Assignment Code: MCD-005/TMA-5/2023

Course Code: MCD-005

Assignment Name: Disability and Inclusion

Year: 2023-2024

Verification Status: Verified by Professor

SECTION A

Answer any TWO questions in 1000 words each.

Q1) What is a behaviour difficulty? Discuss to common behaviour difficulties of children along with possible methods of helping the child overcome these.

Ans) Behaviour Difficulty:  Children who struggle with behaviour might exhibit a wide range of behaviours that can seriously interfere with their daily life and connections with others. These behaviours show a propensity to deviate from what is regarded as typical or developmentally appropriate behaviour, which may indicate that they present challenges in a range of contexts, such as the family, the classroom, and social settings. These issues could manifest in a number of ways, from overtly antagonistic or defiant actions to subtly disengaging behaviours or trouble focusing.

Behavior issues are manifested by acts of violence and defiance. "Punching" in this context might mean biting, punching, shouting, or yelling. Sometimes defiance leads to disputes with people in positions of authority. Children frequently struggle with impulsivity and inattentiveness, especially in school. These actions can have a detrimental effect on one's ability to focus, learn, and complete activities. Children who have these problems may act impulsively, lose focus easily, or act without giving their actions much thought.

Withdrawal and social issues are the two most prevalent forms of behaviour difficulties. Some kids distance themselves from others and avoid forming social relationships. They could find it challenging to build or keep relationships, which could result in social isolation. These behavioural problems could potentially affect a child's cognitive, social, and emotional development. Their struggles with fitting in, making friends, and doing well in school could be problematic. Furthermore, these actions frequently lead to miscommunications, disputes, and hostilities among classmates, teachers, and family members.

Two common behaviour difficulties among children and methods to help overcome them include

a)    Aggressive Behaviour:

1)    Behaviour Description:

In the context of children, aggressive behaviour comprises a broad range of behaviours, such as biting, pushing, yelling, punching, and other activities that cause harm to other people either physically or verbally. This behaviour could be brought on by a wide range of factors, including frustration, the inability to express one's emotions in a way that is suitable, being around aggressive role models, or reactions to stressful situations.

2)    Possible Methods to Help:

i)       Teach Emotional Regulation: Youngsters require assistance in identifying and controlling their emotions. Urge them to use words instead of deeds to communicate their emotions. Instructing people in relaxation methods like counting or deep breathing can help them control their rage or impatience. In addition, fostering an environment where kids may express their feelings without fear of repercussions is essential to their emotional intelligence development.

ii)     Promote Social Skills: Promote constructive relationships and impart dispute resolution skills. Children can learn proper conflict resolution techniques through role-playing scenarios, which emphasise empathy and understanding other people's viewpoints. Healthy relationships are facilitated by providing instruction in problem-solving, sharing, and communication techniques in a nurturing setting.

iii)    Provide Consistent Discipline: Consistency is a keystone of discipline. When someone acts violently, there ought to be consequences and established norms. Two essential elements of the learning process are the constant application of penalties for aggressive behaviour and the provision of positive reinforcement for appropriate behaviour. Discipline, however, ought to aim to reroute the child's behaviour rather than make them feel inferior.

iv)    d) Seek Professional Help: Seeking the guidance of a child psychologist or counsellor can offer the child and their family targeted strategies and support if the violent behaviour persists or escalates. It is possible to identify the underlying causes of the behaviour and offer customised therapy to address it with the help of a specialist.

b)   Attention-Deficit/Hyperactivity Disorder (ADHD):

1)    Behaviour Description:

Attention-deficit/hyperactivity disorder (ADHD) is a condition that is characterised by impulsivity, hyperactivity, and difficulty maintaining focus. Other names for the ailment include ADHD. Any number of facets of a child's life, such as their academic achievement, the calibre of their social relationships, and their day-to-day functioning, could be significantly impacted by this illness.

2)    Possible Methods to Help:

i)                 Structured Environment: There should be structure to the environment and a set schedule in place. By sticking to a routine and setting clear expectations, it is possible to increase focus and reduce impulsivity. When a child has a designated study area or workspace with little distractions, it becomes simpler for them to focus.

ii)               Break Tasks into Smaller Steps: Children diagnosed with ADHD may struggle with task organisation. You may help them do things more quickly by breaking things down into smaller, more manageable parts, giving them clear instructions, and rewarding them as they finish each step.

iii)              Use Visual Aids: To assist in the organisation of duties and the maintenance of attention, visual schedules, checklists, or color-coded reminders can be of great use. The use of these tools helps in transitioning between activities and provides visual clues and assistance. Timers and clocks are examples of visual reminders that can help people better manage their time.

iv)              Behavioural Therapy: With treatment or counselling approaches like cognitive-behavioral therapy (CBT) or social skills training, children with attention-deficit/hyperactivity disorder (ADHD) can be given coping mechanisms, social skills, and ways to manage their symptoms. These treatments focus on behaviour modification and targeting certain problems associated with attention-deficit/hyperactivity disorder (ADHD).

v)               Medication and Professional Guidance: In certain circumstances, it may be important to combine behavioural methods with medicine that has been given by a knowledgeable medical provider. It is essential to consult with healthcare specialists in order to receive accurate evaluation and direction. The administration of medication should always take place under the guidance of a trained expert and as a component of an all-encompassing treatment plan.

Early intervention is crucial in both circumstances. By closely collaborating with educators, mental health specialists, and parents to create a customised plan that meets the child's unique needs, it is feasible to offer the child substantial support in overcoming these behavioural issues. Children need help managing and eventually overcoming these problems, and part of that process involves creating a compassionate and supportive environment that emphasises patience and positive reinforcement.

Q2) Trace the historical perspective on disability. Support your answer by discussing different models of disability to illustrate the changing approach towards disability in the last century.

Ans) Over time, there has been a significant change in the historical perspective on disability, which has been impacted by evolving viewpoints, laws, and societal attitudes. Some of the models of disability that have emerged are listed below, each of which represents a distinct viewpoint and comprehension:

a)    Historical Perspective:

1)      Ancient Times to Middle Ages (Pre-1600s):

In ancient societies, those with disabilities were often marginalised, seen as a burden, and even thought to be cursed out of existence out of fear of being exterminated. Many societies, including classical Greece, recognised the potential of people with impairments as long as they were subject to specific restrictions. Throughout the Middle Ages, people's illnesses were frequently interpreted as a form of divine retribution, which caused people to be marginalised and segregated within society. The dominant religious ideas during this period led to this outcome.

2)     Renaissance and Enlightenment (1600s to 1800s):

Throughout the Renaissance, there were shifts in perspectives, with a focus on human dignity and the potential contributions of those with disabilities. The development of technology was the cause of these modifications. However, societal attitudes remained split, and the concept of disability was often seen through the lenses of the popular charitable or religious viewpoints of the day. Throughout the Renaissance, there were shifts in perspectives, with a focus on human dignity and the potential contributions of those with disabilities. The development of technology was the cause of these modifications. However, societal attitudes remained split, and the concept of disability was often seen through the lenses of the popular charitable or religious viewpoints of the day.

3)     Industrialization and 19th Century:

Throughout the Industrial Revolution, there was a change in both the fields in which people were worked and the organisational structures of society. Despite the fact that these institutions occasionally had terrible conditions and furthered the community's division, there were places for people with impairments. These institutions were nevertheless set up.

4)     Early 20th Century:

The eugenics movement, which promoted the use of selective breeding to eradicate disabilities, first appeared at the start of the 20th century. In the past, most people believed that disabilities were medical conditions that required management or treatment. People with impairments faced stigma and discrimination, and institutionalisation was a common practise.

5)     Mid-20th Century to Present:

Post-World War I and II, disability gained attention due to the large number of war veterans with injuries. Rehabilitation programs were established, and the medical model of disability prevailed, focusing on treatment and rehabilitation. However, the civil rights movements of the 1960s and 1970s initiated changes, advocating for equal rights and opportunities for people with disabilities.

b)   Models of Disability:

1)      Charity Model (Pre-20th Century):

For decades, the Charity Model dominated society's understanding of infirmity as a consequence of moral or divine judgement or retribution. People with impairments were considered reliant and defenceless, in need of charity assistance. By maintaining the notion of segregation, this strategy kept people with disabilities apart from the general public. It reinforced the idea of the "deserving poor," saw disability as a personal tragedy, and promoted charitable deeds instead of removing social barriers.

2)     Medical Model (Early to Mid-20th Century):

The early to mid-20th century saw the rise of the Medical Model, which emphasised that a person's impairment is a medical condition that affects them personally. In the past, disabilities were mainly understood to be mental or physical impairments needing therapy or medical intervention. Due to this viewpoint, disabilities were categorised, with an emphasis on identifying and addressing impairments in order to integrate people with disabilities into society as a whole. Even though treatment choices were enhanced by medical developments, this approach frequently stigmatised individuals with disabilities and ignored the social obstacles they encountered.

3)     Social Model (Late 20th Century to Present):

The shortcomings of the Medical Model gave rise to the Social Model. It moved the emphasis from a person's disability to the social barriers preventing people with disabilities from fully participating in society. According to this concept, impairments interact with social, cultural, and environmental constraints to cause disability. In order to empower people with disabilities, it promoted accessibility, inclusivity, and the reduction of institutional, social, and physical barriers.

4)     Rights-Based Model (Late 20th Century to Present):

An expansion of the Social Model that emphasises the rights and dignity of people with disabilities is known as the Rights-Based Model. It is compliant with international human rights frameworks, including the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD). This strategy encourages nondiscrimination, equality, and the full inclusion and engagement of those with disabilities in all facets of society. It is also against prejudice. It highlights how important it is to have laws that protect people, provide reasonable adjustments, and use universal design principles in order to give people from all backgrounds equal chances.

5)     Holistic Models (Current Trends):

The complexity of the lives of those who live with disabilities is acknowledged by modern perspectives on disability. Disability is influenced by a range of elements, including social, environmental, cultural, and personal aspects. It is not primarily the result of impairments or social limits. They admit this to be true. The diversity among persons with disabilities is highlighted by holistic models, as is the need for individualised care and accommodations that take into consideration each person's unique situation. These models emphasise aspects like self-determination, social inclusion, and empowerment while acknowledging the complexities that are unique to the experience of being handicapped.

c)    Impact on Disability Rights:

The shift from the medical model to the social and human rights models has had a significant impact on the rights of those with disabilities. The social model, in particular, has been a major motivator for disability activism and the advancement of laws requiring accessibility, prohibiting discrimination, and promoting inclusive policies. It has helped the general people have a broader understanding that disabilities are a result of both societal barriers and inherent shortcomings.

The evolution of disability models reflects the shifting societal viewpoints on impairments, moving from a medical deficit approach to a more rights-based framework that recognises the influence of social and environmental variables in creating experiences of disability. There has been a change from a medical deficit approach to a more rights-based and inclusive perspective.

SECTION B

Answer any TWO questions in 500 words each.

Q3) Describe the degrees of severity of intellectual disability.

Ans) A person's intellectual capacity and adaptive functioning can be impacted by a variety of cognitive impairments that fall under the umbrella of intellectual disability. Based on the individual's intellectual and adaptive functioning, the severity of intellectual disability is frequently divided into degrees or levels, which aids in identifying the support and interventions needed for their growth and well-being.

a)    Mild Intellectual Disability:

Mild intellectual disability represents the mildest form on the spectrum. Individuals with this level of disability often have IQ scores ranging from 50 to 70. They typically face challenges in academic settings, such as slower learning and difficulties with complex tasks or abstract thinking. In everyday life, they might require some support with tasks like budgeting, time management, or decision-making. However, many can achieve a degree of independence with appropriate support and accommodations.

b)   Moderate Intellectual Disability:

The term "moderate intellectual disability" denotes a higher degree of impairment. This level is typically associated with IQ levels in the range of 35 to 49. In academic settings, they often face more challenging issues, therefore providing all-encompassing assistance for the growth of knowledge and abilities is essential. They could need assistance with daily tasks including taking care of themselves, interacting with others, and being aware of safety hazards. People can learn vital life skills and engage in supervised activities or employment through the provision of structured support, specialised education, or vocational training.

c)    Severe Intellectual Disability:

Severe intellectual disability is the most severe impairment when compared to other degrees. People that fit under this category typically have IQs that range from 20 to 34. To perform daily living activities like mobility, communication, and personal care, people with this disability need a great deal of help and supervision. Their weak communication skills may mean that they need constant guidance and assistance to efficiently navigate their surroundings. If they receive specialised care, therapy, and support, they can learn the fundamental skills of self-care and communication.

d)   Profound Intellectual Disability:

Profound intellectual disability is the most severe sort of intellectual disability on the spectrum. This category of person frequently has an IQ of less than twenty. Significant challenges are faced by these people in all areas of functioning, including as movement, communication, and daily living tasks. Their mobility may be restricted, their speech skills may be very limited, and they may need ongoing care and assistance to meet their daily needs. Throughout their whole lives, they need special care and assistance due to their very limited capacity for learning and developing new abilities.

Knowing the various levels of intellectual disability severity makes it easier to customise interventions, instruction, and support services to each person's unique need. It also helps in figuring out how much support a person needs to reach their maximum functioning and quality of life potential. To assist people reach their full potential and improve their general well-being, different approaches, interventions, and support networks are required depending on the severity degree.

Q4) Explain the WHO’s International Classification of Functioning.

Ans) The International Classification of Functioning, Disability, and Health (ICF), developed by the World Health Organization (WHO), is a comprehensive framework that offers a conceptual foundation and standard vocabulary for describing states relevant to health. The ICF was introduced in 2001 with the goal of extending knowledge about health beyond the confines of the conventional medical model by embracing a biopsychosocial viewpoint. The ICF facilitates communication on health, disability, and holistic functioning among individuals, researchers, policymakers, and health professionals.

a)    Key Components of ICF:

1)      Functioning and Disability:

i)                 The ICF places a central focus on functioning and disability, acknowledging that health is more than just the absence of disease.

ii)               Functioning is categorized into three main areas: Body Functions and Structures, Activities and Participation, and Environmental Factors.

2)     Biopsychosocial Approach:

i)                 Unlike the traditional medical model that primarily looks at the biological aspects of health, the ICF adopts a biopsychosocial approach.

ii)               It considers the interaction between an individual's health condition, environmental factors, and personal factors.

3)     Components of Functioning:

i)                 Body Functions and Structures: Refers to the physiological and anatomical aspects of the body. This includes mental functions, sensory functions, voice, and speech functions, and more.

ii)               Activities and Participation: Encompasses an individual's ability to perform tasks and engage in life situations. It includes categories such as learning and applying knowledge, mobility, self-care, and communication.

iii)              Environmental Factors: These are external factors that can either facilitate or hinder an individual's functioning. Examples include physical, social, and attitudinal environmental factors.

4)     Contextual Factors:

The ICF recognizes two sets of contextual factors:

i)                 Environmental Factors: External factors that can have a positive or negative impact on an individual's functioning. This includes the physical environment, social attitudes, and support systems.

ii)               Personal Factors: Individual characteristics such as age, gender, coping styles, and overall lifestyle. Personal factors are not classified within the ICF to maintain cross-cultural applicability.

5)     Use of Codes: The ICF employs a coding system to classify health and health-related states. Codes are alphanumeric and provide a standardized way of describing various aspects of functioning, disability, and health conditions.

b)   Applications of ICF:

1)      Clinical Practice:

i)                 Health professionals use the ICF to assess and describe the health status of individuals in a comprehensive manner.

ii)               It assists in treatment planning, goal setting, and tracking progress over time.

2)     Research:

i)                 Researchers apply the ICF to study the impact of health conditions on various aspects of functioning.

ii)               It facilitates the comparison of findings across different studies and populations.

3)     Policy and Advocacy:

i)                 Policymakers use the ICF to develop inclusive policies that consider the broader determinants of health.

ii)               Advocacy efforts for the rights of individuals with disabilities are informed by the ICF's framework.

4)     Education: In educational settings, the ICF supports the development of inclusive curricula and the identification of appropriate accommodations for students with disabilities.

5)     International Standard: The ICF is a globally recognized standard for describing health and disability. Its adoption by various countries and organizations enhances international comparability of health-related data.

The International Classification of Functioning, Disability, and Health goes beyond a medical approach to incorporate multidimensional health and functioning. Adopting it makes healthcare, research, policy creation, and advocacy more inclusive and person-centered.

SECTION C

Answer any THREE questions in 150 words each.

Q5) Write a short note on the given:

Q5a) Screening test

Ans) A screening test is an initial assessment or evaluation used to determine whether a person is at risk for a certain ailment or risk factor. This system's goal is to quickly and effectively identify potential issues—even before symptoms manifest.

Although these tests are not diagnostic, they are an initial step in determining whether more comprehensive evaluations or examinations are required. They are frequently used in the medical, educational, and other sectors to spot possible issues early on and schedule follow-up tests or interventions.

For example, screening tests such as blood pressure checks for hypertension or mammograms for breast cancer are frequently employed in the healthcare industry to identify any health issues early on. By facilitating prompt treatment and proactive management, they play a crucial part in preventive medicine and eventually enhance health outcomes.

Q5b) Autism spectrum disorders

Ans) A collection of neurodevelopmental disorders collectively referred to as "autism spectrum disorder" (ASD) are characterised by challenges with social interaction and communication, as well as restricted and repetitive activities. On the spectrum, there are varying degrees of impairment, from mild to severe. Each person is affected by these deficits in a unique way. Early infancy is when symptoms typically first manifest, and they affect how people view their surroundings and interact with others. Often noted traits include trouble interacting with others, trouble communicating both verbally and nonverbally, repeated behaviours, and intense passion in a certain subject. Individualized therapy and support, together with prompt diagnosis and intervention, can significantly enhance the quality of life for individuals on the autism spectrum. They will be better equipped to handle life's obstacles as a result.ss

Q5c) Causes of disabilities

Ans) To being caused by congenital diseases, disabilities can also be caused by acquired circumstances, including the following:

a)     Congenital Causes: Genetic abnormalities, congenital infections, or problems during labour are examples of disabilities that might be present at birth or established during pregnancy.

b)     Acquired Conditions: Disabilities that are acquired after birth as a result of accidents, injuries, illnesses, or medical conditions such as strokes, spinal cord injuries, or chronic diseases.

c)     Environmental Factors: It is possible to develop disabilities as a result of being exposed to environmental risks, poisons, or receiving inadequate prenatal care.

d)     Age-Related Disabilities: Age-related conditions include degenerative disorders like dementia and physical disabilities, both of which are associated with the ageing process.

e)     Social and Economic Factors: Age-related conditions include degenerative disorders like dementia and physical disabilities, both of which are associated with the ageing process.