Limited time offer 20% OFF StudySoup Subscription details

UF - EEX 2000 - EEX2000 Exam 1 - Study Guide

Created by: Haitong Ni Elite Notetaker

> > > > UF - EEX 2000 - EEX2000 Exam 1 - Study Guide

UF - EEX 2000 - EEX2000 Exam 1 - Study Guide

School: University of Florida
Department: Psychology
Course: Impact of Disabilities
Professor: Penny Cox
Term: Spring 2017
Tags:
Name: EEX2000 Exam 1
Description: Includes concept and principles that will be covered during the exam 1
Uploaded: 11/22/2017
This preview shows pages 1 - 2 of a 3 page document. to view the rest of the content
background image Positives and negatives of almshouses ­ positives: recognized PWD as part of society and that they had different needs; beginning of disability
awareness
­ negatives: furthered stereotypes and inequality; isolated/segregated PWD; level of care was not up to 
par
Dorothea Dix
est. facilities for PWD to study and learn; believed that PWD should not be grouped with criminals; 
was a progressive thinker
Themes found through history
­ fear of differences
­ assumption of failure
­ segregation
­ PWD needed to be "fixed" to become "normal"
Types of failure assoc. with disabilities
­ moral: criminality
­ aesthetic: physical appearance
­ economic: couldn't hold a job
WHO definition of disability
disability includes:
­ impairment of body function/structure
­ activity limitation/difficulty in specific tasks
­ participation restriction in broader everyday life
ADA definition of disability
someone with a disability has either a:
­ physical/mental impairment that limits major life activities
­ history of impairment
­ or is regarded as having an impairment
Medical model
problems are internal not external; the PWD needs to be fixed
Social model
problems are external not internal; the environment needs to be changed
Moral model
PWD are being punished by the god(s); supernatural reasoning
Types of ableism (1/6)
failing to provide accessibility beyond wheelchair ramps
Types of ableism (2/6)
using ableist language
Types of ableism (3/6)
able­bodied people failing to check their privilege
Types of ableism (4/6)
assuming PWD lack autonomy
Types of ableism (5/6)
feeling entitled to know how people became disabled
Types of ableism (6/6)
assuming disability is always visible
Overarching issue (1/3)
access:
­ physical access: accommodations
­ access to opportunity: education, sports, jobs, etc.
Overarching issue (2/3)
communication:
­ receptive communication: difficulty for PWD to understand the ideas of others
­ expressive communication: difficulty for PWD to convey their own ideas or communicate
Overarching issue (3/3)
discrimination:
­ implicit or explicit treatment of PWD differently; not accepting, not welcomed, not recognized
Cognitive disability definition
background image general term referring to conditions causing people to have difficulty with mentally performed tasks Requirements for ID
1) present before the age of 18
2) IQ below 70
3) limitation in everyday adaptive behavior
Levels of support in ID
­ intermittent: as needed
­ limited: set time; like training
­ extensive: regular in certain aspects
­ pervasive: long term; daily
Orthopedic disability
affects:
­ muscles
­ bones
­ joints
due to:
­ CNS damage
­ loss of a limb
Cerebral palsy
affects mobility and ability to coordinate muscles; resulting from brain damage ­ not the muscles; NOT
hereditary, progressive, or curable
Types of CP
­ spastic: stiff muscles; can be aided by physical therapy
­ athetoid: difficulty controlling muscle tone
­ ataxic: difficulty coordinating muscles and balance; possibly from a tremor
­ mixed forms
Health disability
illness impeding operation of various organs; can be genetic or acquired; affecting:
­ strength
­ vitality
­ alertness
Emotional/behavior disorders
having to do with patterns of behavior that negatively affect a person's ability to function; caused by 
both environmental factors and genetics
Externalized behaviors of EBH
­ poor social relationships
­ difficulty coping with behavioral demands
­ inappropriately expresses needs and wants
Internalized behaviors of EBH
­ anxiety
­ social withdrawal
­mood disorders
Types of EBD
­ depression
­ bipolar disorder
­ schizophrenia
Past believed causes of autism
­schizophrenia
­ Leo Kanner termed the phrase "early infantile autism"
­ Bruno Bettleheim blamed "refrigerator mothers"
­ Bernard Rimland believed autism was a neurological/biochemical issue
­ IDEA est. autism as a separate category in special education
Characteristics for identification
after evaluating developmental history and applying the DSM­5 criteria, the individual must have 
difficulty since early childhood in BOTH:
­ communication/socialization
­ behavior (extreme interest in behavior, repetitive, etc)

This is the end of the preview. Please to view the rest of the content
Join more than 18,000+ college students at University of Florida who use StudySoup to get ahead
3 Pages 44 Views 35 Unlocks
  • Better Grades Guarantee
  • 24/7 Homework help
  • Notes, Study Guides, Flashcards + More!
Join more than 18,000+ college students at University of Florida who use StudySoup to get ahead
School: University of Florida
Department: Psychology
Course: Impact of Disabilities
Professor: Penny Cox
Term: Spring 2017
Tags:
Name: EEX2000 Exam 1
Description: Includes concept and principles that will be covered during the exam 1
Uploaded: 11/22/2017
3 Pages 44 Views 35 Unlocks
  • Better Grades Guarantee
  • 24/7 Homework help
  • Notes, Study Guides, Flashcards + More!
eex 2000 uf exam 1 Spastic Cerebral Palsy Most common type. Children will have one or more tight muscle groups which limit movement. Characterized by stiff and jerky movements. Have trouble moving from one position to the next. STIFF AND DIFFICULT MOVEMENT. Athetoid Cerebral Palsy 10% Caused by damage to the cerebellum or basal ganglia. Characterized by involuntary, purposeless movements. Interferes with speaking, feeding, reaching, grasping. Low muscle tone and bad posture. INVOLUNTARY AND UNCONTROLLED MOVEMENT. Ataxic Cerebral Palsy Low muscle tone and poor coordination. Children will look unsteady and shaky. Walk with their feet wide apart. 5-10% DISTURBED SENSE OF BALANCE AND DEPTH PERCEPTION. Mixed Cerebral Palsy 10% Have injuries to both the pyramidal and extrapyramidal areas of the brain. Usually spastic and athetoid. Cerebral Palsy a group of chronic conditions affecting body movements and muscle coordination. not curable. Characterized by inability to fully control motor function. Intellectual Disability a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior, which cover many everyday social and practical skills. What score on the IQ test indicates a limitation in intellectual functioning? 70 or as high as 75 Conceptual Skills language and literacy; money, time, and number concepts; and self-direction Social Skills interpersonal skills, social responsibility, self-esteem, gullibility, wariness, social problem solving, and the ability to follow rules/obey laws and to avoid being victimized. Practical Skills activities of daily living (personal care), occupational skills, healthcare, travel/transportation, schedules/routines, safety, use of money, use of the telephone. Positives of Almshouses 1. realized that they needed help 2. tried to help them Negatives of Almshouse 1. atmosphere 2. tried to segregate from the rest of society. 3. put with criminals and the poor 4. very few people in these almshouses were voluntary. Dorthea Dix 1845 Works to establish separate facilities for people with mental disabilities and mental illness. No criminals Eugenics the study of methods of improving genetic qualities by selective breeding (especially as applied to human mating) Themes found through History 1. fear/rejection of unknown 2. fear/rejection of difference 3. assumption of inferiority & lack of ability with difference 4. inability to care for self 5. need care from others 6. assumption that differences in inherently bad 7. elimination of difference is necessary 8. segregation of individuals with differences 9. disability is grouped with poverty and criminality 10. judgement made based upon "normal" standings Aesthetic Failure three usually overlapping categories; people as inhuman, people as entertainment, and people as menacing. BASED ON PHYSICAL APPEARANCE Moral Failure referring to people as social dynamite and social junk Economic Failure economically dependent people who couldn't care for themselves were placed in undifferentiated poorhouses or asylums. Moral Model oldest. disability is associated with shame and punishment. negative. not restricted to religious beliefs. Medical Model disability is a problem caused by disease, injury, or other condition. try to make normal. curable. Social Model Disability is a result of social standards & expectations. fix environment not the person. Ableism discrimination against people with disabilities 7 Guidelines 1. recognize the importance of diagnosis 2. consider family needs and desires 3. involve individuals with disabilities in decisions 4. encourage individuals to develop effect modes of expression 5. make integration into "general" settings a priority 6. have high expectations 7. consider universal designs What are the three overarching issues? communication, physical access, and discriminaton Functions Affected by Cognitive Disabilities memory. problem-solving. attention. use of language. ability to do math. comprehension of visual stimuli. Characteristics of Cognitive Disabilities mental retardation, learning disabilities, problems caused by brain injuries, ADD Common Condition of Intellectual Disabilities Fragile X Syndrome Down Syndrome Intellectual Disabilities Mental Retardation Fragile X Syndrome unique facial features low muscle tone different for each gender Down Syndrome always have low IQ specific physical characteristics Intermittent Support Level 1. provided as needed; often during life transitions Limited Support Level 2. time-limited supports Extensive Support Level 3. regular involvement in at least some environments; not time limited Pervasive Support Level 4. daily involvement; long-term support Types of Physical and Health Disabilities sensory (low vision and hearing) orthopedic (impede motor abilities, cerebral palsy, spinal cord injury, ms) health (impedes operation of various organs) Emotional/Behavioral Disorders patterns of behavior that negatively effect a person's ability to function. Externalized Behaviors boys more. hard to ignore. Internalized Behaviors girls more. keep to themselves. Bruno Bettelheim said the cause of Autism was all the mother's fault. Bernard Rimland refutes the popular idea and leads advocacy movement Characteristics affected by Autism communication socialization range of interests Communication of people with Autism echolalia (repeating everything) difficulty with nonliteral language difficulty with initiating a conversation Socialization of People with Autism appear unaware of present of others don't respond share more information about a topic of interest than of self Interests of People with Autism narrow range high interest on a few topics greater interests in objects than people insistence of sameness preservation repetitive motor movements Autism Spectrum Disorders asperger syndrome childhood disintegration disorder rhett syndrome PDD-NOS Asperger Syndrome high functioning autism. usually identifies between ages 5-9. normal or above intelligence. talk "at" rather than "with" others viewed as odd, but able to function preoccupations with objects or interests odd mannerisms difficulty with social interactions Childhood Disintegrative Disorder normal development for up to 5 years followed by loss of skills: receptive and expressive language, social skills, motor skills, physical skills Rhett Syndrome genetically transmitted. Effects ONLY girls. normal development followed by loss of skills: speech and purposeful use of hands. intellectual disability. Pervasive Development Disorder- Not Otherwise Specified (PDD-NOS) diagnosis used when autistic characteristics are present, but one condition can't be identified. Impact of Disabilities: Exam 1History of Disabilities:-Goes back centuries-Different terms used to describe people with disabilities-References to people with disabilities are found in accounts related to: social circumstances, public policies and practices, judicial records-Plato: selective breedingPositive and Negatives about the emergence of Almhouses: -1824; opened in NY-“for lunatics, idiots, and epileptics”-Positive: recognized people needed support, part of society-Negative: used to get these people “out of the way;” segregated them, perpetuated negative image-Dorthea Dix (1845):-Worked to establish separate facilities for people with mental disabilities and mental illness. -Recognized you shouldn’t put these people in jail and confined- needed better care -Eugenics (1883):-Coined by Sir Frances Gulton-Study or belief of improving the qualities of human species by discouraging reproduction of people with disabilities and encouraging the reproduction of people with desirable traits.-You want the best characteristics to perpetuate in society and the bad characteristics to be gone.Themes Found Through History:-Segregation -useless-unfortunate-judged based on normal standards-Failure1) Aesthetic2) Moral3) Economic -Burden/ inferior -Rights were taken away-Weakness-Poorly understood-Entertainment-Incompetent-Disabilities are grouped with poverty and criminality-Judgements made based upon “normal” standards Info icon This preview has intentionally blurred sections. Sign up to view the full version. View Full Document Right Arrow Icon Types of failure associated with disability (Abandoned to their Fate):-Types of failure: aesthetic, moral, economic-Aesthetic: people as inhuman, entertainment, menacingDefinitions of and Models for Defining Disability:1)Moral Model:•Has disabilities as a punishment•Affects the entire family•Put on someone for a negative reason•Parents might have committed a sin2)Medical Model:•Impairments and chronic illnesses often pose real difficulties but they are not the main problems•The problem resides within the individual•Something that needs to be cured or fixed3)Social Model:•The environment is root of the problem, not the person EEX 2000 Impact of Disabilities: Home Community, and Workplace Spring 2015 Instructors: Office phone: Office: Penny R. Cox, Ph.D. 273-4280 Norman Hall, Rm 1412 Office hours (Norman Hall, Rm 1412): By appointment Course Description: The purpose of this course is to provide participants with opportunities to learn about (1) how disabilities impact the lives of individuals who have disabling conditions, (2) how the presence of individuals with disabilities enhances diversity in a variety of settings, and (3) how their own experiences compare to those of people with disabilities. Attention will be given to impact of disabilities in home, community, and work environments. Physical, cognitive, and emotional/ Course Requirements (1) Homework Assignments (250 points): A total of 11 assignments related to topics discussed in class will be posted on the course site. They are to be completed independently and submitted in class on the designated due date. You are only required to complete 10 of the 11 independent activities. If you do all 11, the one with the lowest score will be dropped. (2) Movie Review (75 points): You will watch scenes from selected movies with characters who have disabilities. After viewing the scenes, you will respond to items in which they discuss the disability related issues. The Movie Review will be completed on the form provided (available on the course site). (3) Exams (300 points): Three exams will be administered throughout the semester. Each exam will be worth a total of 100 points. They will be given during the regular class time and in the regular class location. (4) Application Activity (100 points): You will watch a selected video clip then (1) identify disability issues present for people with intellectual disability, autism, physical, and sensory disabilities and (2) identify an appropriate solution or support for each of the issues. The Application Activity will be completed on the form provided (available on the course web site). Assignment Policies You must turn in your own assignments in class. Emailed assignments or assignments given to a classmate to turn in for you will not be accepted. All Homework Assignments, the Movie Review, and the Application Activity must be completed on the form provided. Handwritten assignments will not be accepted. Assignments must be submitted during class on the assigned due dates. If an assignment is not submitted during class on the due date, it can be turned in at the next class meeting and be subject to a reduction in points (Independent Activities: 10 point penalty; Movie Review: 15 point penalty; Application Activity: 20 point penalty). There will be no penalty for late submission if you attach one of the following to your late assignment: a doctor’s note excusing you from class, an admission ticket for an exam (GRE, LSAT, GMAT, etc.), a funeral program documenting the death of a family member, or proof of travel arrangements made prior to the beginning of the semester. Exam Policies Test sessions will last 1 period. Students with last names starting with A-K will take their exams during period 4 (10:40-11:30). Students with last names starting with L-Z will take their exams during period 5 (11:45-12:35). Missed exams will be made up under limited conditions and at a time to be determined. Make up exams will be allowed only with a doctor’s note excusing you from class, an admission ticket for an exam (GRE, LSAT, GMAT, etc.), a funeral program documenting the death of a family member, or proof of travel arrangements made prior to the beginning of the semester. Without appropriate documentation for one of these reasons, no make up exam will be available. Course Grades Course grades will be determined by the total number of points received at the end of the semester. A: 674-725 pts B: 601-637 pts C: 529-564 pts D: 456-492 pts A-: 652-673 pts B-: 580-600 pts C-: 507-528 pts D-: 435-455 pts B+: 638-651 pts C+: 565-579 pts D+: 493-506 pts E: 434 pts and below Course Format: Instruction and participation in the course will be conducted through regular in-class meetings during which relevant readings, videos, and other sources of information will be the focus. Students will also participate in homework and other learning activities available on the course web site. Students with Disabilities: Students requesting classroom accommodation must first register with the Dean of Students Office. The Dean of Students Office will provide documentation to the student who must then provide this documentation to the Instructor when requesting accommodation. Impact of Disabilities: Home, Community, and Workplace Course Calendar Date Topic Readings / Other Information Sources / Preparation for Class Assignment Due Jan. 6 Historical Perspective on Disabilities • Syllabus ?Homework 1 Abandoned to Their Fate Viewing Guide Jan. 13 Defining disability; Overarching issues related to disabilities • Hehir, 2007 ?Homework 2 The Unusual Suspects Viewing Guide Homework 1: Abandoned to Their Fate Jan. 20 Types of Disabilities: Physical/Sensory/ Health; Cognitive • See links to readings on the web site. ?Homework 3 “Cripples in the House” Response Sheet Homework 2: The Unusual Suspects Viewing Guide Jan. 27 Types of Disabilities: Emotional/Behavioral; Autism • Lauritsen, 2013 • Speaker: Robin Bird ?Homework 4 Refrigerator Mothers Viewing Guide Homework 3: Cripples in the House Response Sheet Feb. 3 Exam 1 N/A Feb. 10 Home: Family Climate; Siblings with Disabilities • Bowie (2012) • Serdity (2012) ?Homework 5 Essays by Adult Siblings Response Sheet Movie Review; Homework 4: Refrigerator Mothers Viewing Guide Feb. 17 Home: Parents of Children with Disabilities • Parks, 2012 • Estrella, 2013 • Bibby, 2012 • Speakers: Shelly Voelker; Margie Garlin ?Homework 6 Welcome to Holland & Family Conversations Viewing Guide Homework 5: Essays by Adult Siblings Response Sheet Feb. 24 Home: Health Care Decisions; Sexuality • Gunther & Diekema, 2006 • Turnbull et al (2006) • The Ashley Treatment ?Homework 7 Walk in Our Shoes Viewing Guide Homework 6: Welcome to Holland & Family Conversations Viewing Guide Mar. 3 Spring Break Mar. 10 Home: Parents with Disabilities • Young & Hawkins, 2005 • Fair Chance Video Clips ?Homework 8 Art Brut Viewing Guide Homework 7: Walk in Our Shoes Viewing Guide Mar. 17 Exam 2 Mar. 24 Community: Community Involvement; Residential Options; Leisure Activities • No readings for this week • Speaker: Tassie Fuller ?Homework 9 Intentional Communities Response Sheet Homework 8: Art Brut Viewing Guide Mar. 31 Community: Law Enforcement and Victimization • Cederborg & Lamb, 2008 ?Homework 10 • Little John Waynes Response Sheet Homework 9: Intentional Communities Response Sheet Apr. 7 Community: Disabilities in Higher Education • Speaker – Cheryl Morgan ?Homework 11 Disabilities in the Workplace Viewing Guide Homework 10: Little John Waynes Response Sheet Apr. 14 Workplace: Inclusive Workplaces • Kaletta, Binks, & Robinson, 2012 Application Activity; Homework 11: Disabilities in the Workplace Viewing Guide Apr. 21
Join StudySoup for FREE
Get Full Access to UF - EEX 2000 - Study Guide - Midterm
Join with Email
Already have an account? Login here
×
Log in to StudySoup
Get Full Access to UF - EEX 2000 - Study Guide - Midterm

Forgot password? Reset password here

Reset your password

I don't want to reset my password

Need help? Contact support

Need an Account? Is not associated with an account
Sign up
We're here to help

Having trouble accessing your account? Let us help you, contact support at +1(510) 944-1054 or support@studysoup.com

Got it, thanks!
Password Reset Request Sent An email has been sent to the email address associated to your account. Follow the link in the email to reset your password. If you're having trouble finding our email please check your spam folder
Got it, thanks!
Already have an Account? Is already in use
Log in
Incorrect Password The password used to log in with this account is incorrect
Try Again

Forgot password? Reset it here