Baranuelo, Mark Lorenz Midterms

A) In special education these three terminologies ( Impairment, Disability, and

handicap) are often interchangeably used. Explain with examples the similarities or
differences of the three terminologies. (30 points)

We frequently utilize these words reciprocally. Likewise, there are normal relationships with
these words, like the terms visual impairment, learning disability, and physical handicap. In
any case, assuming that we switch the terms, for instance, saying learning impairment,
physical disability, and visual handicap, but instead; or physical impairment, visual disability,
and learning handicap, do we adjust their implications, or do they fundamentally mean
something similar? One method for assisting us with understanding the various perspectives
in the area of special needs is by explaining terms. This likewise helps us in unwinding
disarrays, revising misinterpretations and busting myths. We foster a superior handle of the
jobs of treatment, intercession, and natural adjustments in assisting and helping people with
unique necessities the second we recognize these various terms from each other.

The frequently referred to meanings of these terms are given by the World Health
Organization (1980) in The International Classification of Impairments, Disabilities, and
Handicaps. Impairment is characterized as "any misfortune or irregularity of mental,
physiological or physical design or capacity." Disability, then again, signifies "any limitation
or need (coming about because of an impairment) of capacity to play out an action in the
way or inside the reach considered typical for a person." Lastly, handicap is characterized as
"a burden for a given person that cutoff points or forestalls the satisfaction of a job that is
ordinary." When we unload these definitions in view of their conventional use, impairment
actually implies that there is an issue with an organ or construction of the body. It is centered
around the genuine distortion or breakdown in the body. Whenever we say handicap, it
implies that an individual has a utilitarian limit because of their impedance. At the point when
we say handicap, it implies that the individual encounters a detriment in filling a typical job in
life contrasted with their companions because of the useful constraint brought about by the
weakness.

Physical impairment relates to a deficiency of a physical design; suppose the individual lost
a leg because of a mishap. He can wear prosthetics as a substitution of the lost leg. Physical
disability currently alludes to the powerlessness to walk. To have the option to explore the
environmental elements, the individual can utilize a wheelchair. Handicap presently implies
that this individual appearances have drawbacks that keep the person in question from
playing out a typical job throughout everyday life, for example, not having the option to climb
steps any longer. Or then again run a long distance race. Or then again be a ball player.
Here is the place where the environment has an influence. By giving wheelchair access or lift
to the individual with physical disability, the person will have no issue going up to the
following floors of a structure. By giving multi-sport opportunities to competitors with physical
disabilities, for example, Paralympics, the individual can in any case take part in sports. It is
vital to realize that we play an indispensable part in assisting people with special needs. By
adjusting and changing the environemnt to have the option to help and oblige them, their
inability doesn't need to be an impairment. In the specialized curriculum setting, these
wordings likewise have significant contrasts. For instance, dyslexia is an instance of learning
impairment, a perusing impedance specifically. Suppose the student has a better than
expected knowledge as well as great vision and hearing. Consequently, the disability is the
cerebrum's powerlessness to unravel words to have the option to peruse. The mind can't
Baranuelo, Mark Lorenz Midterms

accurately connect the sounds with the letter images. The failure to pursue is currently the
person’s learning disability. It very well may be improved by utilizing explicit mediation
projects, for example, multi-tactile guidance in instructing perusing. The individual might
encounter different learning handicaps in school, and the person in question might flop in
class. For instance, the student will be unable to finish the perusing prerequisites in class.
Notwithstanding, on the off chance that specific changes are accommodated the student, for
example, taping talks and paying attention to books on audiotapes, then the person in
question might toll well, like their friends. This will diminish their handicap and won't obstruct
their advancement in school. Remember, a handicap is a disadvantage, and regularly, the
surroundings causes the disservice. Whenever we do our part to address their issues, they
can satisfy a job like the people around them, thus eliminating all or if any prejudices towards
them. This ensures a more inclusive society.

B) Define and discuss with example any four of the six traits/behavior of a Child with
autism spectrum disorder.(40 points)

While people with a autism spectrum disorder(ASD) are extraordinary as any other person, a
few normal worldwide qualities exist inside the populace. These attributes shift in power,
degree, and sum, and manifest uniquely in contrast to individual to individual and after some
time. One critical trademark is social communication impairments. All people with ASD
display social correspondence impedances. In the initial not many long stretches of life,
striking indications of mental imbalance incorporate absence of suitable eye to eye
connection and failure to start or answer joint attention (i.e., offering social encounters to a
communication accomplice). Common social troubles include: Demonstrating proper play
abilities, like cooperative play with others. A few chidren with ASD might seem uninterested
in playing with peers. Some might dismiss or overlook the social methodologies of others.
Answering and starting joint attention for social purposes. For instance, numerous people
with ASD are gifted at mentioning things yet are less inclined to impart to share a social
encounter. A few people with ASD might need interest in discussions that do exclude
subjects of interest. Utilizing and deciphering non-verbal communication. For instance,
people with ASD might have difficulties getting manner of speaking or look in friendly
circumstances. Remaining on point, turn-taking, and posing related or suitable inquiries
during discussions. Taking their correspondence accomplice's viewpoint, checking for
understanding, or foreseeing what data may currently be had some significant awareness of
an idea or circumstance during discussions.

Second is the executive function impairments. This alludes to advanced mental abilities, like
attention, working memory, arranging, thinking, sequencing, and adaptable reasoning. In
normally developing individuals, these abilities benefit social associations as well as
scholastics, learning, self-guideline, and exercises of everyday living. People with ASD might
experience issues with a wide scope of leader working undertakings, for example,
sequencing the request wherein to dress themselves, tie their shoes, pack for an outing, or
complete a schoolwork task. Unbending, rigid reasoning is a typical trait of people with ASD,
and along these lines people might have inconvenience critical thinking or creating more
than one answer for an issue. People with ASD might have chief working troubles at more
fundamental levels, for example, supporting delayed regard for a movement, or splitting their
consideration between two exercises on the double.
Baranuelo, Mark Lorenz Midterms

Likewise, some may likewise show restricted repetitive and stereotyped patterns of behavior,
interests, and activities. Despite the fact that individuals with ASD might partake in similar
exercises as run of the mill same-age peers, the force and focal point of their inclinations
might contrast. This might be because of the way that some have a restricted collection of
elective ways of behaving, or that they like and feel great over and again playing out specific
errands. Behavior under this class incorporate generalized or redundant engine
developments, for example, hand fluttering or finger flicking, utilization of items, for example,
turning coins or arranging toys, or utilization of discourse like echolalia (deferred or prompt
parroting of heard words), utilization of "you" while alluding to self or generalized utilization of
words or expressions. Unnecessary adherence to schedules and similarity, for example,
being bothered by changes in the timetable, demanding adherence to rules, or having
resolute reasoning. Ritualized examples of behavior like redundant addressing or pacing.
Profoundly confined, focused interests that are strange in force or concentration.

Finally, there is the common learning characteristics. Albeit no two individuals with ASD are
indistinguishable, many exhibit normal learning attributes. Those engaged with working with
the person with ASD will require essential data about these qualities and what they mean for
realizing. People with ASD frequently exhibit extraordinary repetition memory abilities; in any
case, their functioning memory or the time it takes to handle data, particularly handling a few
snippets of data all at once, can be hard for individuals with ASD. Numerous people with
ASD can more readily handle data when introduced outwardly. They might profit from
pictures, displaying the ways of behaving of others, involved exercises, and substantial
models. Unstructured time or broad sitting tight can be hard for some. Timetables or
agendas can assist with facilitating the tension or disarray encompassing unstructured time.
Teachers may likewise consider having a crate of stand by time exercises, like books, toys,
or tangible things. People with ASD frequently experience issues summing up gained
abilities starting with one setting then onto the next. Instructors might have to show abilities
across various settings, individuals, and exercises. Association of materials and exercises
can be tricky for people with ASD. Instructors might have to show people with ASD how to
sort out their materials for various classes, keep their storage spaces clean, how to utilize a
plan, and accumulate materials for homework.Individuals with ASD ordinarily perform
unevenly inside and across scholarly ability regions. A few people with ASD are successful
in all areas, some have high word acknowledgment abilities, however unfortunate
understanding, others have high estimation abilities, yet poor applied numerical statement
abilities, and to an extent are low in all areas.
Baranuelo, Mark Lorenz Midterms

C) What do you understand about the word “Comorbidity”? (10 points)

At the point when an individual has at least two medical issues simultaneously, or on the
other hand assuming that one condition happens just after the other, this is known as
comorbidity. Conditions depicted as comorbidities are frequently constant (long haul)
conditions, for example, diabetes and hypertension. Specialists utilize the term comorbid to
both comprehend and make sense of what the circumstances could mean for your physical
and psychological well-being, both together and independently. They might allude to
comorbidities by different names, for example, coinciding or co-happening conditions. Other
usually utilized terms incorporate "multimorbidity" or "various ongoing circumstances." For
instance, on the off chance that you have diabetes and you're subsequently determined to
have depression is a comorbidity. The two circumstances have side effects that can
influence your personal satisfaction. So when you see your primary care physician for
diabetes, they'll have to remember that downturn likewise influences your wellbeing in
general. It's critical to take note that comorbidity isn't exactly the same thing as a
complication. A complication is an incidental effect or clinical issue that you might create
during a sickness or after a system or therapy. It might very well be brought about by the
illness, methodology, or treatment, or not be connected with them by any means.
Comorbidity is a different ailment or sickness you might have alongside your essential
wellbeing concern. A confusion might possibly be connected with the comorbid infection.
More established individuals are bound to have them. This is on the grounds that as you
age, your body is bound to foster medical issues. However, more youthful individuals can
likewise have comorbidities.

D) A teacher once said that at times we also show or manifest characteristics or

behavior of a person with disability. Reject or confirm the statement. (10 points)

I assert this as two huge researches distributed in the last years have observed that
attributes connected to characteristics of ASD are broadly dispersed in everyone. Albeit
around 1 out of 100 kids is determined to have ASD, up to 30 percent of individuals might
have something like one of the attributes related with the issue. Those with at least one
mental imbalance related attribute likewise seem, by all accounts, to be at higher gamble for
consideration of ADHD, uneasiness, despondency and substance misuse. Relatives of
individuals with mental imbalance frequently have milder adaptations of ways of behaving
found in individuals with the problem. Throughout the most recent ten years, numerous
analysts have portrayed ASD as the outrageous finish of a conduct continuum. The new
outcomes recommend that these milder ways of behaving stretch out to numerous different
problems. Investigations have discovered that young men for the most part have more
friendly and correspondence issues than young ladies do. In any case, IQ influences these
characteristics contrastingly in the two genders: the higher a young lady's IQ, the less
chemical imbalance related attributes she is probably going to have. Among young men,
nonetheless, those of generally normal IQ are to the least extent liable to show chemical
imbalance like way of behaving. Moreover, in twins, when one twin of a couple has chemical
imbalance, the other is in basically the same manner at higher risk for other mental
problems, the specialists found, and this relationship is more tight in indistinguishable twins
than in brotherly ones. Since indistinguishable twins share 100% of their hereditary material
and intimate twins just 50%, the finding proposes that qualities connected with mental
imbalance and different problems share normal hereditary elements. In the new review, the
Baranuelo, Mark Lorenz Midterms

analysts showed that this example is predictable all through quite a bit of life as a child,
demonstrating that kids aren't figuring out how to beat these troubles with time.

E) As a psychologist you found out that your best friend is slowly falling in love with a
person with autism spectrum disorder. Her actions and words in your conversation
were indications that she needs help. How are you going to help her? (10 points)

Having grown up not being familiar with my autism, I comprehend that it is so vital to be
comprehensive in a general public that is less comprehensive for individuals who manage
battles emerging from ASD. As a general public we need to be more comprehensive towards
those with an incapacity, to comprehend and acknowledge their inability as a feature of a
more extensive discussion about variety, where normal qualities are both shared and
regarded. If this somehow manages to happen to me, I will straightforwardly discuss with my
friend everything I am familiar with ASD and how she ought to approach or manage what is
going on. Disabilities should be 'standardized'. We should assist individuals with autism, with
an incapacity. We should need to comprehend how ASD affects them, comprehend what
their battles are; we should need to be educated about how they present. We should quit
judging or framing assessments about what they manage, or think we know. We should
likewise quit thinking they need our assistance constantly. They will inquire as to whether
they need assistance. Not all incapacities present similarly, along these lines it is pivotal to
know how every individual with a handicap might introduce. Where people with autism might
battle to connect with others and experience issues understanding unwritten standards, we
should show restraint. Contingent upon the seriousness, people with autism might
experience issues imparting, for certain people conveying in a non-verbal manner. They may
likewise experience issues around adaptable reasoning; especially around change, trouble
in taking part in discussions, trouble in getting their limits. Individuals with ASD may not
consequently incorporate themselves; in this manner we should do whatever it may take to
cause them to feel included and welcome. The work environment for the individuals who
manage ASD can be domineering; along these lines, it is vital bosses make changes to the
actual environment to oblige their representatives' necessities. For instance, they could
present wellbeing breaks and a peaceful zone, so those individuals from staff can unwind
and enjoy mental reprieves. Causing them to see better how to deal with individuals with
ASD is the best assistance they could have.

References:

Robinson E.B. et al. J. Am. Acad. Child Veenstra-VanderWeele J. and Z. Warren

Adolesc. Psychiatry 50, 376-384 (2011) J. Am. Acad. Child Adolesc. Psychiatry
PubMed 50, 326-328 (2011) PubMed

Lundström S. et al. Psychol. Med. Epub Constantino J.N. Pediatr. Res. 69, 55R-
ahead of print (2011) PubMed 62R (2011) PubMed

Lichtenstein P. et al. Am. J. Psychiatry

167, 1357-1363 (2010) PubMed