Analysis of Lifelong Learning Term Paper Example | Topics and Well Written Essays - 1250 words

Analysis of Lifelong Learning - confines Paper ExampleAs serious, lifelong conditions, these disorders have generated important challenges to the systems that relate to the individuals with disabilities including educational, vocational, medical, and psychiatric systems.Diagnosis The diametrical processes of diagnosis and classification of these developmental disorders characterized by disability in many spheres of function are implicit in(p) to intervention. The diagnostic process includes all of the activities in which a clinician engages in trying to understand the nature of an individuals difficulty. The conduce of this process is often a narrative account, a portrait of the individuals past, the current problems, and the ways in which these problems stern be related to each other and to possible underlying causes. In the course of the diagnostic process, the clinician entrust learn about the patients history, observe the patient, engage in specialized investigations, and u se laboratory and other methods for back up define the patients problems and their causes. The clinician will integrate the findings from these activities based on specialized scientific knowledge. Often more than peerless clinician may be involved in the diagnostic process then, the final clinical diagnostic readiness will integrate the pooled information into a coherent and consensual narrative that reflects the varied information. One element of the diagnostic process is the assignment of the patients difficulties, signs, symptoms, pains, troubles, worries, dysfunctions, and abnormal tests to a specific class or category of disease or disorder. The newer methods of classification of developmental, psychiatric, behavioral, and mental disorders respect the distinction between diagnosing an individual and classifying his or her problems (CDC, 2004). aboriginal Intervention Priorities For early intervention priorities, it is to be remembered that there is no obvious physical mar ker for some of the conditions. The problems that result from neurobehavioural disabilities often get directed at the caregiver. These disabilities are harder to accept since these children do not necessitate for help in the usual lovable way. Unless one validates the problems as true disabilities, one will drop off the problems, and instead, blame the person as being uncontrollable. The starting point for the intervention is an atypical child and his or her dysfunctions. With such disabilities, most of these children fail to learn. The early intervention priorities, therefore, deploy strategies that hammer away at the world of deficit and strategies that effectively circumvent it. In dyslexia, for example, Orton-Gillingham, a structured, multisensory approach, stressing phonics grounded on language-based learning processes, is the hammer-away approach, whereas using books on memorialise is the circumvent approach. Both types of interventions have their essential and legitimate uses.