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by: Tori Ruby


Marketplace > University of Florida > Special Education > EEX2000 > EEX2000 EXAM 2 STUDY GUIDE
Tori Ruby

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About this Document

Notes from February 9, 16, and 23 and March 8. Covers everything that will be on our exam on Tuesday.
Impact of disabilities: home, community and workplace
Penny R Cox
Study Guide
50 ?




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"I was sick all last week and these notes were exactly what I needed to get caught up. Cheers!"
Selina Kunde

Popular in Impact of disabilities: home, community and workplace

Popular in Special Education

This 5 page Study Guide was uploaded by Tori Ruby on Saturday March 12, 2016. The Study Guide belongs to EEX2000 at University of Florida taught by Penny R Cox in Summer 2015. Since its upload, it has received 160 views. For similar materials see Impact of disabilities: home, community and workplace in Special Education at University of Florida.


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I was sick all last week and these notes were exactly what I needed to get caught up. Cheers!

-Selina Kunde


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Date Created: 03/12/16
Disabilities in the home  Family climate and disability o We will use the term “family climate” to refer to the general atmosphere of the home o Family climate can depend upon how well the family works as a unit  Experience, knowledge, and beliefs o Recognition of disability can be influenced by past experiences o Religious beliefs are often an important part of how families consider disability o Families assimilate information about disability to develop perceptions and understanding of disability o Experience, knowledge, and beliefs influence perceptions of disabilities:  What is believed about “personhood”  What is perceived as “normal”  What is believed about “equality”  Family ecology o Family ecology refers to all elements that make up the family unit o family ecology that results in positive family climate allows family members to participate in expected, routine activities.  Siblings with disabilities o Some similarities exist among siblings  1. They find positive and negative results  2. They grow toward acceptance of the disability  3. Siblings experience a range of emotional responses  4. Siblings generally report positive family relationships o Quality of life “domains”  Joint activities  Mutual understanding  Private time  Acceptance  Forbearance  Trust in well-being  Exchange experiences  Social support  Dealing with the outside world o Disadvantages of having a sibling with ID or autism  Infringements on time  Less socialization  Limited spontaneity; need for routines  Children see parents under additional stress  Financial demands  Required to help with caregiving  Perceptions of peers; acceptance from peers  Dealing with behavior issues o Advantages of having a sibling with ID or autism  Learn tolerance, acceptance, and patience  Develop compassion and empathy  More mature; strong character  Willingness to help others  Appreciate own life, health, etc  Parents of children with disabilities o Report greater levels of stress o Some service organizations report frequent requests for respite care from parents with disabilities o Parents have the responsibility of providing care for their children who have disabilities o Different disabilities require various types of care needs  Day care for children with disabilities o Day care concerns are complicated o Parents of children with disabilities have added concerns  Education for children with disabilities o Learning problems can result in additional stressors related to school experiences o Emotional/ behavioral problems can result in additional stressors o Educational services are provided under the Individuals with Disabilities Education Improvement Act (IDEIA)  Services can range from age 0-21  Parents must consent to any services provided  IDEIA requires parent participation in developing educational programs o Parents need to be involved in planning their child’s life after their school career ends. This is called transition planning  Transition planning is done through the school in collaboration with families, community members, etc Resilient families o Characteristics of resilient families  Withstand hardships  Rebound from adversity  Become stronger and more resourceful  Develop Routines Rules Rituals “Criterion referenced” perspective Respite care and children with disabilities o Respite care is short term, temporary care provided to people with disabilities in order that their families can take a break from the daily routine of caregiving… Respite care enables families to take vacations, or just a few hours of time off o Respite care can be provided  In or out of the home  Throughout the life-span o Respite care providers vary o Respite care benefits families Medical issues and ID  Medical issues and ID o Some conditions related to ID also result in medical problems o People with ID are at greater risk for developing health problems o People with down syndrome often develop medical problems as their lives progress  Medical problems and Down Syndrome o Some common health problems associated with DS include  Hypotonia  Vision problems  Hearing loss  Heart defects  Gastrointestinal defects  Thyroid problems o People with DS are less likely to have  Hypertension  Arthritis o People with DS are more likely to have  Poor dental care and condition  Poor oral hygiene o People with DS have higher incidences of epilepsy  Accessing specialized health care o Parents of children with disabilities often experience difficulty finding appropriate health care providers o Particularly problems are noted by families of children with DS, autism, and health impairments o Difficulty with accessing is consistent across disability areas  Families with more than one child needing specialized care report more access problems  Medical issues related to aging and ID o Life expectancy for people with ID has increased o Adults with ID have similar mortality rates as their age peers to age 30-34 o Estimates of the number of people with developmental disabilities 60 years and older in the US are over 525K o Adults with ID have more medical problems than their age peers o Adults with ID are at greater risk for developing psychiatric and mental disorders o Diagnosis can be problematic  Health decisions o Who makes health and care related decisions for people whose disabilities impede their ability to make decisions for themselves? o What determines the level of impairment that prevents a person from making their own decisions? o What factors should be considered when making decisions for others?  Sexuality and ID o Sexuality encompasses many dimensions o Appropriate behaviors must be taught o Attention to sexuality for people with ID is needed o The need for protection due to risk of exploitation sometimes leads to  Suppression of development  Denial of rights o Decisions should be guided by the principle of equal consideration  Arguments leading to denial of rights o Restrictions are imposed for the protection of the individual with ID o Ability to have “meaningful relationships” is impaired o Ability to be a parent is questioned o Risk that a child will be born with a disability o Child’s right to have “satisfactorily functioning” parents  Decisions about sterilization o Consider the interests of potential parents with ID o Consider the interests of others involved o Consider legal implications Parents with ID  Family climate and parents with disabilities o The number of parents with ID is not known. However, it is reasonable to expect the number to increase because of  Greater recognition of the rights of people with ID  Decrease in practices such as forced sterilization o Parents with ID often experience difficulties  They have difficulty learning about childcare  They appear to be abusive or neglectful  They are more likely than other parents to lose custody of their children (at least temporarily)  They often are not adequately represented during legal proceedings o Difficulties faced by parents with ID  Poor communication skills  Children are more likely to have ID  Being “outgrown” by their children  Ability to discern motives of others  Lack of support network o Parents with ID are more successful when they have parenting support  Support for parents with ID o The combined skills model  Assess areas of weakness/need in the family  Identify appropriate supports


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