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Can a convicted felon be hired to work in a group home setting with individuals with Mental Retardation or Developmental Delays?
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What is developmental learning?
Developmental learning is the process through which individuals acquire new skills, knowledge, and behaviors over time, progressively building upon previous experiences and understanding. It involves a combination of cognitive, social, emotional, and physical development that occurs throughout the lifespan. Developmental learning is often influenced by a combination of genetics, environment, and experiences.
What are the roles of developmental psychology to the school setting and the complementary environment?
Ellen Lloyd Gallagher has written: 'A STUDY OF PERSONAL RESPONSIBILITY AND LEVEL OF EGO DEVELOPMENT IN CLINICAL NURSE SPECIALISTS, NURSE MANAGERS, AND STAFF NURSES IN THE ACUTE CARE SETTING' -- subject(s): Developmental Psychology, Health Sciences, Nursing, Nursing Health Sciences, Personality Psychology, Psychology, Developmental, Psychology, Personality
What are the methods of dealing with inappropriate interpersonal communication between individuals in health and social care setting?
Methods of dealing with inappropriate interpersonal communication between individuals in health and social care setting Methods of dealing with inappropriate interpersonal communication between individuals in health and social care setting
Which president was involved in an assassination attempt?
No President Of the United States was ever convicted of setting up and assasssination.
How respect for individuals is demonstrated in a care setting?
Respect for the individuals is usually demonstrated through honor, attitude, esteem and administration.
Does alcohol detox have to take place in a hospital setting?
It is recommended that alcohol detox takes place either within a hospital setting or in a specific alcohol rehab setting as staff and equipment are often tailored to the individuals needs.
Any piece of information that identifies or could be used to identify a specific individual is referred to in the healthcare setting as what?
Any piece that identifies specific individuals in the healthcare setting is known as heteroduplexes.
Do people with developmental disabilities have a learning capacity?
Yes, people with developmental disabilities have varying learning capacities. They may learn at a different pace or through different methods compared to individuals without disabilities, but with appropriate support and accommodations, they can still acquire new skills and knowledge. It's important to provide tailored educational strategies to meet their unique learning needs.
Where is the setting of the story the gift of acabar?
The setting of "The Gift of Acabar" is in a small village in Mexico. It follows the story of three individuals who experience personal transformation during their time in the village.
When you get the doctor of nursing degree will the title doctor be used in the setting?
Yes, and it should be. It validates the individuals level of expertise, and it is very appropriate.
What are the characteristics of mental retardation?
Mental Retardation: Typical Characteristics(Please note that these are generalizations. There is a great deal of individual variation) Individuals with mild mental retardation (formerly referred to as "educable"): * are likely to need only intermittent to limited support; * typically do not "look" different from their non-disabled peers; * often have only mild or moderate developmental delays, except in academics, which is often the major area of deficit; * therefore, they are often not identified until they enter the school setting, where their cognitive disability is most apparent; * in Minnesota, students with mild MR spend most of the school day in the regular classroom; * they typically attain 3rd- to 6th-grade academic achievement levels by the time they finish high school; * as adults, many, though not all, with mild MR will be able to obtain independent employment; * many will marry, have children, and blend rather indistinguishably into the community; for those who achieve total independence, the label of mental retardation is no longer appropriate. Individuals with moderate to severe mental retardation (formerly called "trainable"): * will probably need limited to extensive supports; * they are more likely to have a recognizable syndrome (such as Down Syndrome); * therefore, may "look" different than their non-disabled peers;. * their development is often significantly delayed; * they are typically identified as infants or toddlers;. * most begin receiving special education during the preschool years; * they may be included in the regular classroom part of the school day (particularly here in Minnesota); * but often spend much of the school day in a separate classroom where they learn adaptive living skills; * as adults, most individuals with moderate to severe MR will not achieve total independence; * rather, they are likely to continue to need limited to extensive support such as that provided in group homes or semi-independent living situations (SILs); some may continue to live with their parents; * some individuals with moderate to severe MR may be able to succeed in modified competitive employment situations; * however, many will work in supported, non-competitive settings such as sheltered workshops.Individuals with profound mental retardation: * will generally need services at the pervasive level, typically throughout their life; * they are likely to have multiple disabilities, particularly in the areas of mobility and communication;. * therefore, many use wheelchairs and alternate forms of communication; * their communication deficits make it difficult to accurately assess their intellectual functioning; * in educational settings, they may be placed along with students with moderate to severe MR or in their own classroom; * Some adults with this level of retardation remain in institutional settings, but most currently live in group homes. this iformaton are find in : http://www.cloudnet.com/~edrbsass/mrcharacteristics.htm Mental Retardation: Typical Characteristics(Please note that these are generalizations. There is a great deal of individual variation) Individuals with mild mental retardation (formerly referred to as "educable"): * are likely to need only intermittent to limited support; * typically do not "look" different from their non-disabled peers; * often have only mild or moderate developmental delays, except in academics, which is often the major area of deficit; * therefore, they are often not identified until they enter the school setting, where their cognitive disability is most apparent; * in Minnesota, students with mild MR spend most of the school day in the regular classroom; * they typically attain 3rd- to 6th-grade academic achievement levels by the time they finish high school; * as adults, many, though not all, with mild MR will be able to obtain independent employment; * many will marry, have children, and blend rather indistinguishably into the community; for those who achieve total independence, the label of mental retardation is no longer appropriate. Individuals with moderate to severe mental retardation (formerly called "trainable"): * will probably need limited to extensive supports; * they are more likely to have a recognizable syndrome (such as Down Syndrome); * therefore, may "look" different than their non-disabled peers;. * their development is often significantly delayed; * they are typically identified as infants or toddlers;. * most begin receiving special education during the preschool years; * they may be included in the regular classroom part of the school day (particularly here in Minnesota); * but often spend much of the school day in a separate classroom where they learn adaptive living skills; * as adults, most individuals with moderate to severe MR will not achieve total independence; * rather, they are likely to continue to need limited to extensive support such as that provided in group homes or semi-independent living situations (SILs); some may continue to live with their parents; * some individuals with moderate to severe MR may be able to succeed in modified competitive employment situations; * however, many will work in supported, non-competitive settings such as sheltered workshops.Individuals with profound mental retardation: * will generally need services at the pervasive level, typically throughout their life; * they are likely to have multiple disabilities, particularly in the areas of mobility and communication;. * therefore, many use wheelchairs and alternate forms of communication; * their communication deficits make it difficult to accurately assess their intellectual functioning; * in educational settings, they may be placed along with students with moderate to severe MR or in their own classroom; * Some adults with this level of retardation remain in institutional settings, but most currently live in group homes. this iformaton are find in : http://www.cloudnet.com/~edrbsass/mrcharacteristics.htmOne of the characteristics of mental retardation is slower learning and it is hard to remember information learned. Poor communication skills is also a characteristic.
What are the characteristics of the mental?
Mental Retardation: Typical Characteristics(Please note that these are generalizations. There is a great deal of individual variation) Individuals with mild mental retardation (formerly referred to as "educable"): * are likely to need only intermittent to limited support; * typically do not "look" different from their non-disabled peers; * often have only mild or moderate developmental delays, except in academics, which is often the major area of deficit; * therefore, they are often not identified until they enter the school setting, where their cognitive disability is most apparent; * in Minnesota, students with mild MR spend most of the school day in the regular classroom; * they typically attain 3rd- to 6th-grade academic achievement levels by the time they finish high school; * as adults, many, though not all, with mild MR will be able to obtain independent employment; * many will marry, have children, and blend rather indistinguishably into the community; for those who achieve total independence, the label of mental retardation is no longer appropriate. Individuals with moderate to severe mental retardation (formerly called "trainable"): * will probably need limited to extensive supports; * they are more likely to have a recognizable syndrome (such as Down syndrome); * therefore, may "look" different than their non-disabled peers;. * their development is often significantly delayed; * they are typically identified as infants or toddlers;. * most begin receiving special education during the preschool years; * they may be included in the regular classroom part of the school day (particularly here in Minnesota); * but often spend much of the school day in a separate classroom where they learn adaptive living skills; * as adults, most individuals with moderate to severe MR will not achieve total independence; * rather, they are likely to continue to need limited to extensive support such as that provided in group homes or semi-independent living situations (SILs); some may continue to live with their parents; * some individuals with moderate to severe MR may be able to succeed in modified competitive employment situations; * however, many will work in supported, non-competitive settings such as sheltered workshops.Individuals with profound mental retardation: * will generally need services at the pervasive level, typically throughout their life; * they are likely to have multiple disabilities, particularly in the areas of mobility and communication;. * therefore, many use wheelchairs and alternate forms of communication; * their communication deficits make it difficult to accurately assess their intellectual functioning; * in educational settings, they may be placed along with students with moderate to severe MR or in their own classroom; * Some adults with this level of retardation remain in institutional settings, but most currently live in group homes. this iformaton are find in : http://www.cloudnet.com/~edrbsass/mrcharacteristics.htm Mental Retardation: Typical Characteristics(Please note that these are generalizations. There is a great deal of individual variation) Individuals with mild mental retardation (formerly referred to as "educable"): * are likely to need only intermittent to limited support; * typically do not "look" different from their non-disabled peers; * often have only mild or moderate developmental delays, except in academics, which is often the major area of deficit; * therefore, they are often not identified until they enter the school setting, where their cognitive disability is most apparent; * in Minnesota, students with mild MR spend most of the school day in the regular classroom; * they typically attain 3rd- to 6th-grade academic achievement levels by the time they finish high school; * as adults, many, though not all, with mild MR will be able to obtain independent employment; * many will marry, have children, and blend rather indistinguishably into the community; for those who achieve total independence, the label of mental retardation is no longer appropriate. Individuals with moderate to severe mental retardation (formerly called "trainable"): * will probably need limited to extensive supports; * they are more likely to have a recognizable syndrome (such as Down Syndrome); * therefore, may "look" different than their non-disabled peers;. * their development is often significantly delayed; * they are typically identified as infants or toddlers;. * most begin receiving special education during the preschool years; * they may be included in the regular classroom part of the school day (particularly here in Minnesota); * but often spend much of the school day in a separate classroom where they learn adaptive living skills; * as adults, most individuals with moderate to severe MR will not achieve total independence; * rather, they are likely to continue to need limited to extensive support such as that provided in group homes or semi-independent living situations (SILs); some may continue to live with their parents; * some individuals with moderate to severe MR may be able to succeed in modified competitive employment situations; * however, many will work in supported, non-competitive settings such as sheltered workshops.Individuals with profound mental retardation: * will generally need services at the pervasive level, typically throughout their life; * they are likely to have multiple disabilities, particularly in the areas of mobility and communication;. * therefore, many use wheelchairs and alternate forms of communication; * their communication deficits make it difficult to accurately assess their intellectual functioning; * in educational settings, they may be placed along with students with moderate to severe MR or in their own classroom; * Some adults with this level of retardation remain in institutional settings, but most currently live in group homes. this iformaton are find in : http://www.cloudnet.com/~edrbsass/mrcharacteristics.htmOne of the characteristics of mental retardation is slower learning and it is hard to remember information learned. Poor communication skills is also a characteristic.
