Deafness Critique Scholarly Articles Essay Example | Topics and Well Written Essays - 1000 words

Deafness Critique Scholarly Articles - Essay Example In total 19 children participated in the study from which 10 were females and 9 males, aged 12-14 years. Children included in the study had binaural, sensori-neural severe to profound hearing loss. Children with hearing loss often have difficulties acquiring spoken language, vocabulary problems and reading comprehension deficits. Their voice and speech features disturb their speech intelligibility, which in turn disrupts their functioning in various areas such as communication skills, academic success and social behaviour. Spoken language deficits represent an enormous impediment for the construction of social relationships; likewise academic success may be affected because of reduced participation in the classroom. Children with hearing loss have difficulties to communicate with their teacher and hearing peers; in fact, students who are more skilful in their spoken language integrate better than their less skilled counterparts. The article examines socio-emotional characteristics of inclusion showing its relevance when educators are request to approach their students with disabilities in an efficient manner. A suitable educational program which fulfils the requirements of children with disabilities may help them to achieve optimal academic and social benefits. The investigator studied the relationship between speech intangibility in the context of group inclusion and individual inclusion. Group inclusion refers to special classes within regular schools; and individual inclusion refers to individuals integrated into regular classes with only hearing peers. Results of the study concerning emotional and social feelings of children with hearing loss, revealed no significant difference for either, sense of loneliness or sense of coherence between children in the two educational settings. These results are in line with the outcomes from other studies which reported similar findings indicating that increased loneliness experience and academic failure or educational s etting are not related. Indeed, the report of such socio-emotional feelings is intrinsic to the disability itself and to the experience of living with disabilities. Comparable to other children at risk for learning disabilities, children with hearing loss feel different from the rest of the group having deepest sense of loneliness and lower coherence. On the other hand the study showed a significant difference in relation to the score of speech intelligibility and the environment that surrounds the child. In group inclusion setting children had lower speech intelligibility score than did children in individual inclusion setting. On this respect the possibility to rely solely on spoken language makes the difference; children in group inclusion probably use simultaneously communication skills which are different from speech. Moreover, children attending individual inclusion at school rated by their peers as having better speech intelligibility reported less loneliness and more coheren ce. Bearing in mind that good speech intelligibility is used as criteria to include a child in one setting or another, cause-effect interaction should also be deliberated when considering these results. Inclusion involves modifications in the regular classroom to accommodate all different learners, offering special services to meet the needs of all children within the regular classroom. In an inclusive setting the educator has the primary responsibility for teaching

Disability and Workability with Diabetes Coursework

Disability and Workability with Diabetes - Coursework Example This research appraisal aims to broaden the awareness of the health care providers of the latest status and trends in nursing research and practice, specifically on: (1) identifying the similarities and differences of the qualitative and quantitative research designs, (2) to identify the implications of the three studies in relevance to the nursing practice particularly in the perspective of occupational health nursing, and (3) to gather information on the proper nursing management of clients with diabetes at work, their legal rights as to the limitations set forth on the Disability Discrimination Act of London (1995) in order to make their activities of daily living more meaningful in spite of having diabetes. Appraised for this purpose are the three recent research studies on diabetes conducted by the renowned medical and nursing research teams in the United Kingdom. These are: (1) Disability & Workability: Diabetes – An Occupational Health Nursing Case Study (NHS Education for Scotland, 2004, pp.21-24) – a qualitative research; (2) The Socio-Economic Factors and Outcomes in Type 2 Diabetes (Coates, et al., January 2008, pp. 1-113) – a quantitative research; and (3) Effectiveness of Self-Management Intervention in Patients with Screen-Detected Type 2 Diabetes (Thoolen, et al., November 2007, pp. 1-6) – a quantitative research. This case study highlights some of the issues to be considered in the workplace for an employee with newly diagnosed insulin-dependent diabetes. It also illustrates the need for collaborative working between the multidisciplinary professionals caring for the employee in the community and occupational health services. The implications of this study for nursing practice, particularly to occupational health nurse, are as follows: Be aware of what illnesses and disabilities are taken into account under the Disability Discrimination Act (1995) and ask your client if his or her disability affects the ability to carry out tasks at work.