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What makes mental retardation accomplex rather than disability?
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What is the difference mental Retardation and Learning Disability?
A person with mental retardation has a low IQ and difficulty with tasks associated with daily living. A person with a learning disability may have an average or above average IQ but has difficulty in a specific area. For example, a very smart child may have trouble reading. This child is not mentally retarded but rather may have a learning disability.
What does the American Association on Mental Retardation classification system focus upon?
The American Association on Mental Retardation (AAMR) classification system focuses on the capabilities of the retarded individual rather than on the limitations.
Can you collect unemployment if you were fired at a time of mental illness?
If you were fired because of mental illness, then you should collect disability insurance, rather than unemployment insurance, and it lasts much longer.
What are the differences between 'intellectual disability' and 'mental retardation'?
No, not by a long shot. Mental retardation may be caused by genetics, problems during pregnancy, birth problems, problems that may occur after birth, socio-economic deprivation and other accidental causes. If an individual has an IQ that is generally 70 or below with co-occuring deficits in major life areas such as communication, mobility, learning, self direction, etc., mental retardation may be diagnosed. Mental illness can be created by stress, heredity, genetic predisposition, or any of many other factors. It is not predictable or screenable. It can also vary from mild to severe with huge variances in presentation. It can also appear later in life to people with perfectly normal IQ's and reasoning skills.
In the 2005 movie The Brothers Grimm is Jacob Grimm supposed to have a mental disability?
In the 2005 movie "The Brothers Grimm," Jacob Grimm is depicted as having a more timid and intellectual personality compared to his brother Wilhelm. There is no indication in the movie that Jacob has a mental disability; rather, his character is portrayed as a brilliant and creative thinker.
Why is Lennie angry at the dead?
Is it that hard to just read it
Will you be kicked out of the army if now disabled?
That depends on how your disability affects your ability to do your job, but, with the military downsizing, the chances of you being separated on a medical for a disability are rather high.
Examine the medical model and social model of disability?
medical model of disability focuses on the disability and expects the individual to be searching for a cure, and are overcoming a personal tragedy. This model focuses on what the individual cannot do rather than what they can. social model of disability focuses on society as being disabling, barriers within society are the cause of disability these can be physical, cultural attitudinal.
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.
Can you get a disability scooter free for your parent who is on disability?
Yes, it should be possible to obtain a disabiity scooter free for a parent who is on disability. Medicare frequently covers the cost of such items. It is often helpful to let the seller of the scooter act as a go-between for you with the insurer, which is Medicare in most cases of disability, rather than the individual attempting to deal with the insurer.
Would Freud have agreed with the statement that mental illnesses are biological dysfunction?
Freud's perspective on mental illness emphasized the role of unconscious conflicts and early childhood experiences, rather than biological dysfunction. He believed that mental disorders were rooted in internal psychological processes rather than purely biological factors. His psychoanalytic approach focused on exploring the unconscious mind to understand and treat mental illnesses.
