Cerebral Based Rehabliation Questioning

QUE 01:

Risk reduction counseling for CP children, define objective for outreach program should aligned & give strategy for outreach program to meet the given task?

CEREBRAL PALSY:

Cerebral palsy (CP) is a group of permanent movement disorders that appear in early childhood.

Signs and symptoms vary among people and over time. Often, symptoms include poor coordination, stiff muscles, weak muscles, and tremors. There may be problems with sensation, vision, and hearing, swallowing, and speaking.

 Often, babies with cerebral palsy do not roll over, sit, crawl or walk as early as other children of their age.

RISK REDUCTION COUNSELING FOR CP CHILDREN:

 There are actions people can take before and during pregnancy, as well as after birth that might help reduce the risk of developmental problems, including CP.

COUNSELING FOR RISK REDUCTION FOR CP CHILDREN IS AS FOLLOW:

Before Pregnancy

• Be as healthy as possible before pregnancy. Make sure that any infections in the mother are treated and health conditions are in control, ideally before pregnancy occurs.
• Get vaccinated for certain diseases (such as chickenpox and rubella) that could harm a developing baby. It is important to have many of these vaccinations before becoming pregnant.
• If assistive reproductive technology (ART) infertility treatments are used to get pregnant, consider ways to reduce the chance of a multiple pregnancy (twins, triplets, or more), such as transferring only one embryo at a time.

During Pregnancy

• Get early and regular prenatal care, both for health and for that of developing baby.
• Wash hands often with soap and water to help reduce the risk of infections that might harm your developing baby.
• Contact health care provider if get sick, have a fever, or have other signs of infection during pregnancy.
• A flu shot is best protection against serious illness from the flu. A flu shot can protect pregnant women and their unborn babies, both before and after birth. Flu shots have not been shown to cause harm to pregnant women or their babies.
• If there is a difference in the blood type or Rh incompatibility between mother and baby it can cause Jaundice and kernicterus. Women should know their blood type and talk to their doctor about ways to prevent problems. Doctors can treat the mother with Rh immune globulin (“Rhogam”) when she is 28 weeks pregnant and again shortly after giving birth to prevent kernicterus from occurring.
• Talk to doctor about ways to prevent problems if they are at risk for preterm delivery. Research has shown that taking magnesium sulfate before anticipated early preterm birth reduces the risk of CP among surviving infants. 

After the Baby is born

• Learn how to help keep your baby healthy and safe after birth.
• Any baby can get jaundice. Severe jaundice that is not treated can cause brain damage, called kernicterus.
• Make sure your child is vaccinated against infections that can cause meningitis and encephalitis, including Haemophilus influenzae type B (HiB vaccine) and Streptococcus pneumonia (pneumococcal vaccine).

DEFINE OBJECTIVES FOR OUTREACH PROGRAMS & GIVE STRATEGY FOR OUTREACH PROGRAM:

DEFINITION:

 Outreach Program can be described as using a specific message to communicate between the group and the public for mutual benefit.

Creating and implementing a basic outreach plan for parents’ group will help you create awareness, recruit members, and gain resources.

OBJECTIVE FOR OUTREACH PROGRAM:

v  Clearly defined goals and objectives will help direct marketing and outreach activities, communicate the value of program services to target audiences, and guide decisions about the approach choose to implement

v  Program’s goals will serve as a starting point from which will develop specific marketing and outreach objectives. Use the information collected during your market assessment and program design activities to align the objectives of your marketing and outreach with overarching program goals.

Objectives are specific and measureable, and should be realistic. They support goals and represent desired outcomes. Marketing and outreach objectives typically include:

·         Raising consumer awareness (e.g., number or percentage of target audience members reached through websites, materials, or events)

·         Behaviors that want customers to undertake (e.g., number of customers scheduling an assessment or attending a home energy efficiency demonstration)

·         Customers showing interest in the program (e.g., responses to a call for action or click-throughs on a website)

·         A time-frame during which the objective should be met.

Programs should be flexible and realistic when setting marketing and outreach objectives. Make sure you have a way to measure each objective, and keep in mind that objectives may need to evolve as your program is implemented.

This handbook describes key steps to setting your marketing and outreach objectives:

·         Review program goals

·         Set marketing and outreach objectives that tie to your program goals

·         Obtain management and stakeholder buy-in and approvals.

STRATEGY FOR OUTREACH PROGRAM:

The 6-Step Outreach Strategy

·         Step 1: Outline  Main Outreach Goals

·         Step 2: Search For Niche Content To Build Your Outreach List

·         Step 3: Turn Those Targets into Contacts

·         Step 4: Segment Targets By Goals to Build Outreach Templates

·         Step 5: Actively Engage With High-Value Prospects on All Mediums

·         Step 6. Be Active (Not Annoying) in Your Follow-Ups

·         Conclusion

QUE: 02

Label the disable students who need separate schooling, which indicator you use to label the student and explain with example?

LABEL THE DISABLE STUDENTS WHO NEED SEPARTE SCHOOLING:

Summary:

• The Department is committed to embedding inclusive education in all school environments for students with disability and additional needs.
• Schools must meet their legal obligations under the Equal Opportunity Act 2010 (Vic), the Disability Discrimination Act 1992 (Cth) and also the Disability Standards for Education 2005 (Cth) to make reasonable adjustments to accommodate students with disability. These obligations apply to all students with disability, not just those who are eligible for support under targeted funding programs.
• Further information and resources, including comprehensive guidance for all school community members on the main features of inclusive education, is available under the Resources tab.

Details:

The Department is committed to embedding inclusive education in all school environments for students with disability and additional needs. All Victorians, irrespective of the school they attend, where they live or their social or economic status, should have access to high quality education.

An inclusive education system enables all students to be welcomed, accepted and engaged so that they can participate, achieve and thrive in school life. Inclusive education: 

• ensures that students with disability are not discriminated against and are accommodated to participate in education on the same basis as their peers
• acknowledges and responds to the diverse needs, identities and strengths of all students
• occurs when students with disability and additional needs are treated with respect and are involved in making decisions about their education
• benefits students of all abilities in the classroom and fosters positive cultural change in attitudes and beliefs about disability, in and beyond the school environment
• contributes to positive learning, engagement and wellbeing outcomes for students

Legal obligations:

All schools, as education providers, must comply with the Equal Opportunity Act 2010 (Vic), the Disability Discrimination Act 1992 (Cth) and also the Disability Standards for Education 2005 (Cth) (the Standards).

The Standards cover enrolment, participation, curriculum development, student support services and the elimination of harassment and victimization, and provides guidance for schools on:

• the rights of students with disability
• the legal obligations on education providers
• some of the measures that would demonstrate compliance

The Standards apply to all students with disability, not just those who are eligible for support under targeted funding programs. Additional resources provided to schools do not define or limit the support provided for student disabilities.

INDICATORS USE TO LABEL THE DISABLE STUDENT:

The following indicators can be used to label the disable students:

1. Labeling the disability spotlights the problem for the public. Labeling can spark social concern and aid advocacy efforts. When persons are labeled, advocacy groups now have an opportunity to identify the problem and lobby for it on behalf of the individuals. In other words, Labeling creates cohesive communication for advocacy groups.

2. It may make the majority without disabilities more tolerant of the minority with disabilities. Labeling provides the person without the disability an opportunity to research about the condition and make them more tolerant of the person with the disability. This is so because people are labeled based on their educational or medical diagnosis.

3. It makes it easier for legislators to understand the need for laws protecting the rights of individuals with disabilities. In cases where applicable, labeling allow legislators to see the discrimination that persons with disabilities face thus, making legislators develop laws to protects persons with disabilities.

4. It has led to the development of specialized teaching methods, assessment approaches, and behavioral interventions that are useful for teachers of all students. By labeling, educators are able to research the disabilities and identify or develop specialized methods to teach students with the varied disabilities.

FOR EXAMPLE:

Students with disabilities have made significant gains in public schools because of IDEA. Such advances were made possible due to the services provided when someone was designated as having a disability. Once a child is categorized with an intellectual disability, an emotional disturbance, or a learning disability, accommodation information will be forwarded to every new teacher through the child's cumulative folder (Henley, Ramsey, & Algozzine, 2009).

Negative perceptions of a student can be damaging if a label influences the perceptions of other attributes the student possesses. This could inadvertently influence the way the student is treated at school and hinder the opportunities made available to the student (Gates, 2010).

Findings could be used to develop emotional and social support programs at school to help students cope with their label. Perhaps counselors or school psychologists could lead counseling sessions among students with disabilities and their peers that facilitate conversations about what it means to be labeled with a disability.

 This study’s findings may have implications for students, parents, teachers and the community in general. Together, society can overcome negative labeling by cultivating unconditional acceptance, compassion, and understanding. Students, parents and teachers who understand the power of labels and words can avoid using them to diminish others and instead use labels and words as a means to educate, encourage and inspire others.