Exam Flashcards

Question

List the types of cognitive disabilities

Answer 1

Learning Disabilities Attention-Deficit Disorder Traumatic Brain Injury

Answer 2

- 15% of population - Reading is the most common learning disability Learning disability is based off of these 3 components: reading, writing, arithmetic - Varied definitions - When achievement falls below expectations for age, schooling, and affects work, capacity to learn and capacity to express self. (Often in elementary school, we compare what all 5 year olds act or behave) - Ability to understand and use written and spoken language, includes listening, thinking, speaking, writing, spelling, math, reading, reasoning, recalling, organizing - Much controversy concerning definitions of and labelling of LD - Many feel definition is vague and ambiguous - Some feel LD does not even exist - Tests do not adequately predict school performance with or without supports - Negative consequences of LD label - Makes child abnormal, pathologizes child - Self-fulfilling for child - Isolates rather than inclusion - Low expectations of performance and responsibility

Answer 3

Inattentive Type Hyperactive or Impulsive Type Combined Hyperactive and Inattentive Inattention ADHD: - Fails to give close attention to details - Makes careless mistakes - Difficulty sustaining attention - Does not seem to listen when spoken to directly - Does not follow through and fails to finish - Difficulty organizing - Avoids, dislikes, reluctant to tasks that require sustained mental effort - Loses things - Easily distracted - Forgetful Hyperactivity ADHD: - Fidgets with hands or feet - squirms - Leaves seat when remaining seated is expected - Difficulty being quiet - Runs, climbs excessively - restless - On the go - driven by motor (constantly going, can’t sit still) - Talks excessively - Blurts out answer before question is completed - Difficulty waiting turn - Interrupts, intrudes on others - Difficulty engaging in leisure quietly

Answer 4

Two types of TBI - open and closed: - Closed - no penetration - diffused injury more than one area of the brain - Open - something like bullet penetrates and enters brain - usually localized injury (like a knife) - Causes include falling, motor vehicle accidents, physical assault - Mild TBI can cause memory loss, difficulty with reasoning, reduced frustration tolerance, changes in cognition and personality - i.e., post concussion syndrome - Variety of effects - cognitive, language, information processing, reasoning, judgement, anger control, memory, reading, writing, ambulation (walking), moods, emotions - something after age 18

Answer 5

the social science that studies the nature of meaning, the symbolism communicated by objects and words

Answer 6

Social Model Roles in traditional medical model are reversed - Person with disability becomes expert - Professionals respond to the needs or wishes of persons with disabilities - Introduces role of environment - wheelchair users not "confined to wheelchairs" but use wheelchairs because of environmental obstacles that impede their mobility - Emphasizes strengths and other assets - Corrective actions not sole focus - Seen as beneficial for all - even those without disabilities i.e. ramps, close captions

Answer 7

1) High reliance on "CAPACITY" (when somebody can't do something, or even if they do it too much) 2) Measures that define are based on random choice (who decides, and what measurement; who decides what IQ level determines intelligence) 3) Meaning attached to disability are SOCIALLY CONSTRUCTED (changes over time, different culture)

Answer 8

- Experiment of the 1970's - 8 pseudo patients, 3 psychologists, psychiatrist, student painter, paediatrician and housewife - Alleged themselves to be mentally ill - Admitted to various mental health hospitals across various US states - All fakes "hearing voices" - Kept everything about themselves real or true - All were admitted - All stopped any symptoms upon admission - All behaved normally as they normally did - Talked with staff, patients, cooperated - Kept notes in notebook whole time - Pseudo patients were never detected - All were discharged with diagnosis "schizophrenia in remission" - Once labeled "schizophrenic" label remained - Length of hospitalization was 7-52 days - Patients were able to pick out pseudo patients but not staff - you are a professional, not crazy, checking up on the hospital

Answer 9

- Once labeled schizophrenic, nothing can be done to undo the label - Label of "abnormal" colours the perceptions of person and all their behaviours - Taking of notes was seen as symptom of their mental health (compulsive) - Being early for meals seen as symptom of schizophrenia rather than boredom - Multiple examples of abuse and depersonalization - Recorded amount of eye contact - little, faked taking meds, no confidentiality, ignored - Doctors more apt to diagnose the sane as insane rather than the insane as being sane

Answer 10

- Not all are accepting of person first language - Place person first rather than defining by disability - Part of individual but does not define the person - Reflects inclusive perspective - Was a very important step in changing perceptions of disability - Life with a disability is seen more as different than deficient - Ex. Person that is blind Apply to other characteristics? - Person with whiteness or darkness - Person with femaleness

Answer 11

- Hampers the political agenda of disability civil rights activists - Implies that disability is located within the individual rather than a societal construction - Prefer disability first language rather than person first - Ex: blind culture, deaf (capitalize D on Deaf person) - Can embrace disability as a characteristic and identity - Be aware of how people use language beyond the words spoken and written - Never use “the disabled” as it lumps people into one dimensional group - Disability language is ever developing/changing

Answer 12

- Funding - programs are based on categories of disabilities, disability pension - Treatment- ie. Schizophrenia - Enables professionals to communicate – categorical label conveys a general idea about characteristics - Human mind requires “hook” to think about issues. If abolished present labels – a new set of descriptors would evolve to take their place. - Labelling spotlights the issues for the public. Can spark social concern and help advocacy efforts - Helps the majority without disabilities more tolerant of the minority with disabilities – i.e. actions of child with autism might be tolerated, but behaviour of peer without autism would be criticized. - Helps in the development of specialized approaches/treatment/support - Can be the first step in dealing with the issue productively - Can promote positive identity, i.e. Deaf Mad (term “mad” has been reclaimed and symbolizes pride)

Answer 13

- Shape expectations of others - Can exaggerate actions in eye's of others (may be tolerated in others) - Can perpetuate notion that people with disability are different than others - May confuse person with the label. - - - Labels are abstract and put people into categories, stereotype - Label can be unreliable - different criteria, validity - Negative focus - only what people can't do - May stigmatize and lead to rejection and ridicule - May affect self-esteem - Cause others to hold low expectations - May be self-fulfilling to individual - Puts person into category and therefore sharing traits - Can tend to be permanent

Answer 14

- Only when crucial - Avoid “superhuman” (tragedy model, inspirational porn) - Don’t sensationalize- victim of, suffering from, afflicted with - Avoid labelling into groups- emphasize individual, “the ___” - Avoid emotional description - Avoid implying disease - One of many characteristics - Emphasize abilities and action – not what they cannot do, ”uses a wheelchair” vs “confined to a wheelchair” “uses crutches” vs “is a crippled”

Answer 15

- The impact of social isolation - The impact of segregation and institutionalization - Low expectations by others and self - Unresponsive community supports

Answer 16

A process whereby individuals achieve increasing control of various aspects of their lives and participate in the community with dignity.

Answer 17

Helpers fail to share power: - Helpers have power to label - Helpers have power to assign meaning - Helpers have power to control the relationship - Helpers as paternalistic - Helpers as experts - Helpers emphasize pathology (science of cause and effect of diseases)

Answer 18

- Self-determination - Decision making - Information and education - Respect - Belonging and involvement - Making a contribution - Caring for others - Meaningful employment - Community living - Technology and resources

Answer 19

“To enable people with disabilities who have a deviant or devalued role to move from that status to one that is valued by society.” *To valorize something is to give value to something; to make it good

Answer 20

Difference + Negative Reaction = Devalue Status - Devalued people will be treated badly, be rejected, prosecuted - Bad treatment expresses the devalued societal role - How we are perceived strongly influences how we behave

Answer 21

Competence enhancement Image enhancement - Both can be neither positive or negative (if you enhance one, you enhance the other) - If imaged positively, will likely be provided with experience; expectancies and life conditions will likely increase person’s competencies - If displaying competencies, will likely be imaged positively

Answer 22

1. Roles give a person a “place” in relation to others and in society (“what do you do?” “student; lawyer; walmart greeter”) - Define who we are - Give status - Roles are strong because people want others to see us 2. Roles that people fill affect almost every aspect of their lives - What relationships you will have with others - Who you will be permitted to associate with - What you will do during the day - What type of economic status and income - How much respect you receive from others 3. Hold a valued role and others will tolerate other “negative” roles, characteristics or behaviours - The more valued the role, the more we put up with the negativity, even re-interpret as being not so bad. Seemingly get away with things. (i.e., politicians, Canadian Senate) 4. Society extends good things to people in valued roles and bad things to people in “bad” roles - I.e., clothing allowance for people in executive positions, expense accounts includes liquor but not for people in “lower” positions of the hierarchy - It’s okay for prisoners to be in jail and for poor people to be on the streets

Answer 23

1. Physical context and environments (what Wolfensberger says) - Where are the people? (ask this question to understand if we value them and their role. The answer is that they are institutionalized and we do not value them) - Versus participating with us = equality and value 2. Social contexts and associations (Wolfensberger says) - Who are they hanging out with? - People who are paid to be with them and are like them (also disabled) - Defined by the company you keep If always with other with disabilities = they belong together, different - Message is that they are all the same (but different from non-disabled) - Versis integration, inclusion, participation. They are hanging out with anyone and everyone 3. Behaviours and activities (what Wolfensberger says) - What are people doing? - If limited to certain activities, i.e., making brooms = that’s all they can do - Working in sheltered/segregated workplaces = that’s all they can do - Always cleaning tables - Versus Kings grad who was blind and deaf 4. Language (Wolfensberger says) - Negative language reinforces negative image (R-word) - How do we speak about the disabled? 5. Personal appearance (Wolfensberger says) - Dress, hygiene, grooming, accessories - If ill-fitting, worn out, dirty, immature = what message? 6. Misc. role and image communications (what Wolfensberger says) - Lack of funding = message? - Lack of services, waiting lists = messages? - Left over flowers from funerals; expired food = message?

Answer 24

"We believe that ALL people regardless of their abilities have the right to be treated as equal citizens within our communities"

Answer 25

Building an affective voice and presence in the community for people with intellectual disabilities through: - leadership - understanding - education - friendship - acceptance - belonging

Answer 26

- education - opportunity - friendship - having a voice - friendly and welcoming - positive influence - confidence - advocacy - ensuring people with disabilities know their rights and responsibilities and how to exercise their rights - acceptance

Answer 27

- To advocate with and on behalf of people with developmental disabilities - To educate the staff of Community Living London and community members about the issues and challenges that people with developmental disabilities face and how to create change - To partner with Community Living London's advocacy committee to ensure that people with lived experiences have a voice in advocating on issues that are important to them

Exam Flashcards

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