Learning Disabilities and Career Development Essay example -- Educatio

Learning Disabilities and Career Development The lifelong process of career development poses special challenges for people with learning disabilities (LD). Although the career development of individuals with disabilities is not widely discussed in the literature, key pieces of legislation enacted or reauthorized in the 1990s—Individuals with Disabilities Education Act (IDEA), Americans with Disabilities Act (ADA), and the Rehabilitation Act (now Title IV of the Workforce Investment Act)—have helped increase the numbers of individuals with LD in postsecondary education and the awareness of their needs in the workplace (Hitchings and Retish 2000). This Brief reviews research on the career development needs of persons with LD and describes practices to assist them with the process of gaining and maintaining employment. Employment Issues Learning disabilities are generally defined as significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities (Michaels 1997; Ohler, Levinson, and Barker 1996). There are a number of types as well as major individual differences in severity, impact, and age of onset (Cummings, Maddux, and Casey 2000; Hitchings and Retish 2000). â€Å"There is no single story to tell about outcomes of students with disabilities† (Blackorby and Wagner 1997, p. 58). Many people with LD have succeeded in the workplace, often as entrepreneurs, and recent legislation is intended to ease the process of disclosing a disability and obtaining on-the-job accommodations (Brown and Gerber 1994). Adults with LD are employed at the same rate as those without disabilities, but many are underemployed—in part-time, entry-level, minimum-wage jobs (Blackorby and Wa... ...h Disabilities." Journal for Vocational Special Needs Education 23, no. 1 (Fall 2000): 24-33. Michaels, C. A. "Preparation for Employment." In Learning Disabilities and Employment, edited by P. J. Gerber and D. S. Brown, pp. 187-212. Austin, TX: PRO-ED, Inc., 1997. Ohler, D. L.; Levinson, E. M.; and Barker, W. F. "Career Maturity in College Students with Learning Disabilities." Career Development Quarterly 44, no. 3 (March 1996): 278-288. Reiff, H. B. "Off the Beaten Path: A Model for Employment Success for Adults with Learning Disabilities." In Learning Disabilities, Literacy, and Adult Education, edited by S. A. Vogel and S. Reder, pp. 313-329. Baltimore, MD: Paul H. Brookes, 1998. Rojewski, J. W. "Educational and Occupational Aspirations of High School Seniors with Learning Disabilities." Exceptional Children 62, no. 5 (March-April 1996): 463-476. Learning Disabilities and Career Development Essay example -- Educatio Learning Disabilities and Career Development The lifelong process of career development poses special challenges for people with learning disabilities (LD). Although the career development of individuals with disabilities is not widely discussed in the literature, key pieces of legislation enacted or reauthorized in the 1990s—Individuals with Disabilities Education Act (IDEA), Americans with Disabilities Act (ADA), and the Rehabilitation Act (now Title IV of the Workforce Investment Act)—have helped increase the numbers of individuals with LD in postsecondary education and the awareness of their needs in the workplace (Hitchings and Retish 2000). This Brief reviews research on the career development needs of persons with LD and describes practices to assist them with the process of gaining and maintaining employment. Employment Issues Learning disabilities are generally defined as significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities (Michaels 1997; Ohler, Levinson, and Barker 1996). There are a number of types as well as major individual differences in severity, impact, and age of onset (Cummings, Maddux, and Casey 2000; Hitchings and Retish 2000). â€Å"There is no single story to tell about outcomes of students with disabilities† (Blackorby and Wagner 1997, p. 58). Many people with LD have succeeded in the workplace, often as entrepreneurs, and recent legislation is intended to ease the process of disclosing a disability and obtaining on-the-job accommodations (Brown and Gerber 1994). Adults with LD are employed at the same rate as those without disabilities, but many are underemployed—in part-time, entry-level, minimum-wage jobs (Blackorby and Wa... ...h Disabilities." Journal for Vocational Special Needs Education 23, no. 1 (Fall 2000): 24-33. Michaels, C. A. "Preparation for Employment." In Learning Disabilities and Employment, edited by P. J. Gerber and D. S. Brown, pp. 187-212. Austin, TX: PRO-ED, Inc., 1997. Ohler, D. L.; Levinson, E. M.; and Barker, W. F. "Career Maturity in College Students with Learning Disabilities." Career Development Quarterly 44, no. 3 (March 1996): 278-288. Reiff, H. B. "Off the Beaten Path: A Model for Employment Success for Adults with Learning Disabilities." In Learning Disabilities, Literacy, and Adult Education, edited by S. A. Vogel and S. Reder, pp. 313-329. Baltimore, MD: Paul H. Brookes, 1998. Rojewski, J. W. "Educational and Occupational Aspirations of High School Seniors with Learning Disabilities." Exceptional Children 62, no. 5 (March-April 1996): 463-476.

Assessing Importance of School Factors Such as Racism Essay

A variety of material disadvantages that may confront ethnic minorities coming from working class backgrounds are they do not achieve the same level of education. The main achievers are Indian, Chinese and African students, but the lowest achievers are Turkish, Bangladeshi And Afro Caribbean students. The white working class students are the lowest achieving, which is peculiar because most sociologists are white who stereotype and label other students from different backgrounds. The main cause of underachievement in schools are cultural and language factors which sociologists clarify and focus on and are thought to be main cause of everything. Previously the spotlight has been put on what happens in school and racism in common As shown by Cecile Wright, which explains that, Asian students can also be the victims of teachers Cecile found out that regardless of the schools evident promise to equal opportunities, teachers still hold ethnocentric views they believe that British culture and English are greater. This prepared teachers to assume that they would have a poor pronunciation of English and left them out of class debates or used basic, childlike speech when speaking to them. Asian pupils also felt cut off when teachers spoken dissatisfaction of their behaviour or misread their names. Teachers saw them not as a risk but as a difficulty they could take no notice of. This resulted in that Asian pupils in particular the girls were hard-pressed to the limits and disallowed from play a part fully. Close at hand is proof of teacher racial discrimination and harmful labelling. Nevertheless study shows that pupils can take action in variety of ways. They may take action by becoming unsettling or withdrawn but pupils may decline to agree to the label and even choose to prove it incorrect by putting in hard work. Off-putting labels do not repeatedly twist into self-fulfilling prophecy Working class white pupils attain below standards and have lesser desires. There isn’t much parental support at home, which means there is low achievement and goals. Reports show that teachers have to deal with low level of behaviour and discipline in white working class schools. Nevertheless they had fewer kids on benefit programs teachers blame this on inadequate parental support at home and negative attitude that white working class parents have towards their children and their education. The life in the street for white working class can be tough for pupils which means they get used to getting intimidating and intimidate other which they pick up and use in school to cause disruptions and make it hard for other students to succeed at school. Underachievement of student of different is blamed on cultural deprivation. Few sociologists say that Afro-Caribbean families lack a close relationship to their family and therefore are extremely violent towards everything they do. Arguments explain that families aren’t very supportive towards their children and they don’t offer enough cultural capital for their children. Stereotypical views suggest those students are not deprived because of their class or because of their backgrounds. Factors like social class are important to certain ethnic minorities like Pakistanis, Bangladeshis and a considerable amount of Afro-Caribbean students, which are all working class backgrounds in which material deprivation play a main role because to find out why they achieve below the national standards. Sociologists say schools and curriculums made just for one specific group of ethnic minority gives priority to one particular ethnic minority while disregarding other ethnic groups. Some schools have curriculums, which are ethnocentric because they only give priority to English languages. The British curriculum has been described as exclusively British. In history Britain is thought to bring civilisation to ancient people are colonised. Black people as inferior weakens black children’s self esteem and Leads to them to underachieving and failing. It isn’t for sure what effects the ethnocentric study shows that black don’t really suffer from low self esteem. Wright’s study found some ethnic minority groups received poorer interaction from staff. Teachers perceptions were seem as stereotypical although Asian students were seen as good and black students were seen disruptive and disobedient. Study show that schools in cities which contain ethnic minority students were not benefitting in terms of O Levels entries because of being in low set and having to achieve high grade in order to get good results and become successful. Overall taking into consideration we can not split or label ethnicity from social classes and gender since this is really difficult matter as some of the main achieving students are from ethnic minorities so for that reason there isn’t a connection here so we can’t make statements or come to conclusions as to what the association among ethnic groups and schools actually are. Pupils can refuse to accept negative classing and teacher expectations. Sociologists can’t come to a conclusion to explain what occurs between teacher and students or what takes place in different ethnic groups related to education. Students live up to roles they are given but can try to resist the labels and getting put behind by carrying out what is thought of them to do or do what they want to do and achieve good education and become successful.

Obesity A Major Contributory Factor For Obesity - 823 Words

1.1. Health behaviour and obesity Obesity is a health condition which can be prevented by promoting healthy behaviors (WHO, 2003). Obesity involves a multifaceted connections between genetic and hormonal factors and social and environmental influences. For an instance sedentary lifestyle, unhealthy dietary patterns and socioeconomic status are factors which promote obesity and overweight. Evolution of nutrition as a result of urbanization is a major contributory factor for the obesity epidemic in the world (Chan and Woo, 2010). Abundant evidence suggests that changes of the dietary patterns such as consumption of energy dense diet, greater amount of saturated fat intake and added sugars are the leading causes for obesity (WHO, 2003; Chan and Woo, 2010). These eating patterns are linked with less physical activities and studies shown that less physical activities is a major contributory factor for obesity (Chan and Woo, 2010). 1.2. strengths and limitations These theories have noticeable strengths and limitations. One of the greatest strengths of the health behavior approach is improving healthy behaviors of individuals as the name implies. Promotion of healthy behaviors is very important for communities and individuals to reduce or eradicate public health issues. The core of the above explained HBM, TTM, SCT and SEM is to promote healthy behaviors. For an example, if we are planning to reduce overweight/obesity among adults using HBM, we can explain the severity of theShow MoreRelatedReduced Energy Expenditure And Prevalence Obesity Rates Among Children928 Words   |  4 Pageshas contributed to prevalence obesity rates among children. Demographic and epidemiologic analysis alone do not account for the high rates in childhood obesity. 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