Continuum of placements and program planning
Michael Horvat, Ronald V. Croce, Caterina Pesce, Ashley Fallaize in Developmental and Adapted Physical Education, 2019
IDEA 2004 is a special education law. As such, only children who have disabilities as defined by IDEA 2004 are eligible to receive special education according the IFSP, IEP, and ITP. However, many students with disabling conditions are not eligible for IDEA services because their conditions are not recognized as disabilities according to IDEA’s definition of disability. One example would be a student who is simply obese, a condition that disables but that is not recognized under IDEA 2004 as a disability. Although such students are not protected under IDEA, they are protected under civil rights legislation (Section 504 of the Rehabilitation Act of 1973, Americans with Disabilities Act of 1990). These acts, unlike IDEA, do not specify disability categories (e.g., intellectual deficit, orthopedic impairment, emotional disturbance). Rather, they define disability broadly as “any physical or mental impairment which substantially limits one or more major life activities.”
Diabetes mellitus and the Indo-Asians
Partha Ghosh, Shahid Anis Khan in Transcultural Geriatrics, 2018
The Secretary of State for Transport has responsibility to ensure that all driving licence holders are fit to drive. This responsibility is carried out by the medical advisers at the Drivers Medical Unit of the Driver and Vehicle Licensing Agency (DVLA). The legal basis of fitness to drive is dealt with in the Road Traffic Act 1988 and the Motor Vehicle (Driving Licences) Regulations 1996. Section 92 of the Road Traffic Act 1988 deals with the ‘prescribed, relevant and prospective disabilities’. An example of prescribed disability would be epilepsy, relevant disability would be visual field defect while prospective disability would be insulin-dependent diabetes. It is the duty of the licence holder to notify the DVLA of any medical conditions which may affect safe driving. For further information please consult the DVLA website.
Teaching children who are deafblind in physical education, physical activity and recreation
John Ravenscroft in The Routledge Handbook of Visual Impairment, 2019
Deafblindness can also be associated with meningitis, prematurity, parental use of drugs, sexually transmitted diseases (STDs), other syndromes and unknown causes. People who have both vision and hearing loss often have additional disabilities. These disabilities may include cerebral palsy, intellectual disability, autism or a combination of several disabilities. No matter what disabilities are present, it is most important to focus on the student’s functional ability and communication. For example, if Megan has low vision and is hard of hearing, the instructor would need to provide demonstrations at close distances with plenty of explanation, physical assistance and feedback. For many children, this level of instruction would necessitate a one-on-one teaching situation (Lieberman, 2017).
Using Community-Based Participatory Research Strategies in Age-Friendly Communities to Solve Mobility Challenges
Published in Journal of Gerontological Social Work, 2020
Holly Dabelko-Schoeny, Noelle L. Fields, Katie White, Marisa Sheldon, Kristen Ravi, Sarah R. Robinson, Ian E. Murphy, Claire Jennings
The older adult population in the United States (U.S.), those 65 and older, is poised to almost double to 98 million by 2060 (Administration for Community Living, 2018). People are living longer because of advances in public health practices and medical science; however, this increase in life expectancy is often accompanied by chronic illnesses and disabilities (Ortman et al., 2014). A disability is a physical or cognitive impairment that limits activity and results in participation restrictions (World Health Organization [WHO], 2001). Aging is linked to an increased risk of disability, with 25% of individuals ages 60–74 experiencing some limitations with daily living activities, compared to just 9% for those ages 35–49. Of those who are 75 years and older living in the United States (U.S.), the rate of disability is even higher, with 42% experiencing limitations with daily activities (Center on Budget and Policy Priorities, 2015). Disabilities – such as physical or mental impairments that limit one or more major life activities such as seeing, hearing, walking, and motor skills – may impact a person’s ability to drive a car. In fact, on average an individual living in the U.S. today outlives their ability to drive by six to ten years (Foley et al., 2002).
Impact of childhood maltreatment on psychosomatic outcomes among men and women with disabilities
Published in Disability and Rehabilitation, 2022
Michelle M. Pebole, Chelsea E. Greco, Robyn L. Gobin, Brian N. Phillips, David R. Strauser
In recent years there has been an increase in research highlighting the negative effect of childhood maltreatment and its impact on overall health in adult life [1–3]. Studies indicate a greater risk of poor physical and mental health and chronic disease among adult survivors of childhood maltreatment [4–11]. An individual with a disability is defined as a person who has a physical or mental health impairment that limits one or more major life activities [12]. Compared to the general population, individuals with disabilities are at higher risk of trauma exposure [13–15], and experience barriers to accessing quality healthcare services to treat trauma-related health issues alongside their preexisting health conditions [16–18]. Left untreated, the negative impact of trauma may compound over the lifespan and intensify the health concerns individuals with disabilities and chronic health conditions already face.
Quality of Life in Youth With Obstructive Sleep Apnea Syndrome (OSAS) Treated With Continuous Positive Airway Pressure (CPAP) Therapy
Published in Behavioral Sleep Medicine, 2019
Mary K. Lynch, Lindsey C. Elliott, Kristin T. Avis, David C. Schwebel, Burel R. Goodin
As part of a parent study (Avis et al., 2015; Lynch & Avis, 2015), 42 dyads of youth (ages 8–16 years) and their caregiver were recruited from the Pediatric Sleep Disorders Center at Children’s of Alabama, where they were assessed for sleep disorder with standard overnight polysomnography. Inclusion criteria included a diagnosis of OSAS by a trained sleep technician and confirmation by a licensed sleep medicine clinician, plus a treatment plan recommending continuous positive airway pressure (CPAP) therapy. Exclusion criteria included (a) cognitive or physical disabilities (e.g., intellectual disability, blindness), (b) comorbid medical or neurologic conditions, and (c) antipsychotic medication use. Exclusionary criteria were selected given their potential to negatively impact CPAP adherence. The study protocol was reviewed and approved by the Institutional Review Board at the University of Alabama at Birmingham.
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