or Moral Wrongs When it is Morally Wrong to Commit Grievances Towards Them? Susan Brown PHI 107 Dr. Eszter Barra-Johnson September 7, 2009 Abstract This paper reflects on the question of if a child of 10 years or less can act morally wrong or commit morally virtuous acts. Children in today's society are nearly forced to be older than their actual age and thus must increase in maturity and morally comparatively to children of as little as three decades ago. The argument of agreement will be proved by examples of needing a two person income family with a comparative of a child in a single parent versus both parent environment. Although it is a "grievous moral wrong to harm" (Waller, 2008, p. 32) children under the age of ten, the evil in society today will be proved with examples to show children who are harmed are able to commit not only morally virtuous acts but can and will commit morally wrong decisions.
The cause of Pervasive development disorders is not yet known, however researchers are still continuing to look for the answers as to what might be causing them. Some studies say genes could be a contributing factor to autism as some have biochemical or metabolic disorders or there could be an issue with the nervous system. Studies are in the progress of examining the structure and function of the brain in people with autism for an indication that may help us understand these conditions better, as well as how to treat and/or prevent them. How common are pervasive development disorders? Researches say pervasive development disorders occur in about five to 15 children per 10,000 births.
Walraich, Bickman, Lambert, Simmons and Doffing (2005) found that “When direct information from the teacher is available, there are often discrepancies in the parent and teacher report’s of behaviour because they observe the child in very different settings”. Researchers have stated that “Information provided by the teacher is crucial to evaluate pharmalogic interventions because the teacher’s observe children when the medications are at the peak levels which parents rarely see; therefore teachers are in the best position to report on the efficacy” (Walraich et al. 2005). Communication between the child’s parents and their teacher on a regular basis (daily if necessary) operates as a means of transport by which the child’s school behaviour is assessed and this behaviour should then be reinforced within the home so that the expectations of the child are consistent. Barkley (1981) believes that “A device for utilising homebased reinforcement is a daily report
I had to always sit towards the front of the classroom, so I could hear the teacher and I had to wear an FM system to help me hear my teacher clearly and to also be able to hear my peers. The FM system was a huge help for me because I could hear everyone closely and whenever the class was getting noisy I would be able to hear the teacher better. I could remember going to class everyday feeling like I was not a normal student like everyone else because I had a disability that made everyone look at me and treat me differently. I felt left out a lot of times when we were having small group discussion and I couldn’t understand what everyone was saying and I missed out on what was being said by my peers. Therefore, I would get frustrated because I couldn’t get the answers out quickly and then the class would move on to another topic.
These courses allowed me to be taught by actual elementary school teachers, who have years of experience with working with children, and the knowledge and advice they were able to pass on truly helped me better understand what I was signing up for as an education major, and helped my improve the way I teach so that I could articulate in a way that would be comprehensible to students of a young age. These classes are slowly molding me to become a great teacher. Also, I am doubling majoring in psychology in hopes that it will help me to better understand the mentality of special education students, so that in the future I will be able to teach them in a way that they will be able to grasp. Psychology courses have