Grad School Blog

The goal of secondary education is to prepare all students to be successful after high school, this includes individuals with disabilities. This provides to be challenging not only for students but those with disabilities. Under IDEA, each student with a disability shall receive coordinated activities that individualized and focused on post-school success. These may include independent living, employment, post secondary education, or community participation. Transition services support students with disabilities and skills necessary for life after high school. Particularly, students with an intellectual disability struggle more. They often experience lower rates of employment, receive lower wages, and less likely to live independently or attend post secondary schooling. A survey was given to high school students with mild intellectual disabilities as their primary disability on their IEP. The survey posed questions such as student involvement in the transition planning, what school b...

My article discussed the importance of leisure activities for adolescents with intellectual disabilities. The article discussed perceived freedom in leisure is a reflection of the leisure components in the preparation of adolescents with intellectual disabilities for adulthood. The article defined perceived freedom in leisure as cognitive motivational construct of control over leisure experiences, the satisfaction of leisure needs and the participation in leisure behavior and global life satisfaction. Individual with special needs do not have many opportunities to participate in leisure activities. At the the adolescent age it is crucial for individuals to socialize with peers their own age and engage in conversation that is appropriate for their age level. When individuals are participating in leisure activities it has many benefits. These activities provide self expression and influence individual independence and self-confidence of adolescents. Leisure activities provide a mean of s...

There are many neurobehavioral comobidities associated with epilepsy such as physical challenges, emotional challenges, behavioral challenges, and social challenges. Poor functioning amongst these various challenges can have a negative affect on academic success and school adjustment. School is significant in child's development of these physical, social, academic, and emotional needs. Epilepsy is the most frequently diagnosed neurological condition affecting children. With epilepsy it comes with many complications such as excessive fatigue, cognitive impairments, psychiatric disorders, and other behavioral problems. Schools can best support children with epilepsy. Children with epilepsy have many physical challenges such as excessive fatigue, memory impairment, headaches, and visual impairments. These challenges disrupt daily functioning and school adjustment. Excessive fatigue can occur right after a seizure or several hours later. Excessive fatigue experience cognitive slowing...

Many individuals with autism have a tendency to focus on detail. It is often they will focus on one thing at a time or repeat behaviors over a period of time. These repeated behaviors or focus to detail is suggested to be a cognitive style which may have a presence of stereotyped routines, repetitive interests, and behaviors that relate to sensory abnormalities. 29 children with high functioning autism completed the Embedded Figure Test and their parents completed the Short Sensory Profile and Childhood Routines Inventory. Correlations were found between sensory abnormalities and amount of restricted and repetitive behaviors reported. Some individuals performed very high in rote memory or visuospatial processing. Studies of sensory processing found over 90% of individuals had high rates of abnormalities including hyper-sensitivity, hyposensitivity, and sensory overload. Many individuals with autism have struggle with filtering out sensory information from he environment. Heightened s...

This article discussed a study of three middle school students who participated in a cognitive behavioral study. "Anxiety disorders are rarely targeted for intervention in students with emotional or behavioral disorders (EBD) who exhibit them." (Schoenfeld & Mathur, 2009) This was a school-based anxiety intervention on the performance of three students in a self contained EBD setting. Many individuals with emotional and behavioral disorders have mental health needs. "Approximately 14% of students with EBD meet the criteria for an anxiety disorder." (Schoenfeld & Mathur, 2009) Students who have an internalizing disorder such as anxiety, has effects on school performance. Students with anxiety reported they have a difficulty concentrating and doing homework. These students are less likely to graduate high than their non-anxious peers. Cognitive-Behavioral Therapy (CBT) has helped treated children and adolescents with anxiety. "As many as 70% of children w...

Student Attitudes About Postsecondary Education for People with Intellectual Disabilities My article consisted of a survey of college students and their opinions and thoughts of having a post secondary education program for individuals with an intellectual disability on campus.  The article began with an overview and statistics about post secondary education for ID students. "Despite developmental deficits, students with intellectual disabilities have been increasingly and successfully included with their typically developing peers in public school classrooms" (Haney, p.97). The United States Education of National Center for Educational Statistics reported 26% of students with ID attending public schools were serviced in a general education classes at least 40% of the day. In the United States there are 7,398 Title IV postsecondary institutions and only 250 of those colleges provide post-secondary programs for individuals with ID. There are limited opportunities for ...