This Week You Have Been Learning About Deafness And Hearing ✓ Solved

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This week you have been learning about deafness and hearing loss, blindness and low vision, physical disabilities, health impairments, ADHD, and low-incidence disabilities such as severe/multiple disabilities, deaf-blindness, and traumatic brain injury. Choose two of these categories that are of most interest to you. Describe two ways in which they differ from each other, and then explain a relationship or similarity that may exist between the two.

"Cerebral palsy is the most prevalent physical disability in school-age children" (Heward, 2009, p. 409). Review the section on cerebral palsy in your course text (pp. 409–413). Imagine you are an early childhood teacher who has a child with cerebral palsy in your preschool or kindergarten class. Summarize at least three facts about cerebral palsy that would help you better understand this child. Then explain at least three ways you might adapt a toy or other classroom device, such as a computer, to promote active and independent use by this child.

"Some people question the wisdom of spending large amounts of money, time, and human resources attempting to educate children who have such serious and profound disabilities that they may never be able to function independently" (Heward, 2009, p. 456). Review Figure 12.1 of your course text, "Are All Children Educable?", on page 456. Based on your readings for this week and in previous weeks, write a response to the question of whether all children are educable. Support your views with specific references from the text.

Sample Paper For Above instruction

Understanding Disabilities: A Comparative Analysis and Educational Implications

Differences and Similarities Between Deafness and ADHD

Differences

Deafness, primarily characterized by sensory impairment affecting hearing, significantly impacts communication and social interaction (American Speech-Language-Hearing Association, 2020). It often necessitates specialized communication methods such as sign language or augmentative and alternative communication devices. In contrast, Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder marked by inattention, hyperactivity, and impulsivity (American Psychiatric Association, 2013). ADHD primarily influences behavior, attention regulation, and executive functioning rather than sensory perception.

While deafness involves a physical impairment of the auditory system, ADHD is a behavioral and cognitive disorder that affects how a child processes information and responds to stimuli. Deaf children may experience delays in language acquisition due to sensory limitations, whereas children with ADHD often struggle with sustained attention and impulse control, affecting academic performance (Jacob & Parkinson, 2015).

Relationship or Similarity

Despite their differences, both deafness and ADHD can impact a child's learning environment by necessitating tailored teaching strategies. Both conditions may require modifications in classroom management and instructional approaches to ensure accessibility and engagement. For instance, visual supports benefit children with deafness and those with ADHD, facilitating understanding and focus (Cawthon & Lerner, 2020). Additionally, both conditions can co-occur, making comprehensive assessments essential for effective intervention (Hallahan et al., 2019).

Understanding Cerebral Palsy in Early Childhood Education

Three Key Facts About Cerebral Palsy

1. The most common motor disability in childhood, cerebral palsy results from brain injury or abnormal brain development that affects movement and posture (Heward, 2009).
2. The severity varies; some children have mild movement impairments, while others may experience profound motor challenges requiring assistive technology (Rosenbaum & Paneth, 2010).
3. Children with cerebral palsy often have associated conditions such as speech disabilities, seizures, or cognitive impairments, necessitating a multidisciplinary approach (Novak et al., 2017).

Classroom Adaptations for Active and Independent Use

• Modify toys with Velcro straps or larger handles to facilitate grasping, enhancing independence during play activities.
• Use switch-adapted devices that can be operated with minimal movement, allowing children with motor limitations to control computers or educational toys.
• Incorporate adjustable seating and support devices to provide stability, enabling access to classroom materials comfortably and safely.

The Educability of All Children

The question of whether all children are educable is complex and multifaceted. Heward (2009) posits that, despite significant differences in abilities, all children have the potential to benefit from education, emphasizing inclusive practices that adapt to individual needs. Figure 12.1 illustrates that the concept of educability hinges on the quality of instruction and support provided rather than innate limitations.

Research suggests that children with severe or profound disabilities can achieve meaningful engagement and learning when provided with appropriate modifications, assistive technologies, and supportive environments (Scruggs & Mastropieri, 2017). Therefore, the idea of educability should be inclusive, acknowledging the diverse ways children can learn and participate in educational settings. Every child has the capacity for growth, and educators play a pivotal role in fostering such potential (Lloyd & Coulter, 2017).

In conclusion, not only should the educational system aim to include all children, but it must also ensure that educational practices are personalized and flexible enough to meet individual needs. The belief in the educability of all children underscores the fundamental value of inclusive education, which recognizes and cultivates each child's unique capacities and strengths.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• American Speech-Language-Hearing Association. (2020). Deafness. ASHA. https://www.asha.org
• Cawthon, S., & Lerner, M. D. (2020). Visual supports for children with disabilities. Journal of Special Education Technology, 35(2), 89-101.
• Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2019). Exceptional learners: An introduction to special education (13th ed.).
• Heward, W. L. (2009). Exceptional children: An introduction to special education (8th ed.).
• Jacob, R., & Parkinson, G. (2015). Managing inattention in children with ADHD. Journal of Child Psychology, 20(4), 220-229.
• Lloyd, J., & Coulter, D. (2017). Inclusive education: Strategies for success. Educational Review, 69(3), 323-340.
• Novak, I., McIntyre, S., Morgan, C., Campbell, L., et al. (2017). A systematic review of interventions for children with cerebral palsy. Developmental Medicine & Child Neurology, 59(9), 876-892.
• Rosenbaum, P., & Paneth, N. (2010). Cerebral palsy: What next? Developmental Medicine & Child Neurology, 52(11), 915-921.
• Scruggs, T. E., & Mastropieri, M. A. (2017). Inclusion and special education: An overview. Journal of Special Education, 50(1), 5-15.