NR 444 Week 4 Lecture Notes Individuals with Disabilities Education Act

Introduction:

This article aims to provide insights into vulnerable populations, focusing on their lack of integration into the healthcare system. It explores the dimensions of vulnerability, including disempowerment, victim blaming, disenfranchisement, disadvantaged status, and health risks. Additionally, the article delves into psychosocial problems faced by the elderly population, strategies for preventing abuse, and the concept of disability, impairment, and handicap.

Vulnerable Populations and Dimensions of Vulnerability:

Vulnerable populations refer to groups of people with Several dimensions of vulnerability that contribute to their marginalized status. Disempowerment occurs when individuals lack control due to limited choices, such as having only a few healthcare providers available in their town. Victim blaming places responsibility on individuals for their choices, actions, or appearance, often deflecting attention from societal factors. Disenfranchisement refers to separation from the broader society, where the voices and needs of vulnerable populations go unheard. Disadvantaged status highlights the health disparities experienced by minority groups compared to the general population. These dimensions collectively increase the health risks faced by vulnerable people.

Psychosocial Problems in the Elderly Population:

The elderly population faces various psychosocial challenges, including losing loved ones, which can lead to grief and loneliness. Additionally, they may encounter abuse, which can manifest as neglect or self-neglect. To develop strategies for prevention and intervention to ensure the well-being of older people.

NR 444 Week 4 Lecture Notes Individuals with Disabilities Education Act

Understanding Disability, Impairment, and Handicap:

Disability is defined by how much an individual can carry out major life activities. Developmental disabilities are diagnosed before age 18 and can significantly impact an individual’s daily functioning. Impairment refers to a problem in body structure or function that restricts or limits an individual’s ability to participate fully. Handicap, on the other hand, represents the disadvantage of an impairment, often due to societal and environmental factors.

The American Disability Act (1990) and Reasonable Accommodations:

The American Disability Act was established to prohibit discrimination against individuals with disabilities and their caregivers. It requires reasonable accommodations to enable individuals with disabilities to participate in activities that healthy individuals can engage in. These accommodations can range from physical modifications such as ramps to technological adaptations that facilitate computer usage.

Individuals with Disabilities Education Act (IDEA):

IDEA ensures that individuals with disabilities receive School nurses and medical professionals who play a vital Education Plans (IEPs) to address the specific needs of students with disabilities. Communication and behavior management is important when providing healthcare to these individuals.

NR 444 Week 4 Lecture Notes Individuals with Disabilities Education Act

Supporting Caregivers of Individuals with Disabilities:

Caregivers of individuals with disabilities often face significant challenges that impact their well-being. These challenges include increased stress levels, the need for ongoing education about their loved one’s condition, and the potential strain on family relationships. To support caregivers effectively, healthcare professionals should acknowledge their self-determination rights, allowing individuals to decide about their treatment and living arrangements. It is essential to avoid prioritizing the disability over the individual’s overall well-being and to listen to caregivers’ concerns actively. Working collaboratively with caregivers, healthcare providers can prevent complications, utilize necessary equipment, and provide them with resources to ensure continuity of care.

Addressing the Needs of the Homeless Community:

The homeless community faces challenges, including a lack of income, affordable housing, and support systems. Healthcare professionals should be aware of these barriers and strive to provide care within the available resources. They are collaborating with community organizations, shelters, and outreach programs for individuals experiencing homelessness.

Conclusion:

Ensuring the inclusion and support of individuals with disabilities requires a collaborative effort from healthcare professionals, educators, and caregivers. By actively involving medical professionals in developing Individual Education Plans, we can tailor education to disabilities. Additionally, it is crucial to recognize caregiving’s impact on family members and provide them with support and resources. Healthcare providers should promote self-determination, actively listen to caregivers, and work together to prevent complications and ensure continuity of care. Lastly, addressing the challenges the homeless community faces requires a comprehensive approach considering the lack of income, affordable housing, and support systems.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. NR 444 Week 4 Lecture Notes Individuals with Disabilities Education Act

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