Impairments MCQ Quiz in मल्याळम - Objective Question with Answer for Impairments - സൗജന്യ PDF ഡൗൺലോഡ് ചെയ്യുക

Deafblindness is a dual sensory loss involving visual as well as auditory senses.

Key Points According to the U.S. Federal law governing special education (Individuals with Disabilities Education Act–IDEA) ,the term“children with deafblindness” means children and youth having auditory and visual impairments,the combination of which creates such severe communication and other developmental and learning needs that they cannot be appropriately educated without special education and related services.

• ​A deafblind person won't usually be totally deaf and totally blind, but both senses will be reduced enough to cause significant difficulties in everyday life.
• There are four types of deafblindness - 

1. Congenitally deafblind: Individuals who are born with vision and hearing loss.
2. Congenitally deaf, adventitiously blind: Individuals who are born with deafness and later acquire blindness.
3. Congenitally blind, adventitiously deaf: Individuals who are born with blindness and later acquire deafness.
4. Adventitiously deafblind or acquired deafblind: Individuals who are born with hearing and vision senses but later lose both the senses in varying degrees and at different times.

​Hence, it can be concluded that the Deafblind condition is a combination of Visual and hearing loss.

Hearing loss can be in one ear or in both ears, and it can range from mild to profound. Further, it may be conductive or sensorineural in nature.

 Key Points

• ​The purpose of screening tests is to determine whether the person has hearing loss or not.
• Hearing tests may be classified as
  • (i) informal hearing tests
  • (ii) formal hearing tests
• An informal test is based on behavioral observations of the child to various sounds.
• These sounds need to be of different frequencies and different intensities. The parents, caregivers, and other family members should make detailed observations regarding whether the child responds to sounds or not.
• The high-risk register helps to alert the professional to suspect the presence of this hidden handicap.
• Different checklists can be used to assess the degree of hearing loss and it is very important to assess the same. 

Hence, it can be concluded that checklists, behavior observation techniques, and high-risk registers are used for hearing screening. 

The resource room is a separate room where teachers only take the class of special needs children, the room is equipped with various resources like textbooks, charts, learning games, activity material etc. 

Key Points

• The resource room is a part of integrated schools where the teacher takes the students with special needs to a separate room and teach them in small groups or individually according to their needs.
• The special education teacher does not have to find collaboration time. He is able to provide more individual instruction time.
•  Students with emotional and behavioral problems or severe cognitive disabilities who would not experience any success in the regular education classroom may be in a pull-out program for the majority or all of their day.
• A student’s IEP dictates how much time she should spend in the resource room each day or week.

Hence, it can be concluded that Resource room teaching is more useful for children with learning disabilities and mental retardation. 

Hearing impairment is assessed using formal and informal methods of screening. The formal is done by the audiologist, psychologist, speech therapist, etc. While the informal assessment is done by parents, teachers, or people who observe the child's behavior regularly. 

Key Points The Auditory Brainstem Response (ABR) is a formal screening test for hearing impairment. This is done by the audiologist. 

• This is done by placing 5-6 electrodes on the head of the child and placing an earphone on the ears. The sounds of different intensities are presented to the child. This makes the hearing nerve fire and this electrical response travels to the brainstem where it is detected by the electrodes. This information is then mapped on the computer. 
• The audiologist usually presents a 'click' to screen infants. They present clicking sounds of various intensities, soft and loud, and if a healthy response is given then the child passes the screening. 

Thus, ABR is an electrophysiological procedure used for hearing screening, based on brainstem response to sound.

Additional Information

• Otoacoustic emissions are a technology that involves measuring the integrity of the outer hair cells of the cochlea. This is done to screen for hearing loss in children and infants.  
• A high-risk register alerts the person that the person might have a hearing impairment. 

Important Points A developmental checklist is a list of developmental milestones and the age at which they are normally achieved by most children. This alerts the parents or doctors of any delay in the development of the child. 

Impairment is defined as the temporary or permanent deterioration in the functioning of a body part, organ, or system and can be caused by injury or disease. The persons having impairment are called differently-abled persons.

Key Points

Sensorineural hearing loss is an age-related problem, where adults complain of difficulty hearing high-pitched sounds. Sensorineural hearing loss is a permanent deficit in adults, caused due to a long time of exposure to high-pitched sounds. Infections and congenital deficits can cause this problem in children also. People with this deficit face issues in understanding the speech also. 

• The damage to the inner ear or the auditory nerve (nerve connecting the ear to the brain), can lead to sensorineural hearing loss. 
• The deficit is lifelong and affects speech comprehension.
• Medical treatments can be partially effective in this type of hearing loss, though cochlear implants and other hearing aids are highly useful in sensorineural hearing loss.
• A surgically implanted neuro-prosthesis is what cochlear implantation is and is highly useful for patients suffering from moderate to profound sensorineural hearing loss. 
• Cochlear implants also help in improving speech comprehension. 

Additional Information

• Mild Hearing loss is the inability to hear sounds of less than 25 decibels, for instance, whispering or shuffling sounds. 
• Moderate hearing loss involves hearing no speech in normal sound, ranging from 41- 55 Db. 
• Conductive hearing loss is the deficit where sound is unable to process from the outer and middle ear leading to difficulty hearing soft sounds. 

Confusion Points

• Cochlear implantation is a surgical method, hence the last option for the treatment of hearing impairments. For mild and moderate hearing loss, hearing aids can be used. 

Hence, we can conclude that People with sensorineural hearing loss type of hearing loss need cochlear implants to gain access to the spoken word and sound in the environment

Language is the rule-based use of speech sounds to communicate. The problem in language development shows the breakdown in the development of language abilities on the usual developmental schedule.

Key Points

Disability:

• The persons with Disabilities Act, 1995 defines "disability" in terms of blindness, low vision, leprosy-cured, hearing impairment, locomotor disability, mental retardation, and mental illness.
• A disability is any restriction or lack of ability to perform an activity in the manner or within the range considered normal for a human being. 
• Disability is a range where language may be found to discussion and modified.
  • The person with disabilities Act, of 1995 is one of the major acts enacted for the welfare of persons with disabilities. This act covers 'Disability' in the following areas:
    • Blindness
    • Low vision
    • Leprosy-cured
    • Hearing impairment
    • Locomotor disability
    • Mental retardation
    • Mental illness

Additional Information

• Disease: According to Oxford Dictionary " Disease is defined as a condition in which some part or organ of the body is impaired and does not function normally".
• Malady: Malady also refers to a serious problem or disease or ailment.​​​

Hence, we can conclude that disability is a range where language may be found to discussion and modified.

According to the federal Individuals With Disabilities Education Act (IDEA), an orthopaedic impairment is defined as a bone-, joint-, or muscle-related disability that is so severe that it negatively affects a child’s educational performance

Key Points

• According to the federal Individuals With Disabilities Education Act (IDEA), an orthopaedic impairment is defined as a bone-, joint-, or muscle-related disability that is so severe that it negatively affects a child’s educational performance
• Orthopedically handicapped or locomotor disability refers to a person’s inability to execute distinctive activities associated with the movement of self and manipulation of objects.
• Persons with locomotor disabilities face difficulties to use one or more of his/her extremities or may have a lack of strength to walk, grasp, or lift objects resulting from affliction of the musculoskeletal and/or nervous system.
• Polio, arthritis, muscular dystrophy, rickets, and tuberculosis are disorders of locomotor disability. 
• Facilities such as assistive devices and aids are facilitated in regular schools such as wheelchairs, walking canes, crutches, patient lifters, etc. 
• Students with orthopedically handicapped have a variety of activities arranged in the school for improving their other skills such as cognitive, and moral. 

Hence, it can be concluded that Orthopedically Handicapped children do not need special schooling.

Physical disabilities refers to the health problems which limit the individual's ability to lead a normal, healthy life. For example, convulsions or fits, heart problems present from birth.

Key Points

•  A person with physical disability may also have one or more of the following conditions - mental retardation, visual impairment, hearing impairment, emotional problems or speech problems.
• There are numerous causes of physical disabilities which are prenatal, peri natal and post natal. 
• Prenatal causes include malnutrition of mother, age of mother and poor health of expecting mother. 
• Numerous perinatal causes exists such as narrow pelvis, big baby, a history of prolonged labour in previous childbirths etc. 
• Post natal causes include Illness, disease, accidents, deficiency of adequate calories, proteins and vitamins in the child's diet can lead to physical disabilities. 
• Some post natal causes of physical disabilities also include damage to the brain or spinal cord of children, different damages to skeletal system.

Hence, it can be concluded that damage to brain or spinal cord, muscles and bones are the causes of physical disabilities.

TBI stand for Traumatic Brain Injury can change the way your brain normally works and is caused by an external force to the head. 

 Key Points​

• Falls, motor vehicle crashes, being struck by or against an object, and assaults are four commonly reported causes of TBI.
• Headache or “pressure” in the head, Nausea or vomiting, Balance problems or dizziness, Double or blurry vision, Sensitivity to light or noise, Sensation of feeling sluggish, and Concentration or memory problems are the symptoms of Traumatic Brain Injury. 
• TBI can occur in any sport or recreational activity.
• Therefore, all parents, school professionals, caregivers, coaches, athletes, and participants in recreational sports need to learn TBI signs and symptoms and what to do if one occurs.

Hence, it can be concluded that TBI stands for Traumatic Brain Injury. 

Cerebral Palsy was first used in a lecture series name 'Deformation of the Human Frame' by British surgeon William John Little in 1843. 

Key Points Cerebral Palsy is a name for paralysis generated as a result of non-progressive damage caused by an immature brain injury. 

• Certain abnormalities develop in children due to damage in a locomotor area of the brain. 
• It gives rise to difficulties in controlling or regulating somatic pace or physical speed such as difficulty in writing, cutting, or cutting any object with the scissors. 
• On the basis of its level of severity, cerebral palsy is divided into three types - mild, moderate, and severe cerebral palsy. 
• On the basis of affected organs, cerebral palsy is divided into six types - 

1. Monoplegia - Either one leg or hand is affected. 
2. Paraplegia - Both feet are affected which makes an individual unable to walk. 
3. Athetoid - Uncontrolled movements due to muscle tension. 
4. Hemiplegia - Both leg and hand on the one side of the child unitedly found to be affected.
5. Quadriplegia - Whole body of the person under this gets affected.

• It can be identified by the detection of hearing problems in the child, and detection of communication problems in the child. 

Hence, it can be concluded that cerebral palsy is a non-progressive disorder of movements & postures that affects the brain.