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Thursday, December 29, 2011

"Mental" disabilities: social and educational issues

"Mental" disabilities: social and educational issues
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Note: this page presents working notes for a presentation to be given on Jan 5.  Since these are working notes in progress, some contents will probably change.  
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Health Info Island
Segmented lecture-discussion format


The segments (six)  are as indicated in the notes below.  I will give a brief (about 8 minutes) summary of the past and current state of each issue, then host a discussion for about 15 minutes.  The reason I chose this format will be apparent in the discussions.  
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During the presentation, I will have  a BOP* poster (instead of a slide show) nearby.  I will also have a poster-giver with a web link for those using a viewer that lacks  BOP capability.  
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*BOP = Browser on Prim
Prologue
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Part of the "Waiting on the World (to Change)" series hosted by Virtual Ability.
UN Enable; Priority Themes
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"Waiting for Godot"
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Terms and concepts as I will use them
  • Mental illness:  Non- technical term applied to serious disorders that present* as behavioral problems.  *All  behavior is generated by the brain, including that attributed to "the mind"
  • Disabiliy: A serious limitation imposed by some physical condition.  Note that "serious" here is defined by circumstances.
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"Mental" disabilities: social and educational issues
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Notes
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Segment 1. The major mental disorders "Psychoses"
Schizophrenia
Depression
Bipolar, manic-depressive
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Major  developments - a semi-success story
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Segment 2.  "Ethnogenic" disabilities
Conditions that are seen as disabilities as a result of cultural circumstances
  • Dyslexia
  • "Dislexics of the world--untie"
  • Dyslexia became a disorder with universal literacy
ADHD 
ADHD predominantly inattentive - Wikipedia, the free encyclopedia
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DSM-IV Diagnostic Criteria for ADHD
Inattention
  1. Often does not give close attention to details or makes careless mistakes in schoolwork, work, or other activities.
  2. Often has trouble keeping attention on tasks or play activities.
  3. Often does not seem to listen when spoken to directly.
  4. Often does not follow instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions).
  5. Often has trouble organizing activities.
  6. Often avoids, dislikes, or doesn't want to do things that take a lot of mental effort for a long period of time (such as schoolwork or homework).
  7. Often loses things needed for tasks and activities (e.g. toys, school assignments, pencils, books, or tools).
  8. Is often easily distracted.
  9. Is often forgetful in daily activities.
  1. Six or more of the following symptoms of hyperactivity-impulsivity have been present for at least 6 months to an extent that is disruptive and inappropriate for developmental level:
Hyperactivity
  1. Often fidgets with hands or feet or squirms in seat.
  2. Often gets up from seat when remaining in seat is expected.
  3. Often runs about or climbs when and where it is not appropriate (adolescents or adults may feel very restless).
  4. Often has trouble playing or enjoying leisure activities quietly.
  5. Is often "on the go" or often acts as if "driven by a motor".
  6. Often talks excessively.
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Probable legal requirement: Adjust instructional methods to compensate for the disability.
The Individuals with Disabilities Education Act (IDEA) (formerly called P.L. 94-142 or the Education for all Handicapped Children Act of 1975) requires public schools to make available to all eligible children with disabilities a free appropriate public education in the least restrictive environment appropriate to their individual needs.
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IDEA requires public school systems to develop appropriate Individualized Education Programs (IEP's) for each child. The specific special education and related services outlined in each IEP reflect the individualized needs of each student.
http://www.ada.gov/cguide.htm
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Actual response:
"These kids have a disorder. It is not our fault they aren't learning.  Medicate them"
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Thinkerer quote
"The one who smiles when everything is going wrong has just thought of someone to blame it on." 
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Plenty of research on span of attention:  8-14 mins for unfamiliar content
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The average length of time a student could concentrate in lectures was 10 minutes, according to the survey carried last month.
http://www.ntlf.com/html/pi/9601/article1.htm
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Yes, students can focus on one thing for only about 8-15 minutes or less.  They are not suffring from a disorder. They are normal.  The fault lies with instructional design created for the interests of the system rather than the needs of the students.
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Lapse of attention is not necessarily visible and so is only recognized as ADHD when it leads to "disruptive" behavior.  


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On the other hand "Lazy eye"
Amblyopia 
The colloquialism "lazy eye" is frequently used to refer to amblyopia. The term "lazy eye" is imprecise because it is a layman's term for strabismus, particularly exotropia.
Not a disability unless you have to play baseball.
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Unrecognized "disorder" I just made up
Dis-concretizaton
Difficulty in converting printed text into concrete actions.  Difficulty in following instructions on how to assemble and use items you buy. 
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The Secret of the Instruction Manual - The Thinkerer

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Segment 3. Experience based disorders
PTSD 
Phobias (some)
Recognized and generally considered treatable if needed
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TBD: status under insurance
Future: Many cases can be treated effectively over the internet, at relatively low cost.
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Segment 4.  Addictions
Some attempts at decriminalization
Ethnogenic component
Treatment offered 
Addiction hype
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Segment 5.  Developmental disorders, "intellectual disability" 
Autism
Down syndrome
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"Mental retardation"
http://en.wikipedia.org/wiki/Mental_retardation
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Segment 6.  What shall we do while waiting?
  • Research.
  • Educate the public.
  • Exploit technological resources.
  • Financial resources
  • Public and political action
Close of waiting for Godot
ESTRAGON:Yes, let's go.
They do not move.
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