The Process of Diagnoses and Care of Students with Down Syndrome - Free Essay Example

Just as for typical children, children diagnosed with Down Syndrome are shaped and influenced by the people around them who model compassion, patience, and care. One of the main impacts on any childs happiness is their experience with their peers and educators at school. When educators view students with special needs as worthy of the same considerations and modifications as typical students, those students will have an equitable chance to reach their learning goals and build skills that will support their lives after their educational journey. My aim is to help fellow educators understand the complex life experiences of children with Down Syndrome from the day they are born and as they enter, progress through, and eventually leave the school system. I will begin this paper with an introduction to Down Syndrome diagnoses before providing a typical timeline for children with Down Syndrome before and after they enter the school system. I will also discuss some of the services and programs available to children with Down Syndrome and their families. By conveying the many facets of Down Syndrome, I hope that others will begin to see students with Down Syndrome as unique and varied as their diagnosis. Throughout this paper, I will use the name Student A to refer to a 5th grade student who has Down Syndrome. I have known Student A since they were in 1st grade and have observed them in many capacities including at school, participating in extracurricular activities, and at home with their family. Being a part of Student As life as they have developed through elementary school has given me the opportunity to empathize with the journey students and parents may experience in public school special education programs. In 1866, Dr. John Langdon Down described the key attributes of the duplication of chromosome 21 during cell development known at the time as Trisomy 21. Today, we describe this is process and the proceeding diagnoses as Down Syndrome (National Down Syndrome Society, 2018). The complex nature of Down Syndrome leaves many expecting parents anxious. Down Syndrome can be detected as early as an expecting mothers 12 week doctor visit. The markers that reflect a diagnoses are found in the hormone levels of the mother and the measurements of the fetus (Down syndrome, 2018). The mothers age may also play a role in the possibility of Down Syndrome diagnoses. Geriatric pregnancy, or pregnancy over the age of 35, run higher risks of Down Syndrome diagnoses. However, 80% of all people with Down Syndrome were born to parents under the age of 35 (Tullos Barta Salinas, 2010). These calculations are not a diagnosis; rather, they produce the odds in which a child could be born with Down Syndrome (Na tional Down Syndrome Society, 2018). In Student As case, their mother had odds of 1/50 based on her age, which was 37. After fetal measurements were taken, the odds went up to 1/17 (Anonymous, personal communication, December 2, 2018). Due to the demand of accurate screening, Down Syndrome research has been heavily funded in the last 25 years. One way a fetus can be diagnosed before birth is through a procedure called an Amniocentesis. Amniotic fluid is extracted through a needle that has been inserted into the mothers uterus. This sample is then used to analyze the chromosomes of the fetus. Doctors usually perform this test in the second trimester, after 15 weeks of pregnancy (Down syndrome, 2018). If a fetus odds are high, most medical professionals encourage parents to proceed with an Amniocentesis. Some expecting parents, like Student As, choose to opt out of screening (Anonymous, personal communication, December 2, 2018). Ultimately, the cause of Down Syndrome is unknown and the diagnosis is seen throughout diverse populations. Down Syndrome does not discriminate between gender, nationality, or socioeconomic status (Tullos Barta Salinas, 2010). Physically, people with Down Syndrome are smaller in stature as well as smaller facial features, almond shaped eyes some level learning disability, but not all features are the same. There is an endless variety of outcomes for a person with Down Syndrome. The medical description of Down Syndrome is bleek at best, stating that children with Down Syndrome can experience a vast array of complications including dementia, speech and hearing impairments, delayed motor functions and heart problems (Down syndrome, 2018). The degree to which each child experiences these symptoms varies. Just as Down Syndrome symptoms vary from person to person, the experiences of a student with Down Syndrome entering the public school system differ widely. While there is a typical timeline of evaluative procedures for children with Down Syndrome before and after they enter the school system, which I discuss below, each childs experience is highly varied and depends on the child as well as their family and school district support systems (Bird, Alton, Mackinnon, 2000) . Since children are diagnosed at birth, they will have consistently been assessed throughout their young lives by medical professionals. Entering school begins a process of developing skills based on the students abilities and getting them to a place where they will be successful in life after school. Individualized Education Plan (IEP) goals focus on developing real world skills, including communication development, social skills such as performing tasks independently, and cognitive skills such as knowledge recognition. The process of entering the public school system is very different for children who are born with a known disability verses students who educators come to find may have a learning disability once they enter school. Children who are born with a known disability like Down Syndrome generally receive state-funded services and support immediately at birth. During early intervention, which is considered birth to three years of age, teams of specialists do a full evaluation that observes the developmental milestones of the child. Milestone markers are then evaluated by a physical therapist, occupational therapist, and speech therapist. Student As mother remembers an occupational therapist coming to their home when Student A was three months old (Anonymous, personal communication, December 2, 2018). If a child is meeting their developmental milestones, and there is no other evidence of skill deficit, they would no longer qualify for state services (T, Wolf, personal communication, December 8 , 2018). When a child reaches school age, or three to five, they begin receiving services from their county educational service district. At the age of three, Student A began to attend pre-school at a local elementary school two days a week (Anonymous, personal communication, December 2, 2018). Also at this time, the county educational service district set up students and their families with an Individual Family Service Plan (IFSP), which is similar to an IEP, but are intended for the whole family (T, Wolf, personal communication, December 8, 2018). As a child with Down Syndrome enters kindergarten, they bring with them an IEP that was developed from their IFSP and pre-school experience. Once they enter elementary school, considerably less emphasis is placed on family support and the students support system shifts toward the school. The students IEP is then monitored consistently and adjusted yearly by school support teams, which can include the students general education teacher, special education teacher, speech pathologist, occupational therapist, and/or physical therapist. The eligibility for services is evaluated every three years by the school psychologist until the student completes their senior year of high school (T, Wolf, personal communication, December 8, 2018). For up to three years post high school, some adults may continue to qualify for services from the county educational service district for continued support in developing life skills (Anonymous, personal communication, December 2, 2018) . In addition to support from educational service districts, many families look outside of the school environment for community support. There are often organizations that provide opportunities for children with Down Syndrome, similar to those of typical students, such as summer camps and sports teams. In addition to providing these opportunities, support groups for parents can play a significant role in the development of the child by providing children and parents with access to knowledge and other resources. Student As mother, for example, contacted Down Syndrome Network Oregon and her experience with them has been extremely positive. She has been connected with recreational opportunities for Student A, and expanded her familys support system far beyond what she thought was imaginable through connecting with other families in the organization (Anonymous, personal communication, December 2, 2018). While this timeline and the organizations and support systems for children with Down Sy ndrome and their families are somewhat consistent, the experiences of students still varies widely based on their range of abilities, interactions with educators, and learning goals. When educators set educational goals for typical children they are taught to look at each child as a unique and independent person separate from their other students. Students with Down Syndrome are worthy of same considerations as their peer counterparts. These students educational journey may look different but the goal is the same, preparing them for successful life beyond school. References: Bird, G., Alton, S., Mackinnon, C. (2000). Accessing the curriculum: Strategies for differentiation for pupils with Down syndrome. Southsea: Down Syndrome Educational Trust. This book offered strategies for supporting students with Down Syndrome in the classroom. The book also gave insight on the process of creating a welcoming environment and inclusion processes. Family Journey in Education [Personal interview]. (2018, December 2). Interview with Student As mother who wishes to remain anonymous. She gave invaluable information about her and her childs experience living with Down Syndrome. Down syndrome. (2018, March 08). Retrieved from https://www.mayoclinic.org/diseases-conditions/down-syndrome/symptoms-causes/syc-20 355977 The Mayo Clinic offered much insight on the diagnosis of Down Syndrome.The webiste clarified the procedures available for expecting mothers to screen for Down Syndrome. Tullos Barta, L., Salinas, Y. (2010). Supporting the Student with Down Syndrome in Your Classroom[Pamphlet]. Down Syndrome Association of West Michigan. This pamphlet gave information about the process of children with Down Syndrome entering the public school system as well as facts and history. What is Down Syndrome? | National Down Syndrome Society. (n.d.). Retrieved from https://www.ndss.org/about-down-syndrome/down-syndrome/ This citation clarified the causes of Down Syndrome. It also addressed the history and clarified in detail the chromosomal process that occurs when a child has Down Syndrome. Wolf, T. (2018, December 8). Process of Developing an Individualized Education Plan [E-mail interview]. Tandy Wolfe has a Masters in Special Education and is the Learning Specialist at Cedaroak Park Primary School in West Linn, Oregon.

The Tragic Hero Of Othello By William Shakespeare

A tragic hero is a positive character that has his or her own flaw which eventually leads to his or her death. Death can be caused by actions at the hands of other individuals, or the protagonist himself. An example of a tragic hero is Odysseus and Othello. In the Odyssey, Odysseus’ tragic flaw is his hubris. His unwavering confidence and pride is the reason why the gods punish Odysseus and as a result he does not return home for ten years. Othello s tragic flaw is his jealousy. Throughout the story Iago begins to help influence Othello’s envy to where he takes his wife s life as well as his own. His enviousness is due to his trust in â€Å"honest Iago† who plants the seed of jealousy to which it cultivated until Othello could not be prevented. In Othello, Othello is the tragic hero and has his own flaw which leads to Othello’s demise. Othello’s tragic flaw lies beneath his personality and does not show unless influenced. At this time, Othello is more concerned with the battle against the Turks; therefore Iago does not get the chance to talk to Othello alone. When given the opportunity, Iago looks for ways to help convince Othello of Desdemona and Cassio’s love with one another. Othello has not taken notice of his jealousy as he has not been put into the predicament of being jealous, and he has no reason to be jealous. Amongst his peers, Othello is respected for his work in the army, and Othello is solely focused on his work as a general and is not concernedShow MoreRelatedTragic Hero in Othello by William Shakespeare1306 Words   |  6 Pagesplaywright, William Shakespeare, and see if he has tendencies to certain styles or genres. Shakespeare wrote about thirty-seven plays during his lifetime. Amanda Mabillard explained, â€Å"However, no one can know for certain because of the inexact documen tation at the time the plays were first being organized and published† (para. 1). 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The play imitates life through basic human emotions such as jealousy and rage. In addition, Othello is far from being a perfect character - another quality that meets Aristotles requirements. Othello also matches Aristotles ideas of tragic hero because our Othello realizes the error of his ways, causingRead MoreThe Tragic Hero Of Shakespeare s Othello1613 Words   |  7 Pagesfocus on a tragic hero who possesses a flaw which ultimately leads to their downfall. In fact, Aristotle prescribes the three most important points to any tragedy to be hamartia, a tragic flaw in the tragic hero’s character that brings about his downfall, catharsis, a purgation of the a udience’s emotions and anagnorisis, the character’s revelation of some fact not previously realized. In William Shakespeare’s play, Othello, Othello is an excellent example of an Aristotelian tragic hero. He was a character

Family Systems Differ from Home to Home Essay - 768 Words

Everyone has an ideal view of what a family system should be and how it should be ran. However in today’s society it is very difficult to always follow what others think due to the lack of love and trust within individuals who decide that in the moment a family is what they want until the time comes and a family is not what they can handle. As a young child, I grew up with both parents, and thought that life was superb. However things did not last long and I soon was a product of a single parent home. Now for me double parenting and single parenting did not have much effect on me growing up but now I so desire for a family where I have a husband and he is there not only as my husband but a father, a provider for our family, and a†¦show more content†¦For example growing up as a child, my family comprised of my mom, dad, grandma, grandpa, and uncle (my mom’s brother) all living under the same roof. Everyone in the family played a part and understood what th eir role was. The men in the family took care of things such as taking out the trash, occasional cleaning, in the winter they would bring in firewood, and take care of any handiwork that needed to be done. As far as the women, they always went to the grocery store; they took care of the children, prepared meals, and did most of the cleaning. It was what worked for us. Now when my mom got her own home and my dad came along with us (they were never married), the balance in my grandmother’s house was off. There were fewer mouths to feed and less hands helping with the work that needed to be done. It was an odd and awkward time for us but we were able to start our own homeostasis. The family system worked totally different at my mother’s home. My mother was the breadwinner and my dad was the â€Å"stay at home dad† and he took care of the housework and me while my mom worked. 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Coca-Cola Nepal free essay sample

The Marketing, Sales Distribution strategy for Bottlers Nepal Limited is entitled â€Å"Refresh the Marketplace† and includes: A robust Consumer Response System to address any consumer/customer concerns, ideas, suggestions – either on product and its quality or on stock supply – maintenance of equipment etc†¦ All consumer concerns are dealt with in a fair, timely and friendly manner, so as to satisfy them and resolve their concerns. Marketing and advertising communications are focused on POS (point-of-sale), Radio, TV, hoardings, truck backs, etc†¦ Emphasis is also placed on Consumer Price to enforce Price Compliance. Marketing and advertising communications are customized to suit to local sentiments – social, religious, ethnic. Innovative packages and pack sizes are offered to give better value to consumers and ease of storage to retailers. Prices and packs are introduced in a format that is affordable to all segments of society. General Information Population: 27,5 million (28. 9 million as of July 2007 estimate) GDP per capita (purchasing power parity): US$ 1,5 million (estimated and not exact) Location: Kathmandu and Bharatpur Employees: 469 Number of MDCs: 32 Job creation multiplier effect:  ± 10,000 Local operating name: Bottlers Nepal Ltd 2 Bottling Plants Sales Manager- Bottler Nepal Mr. Madhav Kafle is the Deputy Sales Manger of the bottlers Nepal. He has been with the bottlers Nepal since 1998 he joined bottlers Nepal as a sales officer and then he was promoted to the Sales Executive and later promoted to Area Sales Manager. Qualification: Masters in Arts. Number of years with Bottlers Nepal: 10 years Territory: Katmandu (which is the largest territory and the highest sales generating territory) Key Responsibility: Forecasting sales plan / preparing sales budget Sales forecasting is done looking at the past trends. He normally takes in account the sales volume of past 3 years, activity in the market and then set the target. He considers the average growth in the sales volume and then tentatively adds 5% to 10% to the previous year’s growth and fixes the target for the year. He also consults the existing sales force for their valuable inputs in order to make the forecasting more accurate and feasible. The territory sales forecast is done according to the capacity of the territory and the sales force capability i. . some territories grow fast where as some grow slow, these factors are kept in mind while forecasting the sales target for the particular territory. The sales forecast for a particular territory is also based on the individual sales officer. He also decides on the amount of the promotional support need in order to meet the target sales. He does this by looking back to the amount of post sales support and then plans for the pr omotion. While doing this he also keeps in mind the impact on future product sales. Weekly reporting to the country manager His report to the country manager consist of the overall weekly achievement in terms sales volume of his territory and any other major issues if any which need to be addressed to the higher level management. His report is a consolidated report sent by the Area sales manager and it contains the report on the previous week’s achievement and his new plan for the coming week and the month. The plans consist of volume of production for the coming month and sales on the basis of the production. This plan is also forwarded to all the departments’ viz. arketing and production so that the departments can plan accordingly. Communication with the other departments He interacts with the production manager on regular basis to decide on the volume of production. He also works together with the Marketing Manager in order to come up with promotion for pushing sales and to develop marketing strategies for future sales target. Area sales survey for a particular area is done by the market ing department. Suggestion is taken from the marketing department before formulation of the sales plan for a particular territory. Hiring and selection of Sales force: Sales manager is responsible for hiring salespeople with the appropriate skills and backgrounds to implement the sales strategy. Good sources must be found for new hires, and those who are weak in these areas are carefully screened out. The normally advertise through newspaper. The other sources of candidates are references of current employees. The Applications and the CVs received are first collected by the Human Resource Department and then full scrutinized it. The short listed candidates are then invited for a written test. The further short listed candidates are invited for an interview with the sales Manager and the Human Resource Manager. The selected candidates are called for the training. Training Sales Force: In addition to hiring qualified people, salespeople’s competencies are usually developed through training before they are sent into the field. He identifies the training needs of the individual sales person and then informs about it to the Human Resource department. The Human Resource department in turn coordinates with the trainer. They are given 1 to 1 and half months training depending upon the sales person. Sales managers are responsible for making sure that training is completed, and they often conduct some of the classes. Most initial training programs are designed to familiarize salespeople with the company’s products, services, and operating procedures, with some time devoted to development of selling skills. Because sales training is expensive, the sales manager is responsible for selecting the most cost-effective methods, location, and materials. Training is normally imparted by the trainer form Bangkok. Motivate, Develop and inspires the sales force: Builds and maintains relationships that motivate, guide, and/or reinforce the performance of others toward goal accomplishments. Weekly sales meets are done and those who are the achiever of the highest sales in the territory are appreciated and acknowledge in the meeting. The have a program of the monthly achiever wherein the highest achievers name is put up on the board. If the performance is consistent for couple of months they are given bigger territories. Promotions are performance based. Core Competencies of the Sales Manager Communicate the principles and values of The Company through personal contact with consumers and dignitaries from around the valley in order to further enhance the consumers connection to the brands. Delegate work assignments and tasks to sales representative, providing sufficient direction so desired business outcomes can be achieved. Drives Innovative Sales Improvements: Develops new insights into ideas that result in organizational improvements; promotes a work environment that fosters the development of the sales force and increase the overall sales volume.