Handicap and Disability Studies

• Handicaps are a collection of situations impacting functionality, adaptation, and social integration.
• Approaches to understanding why a person can't vote include biomedical, functional, environmental, and societal perspectives.
• Individual disability issues are unique.
• A social issue is inclusion and accessibility.
• February 11, 2005, law promotes equal rights, opportunity, participation, and citizenship for disabled people.
• A handicap involves activity limitation or societal participation restriction due to a substantial, lasting change in physical, sensory, mental, cognitive, or psychological functions, polyhandicap, or disabling health condition.
• The definition distinguishes between personal functioning (activity and participation) and the alteration of one or more functions.
• Despite legal intent, aspects like type and timing of defined alterations remain unclear.
• Subjectivity persists in determining the significance threshold for an alteration.
• The issue of duration is complex when considering temporary vs. lifelong handicaps.
• Seven traditional categories of handicap exist:
• Health-invalidating disorders
• Physical handicaps
• Sensory handicaps
• Mental handicaps
• Polyhandicap
• Cognitive handicap
• Psychological handicap
• These categories can affect anyone at any age.
• Reliable handicap statistics are scarce due to complex and biased recording.
• One data collection method is person questionnaires which relies on honesty and willingness to participate.
• Administrative data exists through recognition of disability.

Administrative Recognition of Handicap

• This includes people with disability or autonomy loss, along with those medically or socially supported.
• The data focuses on those who have taken steps to be registered.
• In France:
• Adult Disability Allowance (AAH) is at 3.3% of 20-64 year olds in 2020.
• Disability Compensation (PCH) or Third Party Compensation (ACTP) is at 399,000 (2020) with 5.8% beneficiaries in 2019.
• Personalized Autonomy Allocation (APA) serves 1.3 million people aged 60+ in 2020.
• The number of handicapped or dependent people living in ordinary housing: Ages 15 or older is between 2.6 and 7.6 million. For ages 15 to 60 is 0.9 to 3.3 million.
• A large portion of the population with disabilities in France consists of people aged 60 and over.
• 311,700 people (0.6% of the population aged 20+ in 2018) get institution support.
• 167,300 disabled kids and teens in institutions make up 1% of those under 20 in 2018.
• School statistics: 32.7% of the students with disabilities in mainstream school or in health facilities.
• There are 212,400 students with disabilities in 1st grade, and 197,000 in 2nd grade.

Models and Theories

• International Classification of Impairments, Disabilities (WHO, 1980), adopted by France in 1989.
• Wood's model defines handicap by three components.
• Deficiency: Physiological, psychological, or anatomical.
• Incapacity: Impairment causes a reduction in one or more skills.
• Disadvantage: Concerns the social or professional inclusion of the individual.
• The handicap is the social expression of the incapacity and looks at the circumstances of the person.

Example

• In a child that has profound congenital hearing loss, the deficiency is located in the inner ear hair cells.
• Also this causes greatly reduced hearing, limiting access to oral language and resulting in diminished opportunities and problems with schooling.

Limits of Wood's model:

• The origin of the handicap is exclusively with the individual, viewed through medical.
• Causal/linear relationships are established from deficiency to incapacity to disadvantage.
• It is assumed that the deficiency leads to incapacity and then disadvantage.
• It does not think about compensation strategies.
• It neglects the individual's factors and also their environment.
• The terminology used is negative leading to stigma.
• CIF: International Classification of Functioning, Disability and Health (WHO, 2001, revised in 2017), adopted by France in 2005.
• A name change in the classification reflects current understanding.

Implications:

• This classification aims to describe a person's health rather than analyze the impacts.
• If a person is in a handicap situation, the situation is influenced by numerous factors and not just directly by the deficiency.
• A particular deficiency will be experienced diversely due to the personal and environmental features.
• A health condition or disease describes health in positive or negative dimensions.
• Organ and anatomical function refers to the function of various organs and anatomical construction.
• Actions involve a person performing a task.
• Participation refers to how involved the individual is in society.
• The model integrates environmental factors and personal factors like social status or gender.
• Emphasizing the different parts interacting.
• Individuals become a dynamic system which arises with influence.
• The method provides an overall framework to describe the individual’s performance in both negative and positive aspects, and therefore views the situation in regards to where they are rather than using a biomedical assessment.

More Classifications

• There are several classifications and in development psychology there is a version just for children, which focuses on things specific to children in school.
• The tools used must consider the operation of the person.
• The CIM (international list of diseases) catalogues illnesses by etiology.
• It provides diagnosis but not assessment.
• These different ways of classifying allow for there to be a shared standard which ensures information is communicated and studies can be cross referenced.
• The tools used are always changing as new difficulties and methods come up.
• There is evaluation in tandem with intervention.
• When screening its primary goal is to see if the patient has difficulties, then determining diagnostic.

Evaluations:

• After screening, further diagnostic takes place.
• There has to be identification of the condition, its challenges and severity.
• This is done using the same reference classifications.
• Using the standardized classifications can assist in getting the person on the appropriate treatment plan.
• The instruments used will be determined by the likely deficiency or impairment.
• A diagnosis does not provide a complete rendering of the issue at hand and its difficulties.

Additional Assessments

• Functional assessment identifies strategies and everyday activities which allow to understand the adjustment.
• It takes under consideration environmental impacts that cause changes in the capacity, routines and practices, which are aimed at how a person can improve the performance of the job or adaptation. Analysis focuses on:
• Finding conditions or barriers preventing activities from successfully adapting.
• Locate stage, age, score, or pattern of development through objective level of growth versus the projected level based on age.
• Finding a child's forté and challenges will help when planning advancement strategies.
• Testing is integrated into treatment plans and interventions.
• After testing, direction can be located as well as target intervention objectives.
• An assessment will direct treatment and allows for the personalization of environmental and material goals.
• It allows you to see how effectively the interventions function at a low, medium and high level.

Audio Impairments: Definition and criteria

• Sound is air vibration that has defined frequencies.
• Hertz calculates the oscillation for the cycles per second, lower frequency = lower sound.
• Decibels measure the amplitude of oscillation, and up to 80db are harmless
• The ear has parts that work to perceive sounds, with exterior and interior parts connected.
• The external portion gathers sound through a canal up to the ear drum.
• The structure conducts air vibrations allowing amplification.
• Within is the ear drum, as well as related muscles and ossicles which vibrate through a conduction of vibration with the ossicle to the inner ear.
• The inner ear is the cochlea which assists balance.
• The cochlea converts the signal into a digital message and through the auditory.
• Located within the cellular area of the cochlea are cells which vibrate and react to the vibrations.

OMS definition of audio deficiency:

• Deficiency in audio can prevent learning ones language, participation, and educational success.
• Focusing on speech is important for treating this deficiency.
• Alternatively deficiency is the absence of speech and that it does not address the functional side of children.
• Child can benefit from alternative ways of the departure.
• A medical perspective to address the deficiency sees it as an absolute deficit in hearing from partial to whole.
• Stats:
• 5% of the human population.
• 1 in every 1000, and 15 in premies who has family history.
• 7 million will have auditory changes as they age.

Standards of the degree of audio deficiency:

• 4 degree of surdité selon le BIAP: This gauges the audio system ability to work on the decibel levels and sounds to determine at which points there is no hearing capabilities.
• This is measured on the dB scale leading to the following results.
• From hearing levels up to 20Db is hearing abilities.
• Surdité legere is from 20-40 dB range and affects greatly capacity to hear conversation.
• With moderate it is hard to hear conversation.
• Severe occurs from 70-90 B when speaking.
• And high occurs from 90db plus when no speech.
• Transmission surdité is the issues with conduction external ear issues, which results in mechanical operation.
• When acquired, the infection can be handled, while some can be innate with deformities.
• The deficiency generally tops at 60dB due to the transmission.
• The perception of ear issues are mainly related to older people, where there are issues transforming sound to neural.

Additional Factors

• Asymmetry to hearing problems, when the hearing is effected unilaterally and causes spatial issues.
• The period in which hearing becomes affected, some since birth and others acquired through postnatal, and period after birth which put child at risk alters communications.
• Congenital hearing poses high risk.
• There is a fluctuation of permanent. Gênes auditory can occur regardless of any external effects.
• Additional difficulties, is dependent on the degree.
• Types of deficiency are genetic with chromosome alteration from 30-45% in humans.
• Heterogeneity is an large range covering from early to progressive surdité.
• Additional syndromes of usher, or Yeah Yeah, are hearing deficiency with syndrome and progressive vision loss.

Issues

• 2/3 result in mutations of a gene.
• Extrinsic represent 35% with prenatales infection viral, from motherly actions to after birth issues.
• It includes bacteria.
• Often cases are unidentified. Appareillage auditff: The main objective is to repair what can be perceived to promote hearing.
• Hearing is amplified by the sound.

Hearing

• In or around microscopic hearing the devices sends messages, and makes systems more visible and reduces external sound.
• Implanted for severe and or damaged cells
• Can be done best at youthful stage promotes acquisition.

Child progress in situation of the auditif handicap

• Population is diverse with surdité level, and ages.
• Children adapt specifically with surdité and adopt different abilities.
• Parent audio plays a role in development along with education and language.
• Those with limited surdité have less family relations than others.
• Parents not with surdité are disoriented and troubled.
• Restriction and behavior from the child plays a role, where actions are hard to define.
• The communication non verbal is distorted by the way they interpret the world.
• Early interactions is the basis of much affirmation with babies, and their absence can cause feelings of confusion for intentions and emotions.
• Loss effects development levels which complicaties expressions.
• This loss of capabilities can cause anger.

Considerations:

• This reduces calling in distance and spatial awareness, causing increased vigilance.
• These parameters cause high degree of stress and isolation.
• Participation with those around the child places too much stress on adapting to the current set and or environment.
• Need fast accommodation to adjust to the situations of the child.
• Flexibility is necessary as parents must learn to stimulate their children while being attentive.
• These things can cause obstruction and undermine the will to interact with the child.
• Communication patterns with the child often involves orders and less language in general.

Attachement Patterns:

• It makes fetus unable to hear materna, which limits prenatales bonding
• Audio deficiency bring affect for those connected.
• Early attachment should be encouraged and can be negative.
• Studies shows those in deficient environment have secure attachment with tactile and visuals.
• One study shows children will seek out others which leads the motor capacity to go unaffected without vestibular deficiencies.
• While it can result in general agitation, less cordination and increasing difficultirs over time
• Development can provide access with cognitive

Cognitive development

• There is progress on the ideas in regards to consequence concerning cognitives development.
• From what was an intelctorial effect in the 60's, is not as there is with capability to create intelligence.
• As of the same time this is not as defined and there can be some conceptualization

Considerations

• From the 70's intelligence can be normal but measured different, using different modes of organization.

• This creates challenges of intelligence assessment and heavy reliance

• meta can analyze this as verbal versus those with this deficiency.

• At this point there needs to be modifications made in the administration with specialized measures.

• Taking account is essential to properly give an evaluation.

• It is crucial it does not cause intellectual disability.

• There is a specification that has led to challenges and distraction.

• Distraction can be linked to visual stimuli due to the lack of hearing stimuli.

• Tasks involving verbal prompts are hard.

• Difficult to manage and categorize data and often are rigid.

• Explanations can be provided and that the issue is the result of decrease and delay.

• The language deprivation brings negative effects for aspects of the intelect.

• Peterson and siegwal has conducted theories of mind by putting forward situations about transferring a thing into new position.

• This is hard for children to conceptualize.

• Both groups of children with DA must be raised with this thinking so that the children can participate and show their abilities to think.

• It demonstrates sensory restrictions and limits in the social life and growth of others.

Signage:

• Compared children who have been taught sign from those who learned later.

• Demonstrates more capability from those taught early.

• There is a capacity to build by starting in younger period.

• Communicative expansion of the language is crucial to developing a common language to assist in learning.

• Numerous factors will change developing the language along with parents and level of access.

• Those who are deaf might present more language, and those with strong signage demonstrate language.

• All effects depend on the severity, and early stimulation.

• When sign language is the main first language, speech growth can occur.

• Children will always vocalize from a parental perceptive.

• Sign will show deferred babbling.

• Audio deficiency comes through several levels by reducing access.

• Proper adaptation creates promotion.

• The most significant development is giving a access to language to provide structure.

• Understanding what issues parents can pose effects and provides helpful help.

• Help establish effective means of communications.

Visual Handicaps

• The system is complex and fragile levels.
• The eye has element like membrane, muscles and receptor.
• Transmitted information takes up space on the occipital.
• This transmits to the SNC providing vision.
• Various receptive components that the retina provides are cones that sense light and contrasts along with rods.
• They are distributed across the cells and inside.

Visual Deficiencies

• Blindness can take space, a singular part of the eye that cannot see.
• The modality give best differentiation what is felt.
• Deficiences in the DREES are about 1,700,000 cases in 2005.
• Profound can results in 12% cases and moderate in 55%
• There is an effect with the correlation in eye, such as macula degeneration with advanced years.

Types of visual changes

• It includes total absence to no light at all with troubled refraction.
• Vision is tubular at the vision, is central but also a peripheral.
• There are various criteria with the definition and its impact varies.
• One definition indicates the acute and small.
• The aptitude show small but with a number from the amount.
• A field for those fixating on what they can see is extended.
• WHO then categorize and categorize.

The OMS lists 5 categories:

• With lightness, and moderate deficiency.
• France defines blindness as acuity of 1/20 and malvoyance. Functional parts problems with those around the view.
• And symmetry is where differences in eyesight occur, where deficiency can evolve to blindness.
• Timing and development also has effects can have.
• The causes for the development: etiology that results in genetic and environment.

Genetic Factors

• There are dysfunctions within the genes such as degradation.
• Congential can be an issue and in the inside membrane eye which is a smaller hole with under development.
• Syndrome genetics Usher and diabetic.

The development of kid in a view handicapping place

• Troubling a psych moteur place, very crucial in motor capability.
• Tonic development is very important where the child can learn a skill.
• Longitudinal the coordination of how to read a person face.
• The main categories are extreem , where skills are acquired late.
• Significant is that the skills can often follow in the next stage.
• In one example the ability to sit alone happens at 18 months versus that of children at just 8.
• Where that of can reach up to 13.8 from the normal where a child can do just as well.
• Movement does not have an importance so those with DV need to be trained in a new skill.