THE PHYSICIAN'S RESPONSIBILITY IN THE EDUCATION OF THE CEREBRAL PALSIED CHILD

PEDIATRICS ◽  
1969 ◽  
Vol 43 (4) ◽  
pp. 483-485
Author(s):  
William Berenberg

The issue at hand is not whether the physician should assume a responsible role in the education of a cerebral palsied child but rather how he might most effectively contribute. Any doctor who has ever identified himself with the care of normal children is totally familiar with the common questions relating to education, posed to him by their parents. Shall I enter him in school a year early? Should he repeat a grade? Does he need a small private school? Multiply these out to infinity and you approximate a fraction of the meaningful questions directed to the doctor in the instance of any handicapped child.

1896 ◽  
Vol 42 (176) ◽  
pp. 233-234

During the early weeks in November there were two cases in the Probate Court before Mr. Justice Barnes of interest to the Association. They were both questions in which the validity of wills was contested on the ground of insanity in the testators. In the first case, Brown and Baker v. Pain, the facts were briefly as follows:—A gentleman who had been employed as clerk in the Courts of Justice, and who for several months before the final breakdown in his mental health had been unfit for even simple copying work. When seen by an expert in June, 1894, he was suffering unmistakably from general paralysis of the insane in an advanced stage, so that he had no knowledge of time or place, and was quite incapable of taking care of himself or of recognising his duties and responsibilities. The real question at issue was whether within a short time (two or three weeks in fact) of that period he might have been able to dispose of his property. The trial lasted five days (see “Times,” November 7th, 8th, 9th, 12th and 13th), and there was the usual amount of conflict as to the capacity of (Mr. Toogood) deceased at or about the end of May, 1894. There was only one medical witness to support the sanity of the deceased shortly before the time at which he made his will, and this witness was not particularly strong as to his mental capacity. On the other hand, a doctor who saw him frequently and Dr. Savage considered it very unlikely that deceased could have made a valid will at the time alleged. In cross-examination the latter witness was asked what he considered to be the points proving capacity in a testator, and he said that he considered the following to be essential:—First, a knowledge of the property to be devised; second, a knowledge of the relatives who might be benefited; third, a just appreciation of the testator's relationship to his friends and relatives; fourth, power of self-control, enough to prevent undue influence; and finally, memory of recent and more distant events. This definition was accepted by the judge and counsel as good and falling in with all legal judgments. Considerable stress in cross-examination was laid upon the periods of remission, or, as they were called, lucid intervals, which may occur in general paralysis of the insane, and Dr. Savage in cross-examination admitted that in general paralysis of the insane it is common to have intervals during which responsibility may exist to the full. It will be remembered that only last year the same question was raised (re Crabtree) as to the validity of a will made by a general paralytic during a remission, and it seems to be established that during lucid intervals testamentary acts may properly be performed. In the end the jury found for the will, which was made within so short a time of the full development of symptoms of general paralysis of the insane. This case once more bears out the common experience that an English jury will very rarely upset a fairly reasonable will on any grounds whatever, and that unless a very distinct insanity can be made evident before the drawing up of the will, the plea of insanity afterwards will be of little value.


1987 ◽  
Vol 50 (5) ◽  
pp. 167-170 ◽  
Author(s):  
Sylvia Rodger

This paper addresses the changing demands of parenting handicapped and normal children throughout various stages of the life span — Pregnancy, the toddler, childhood and adolescent years, and adult children. Various issues which become critical at each of these stages are discussed and similarities and differences in parenting and child-rearing practices for these two groups are outlined. The paper highlights the fact that occupational therapists have many valuable specialist skills and a broad knowledge base from which to offer assistance to parents grappling with parenting a handicapped child.


1981 ◽  
Vol 6 (2) ◽  
pp. 6-11
Author(s):  
Toni E. Meek

Parents invariably experience great emotional distress when they are informed that their child is intellectually handicapped. From working with parents of intellectually handicapped children, it appears that they experience more anxiety with their child than do parents of normal children, and often have special needs. These needs may vary from requiring assistance to adjust to their child’s condition, to advice and guidance about how to manage their child. It is apparent from talking with parents about their experiences with their intellectually handicapped child, that often their needs have not or have only superficially been met by professionals. Some cases have been adequately dealt with, however, in general there appear to be discrepancies in the availability of assistance for parents of intellectually handicapped children. There is a need to bring into focus the situation as it now exists for parents when they are told of their child’s handicap. The time when parents are told of their child’s handicap is a crucial one for parents, and perhaps not enough is being done to help parents at this time.


1973 ◽  
Vol 6 (8) ◽  
pp. 518-523 ◽  
Author(s):  
Nettie R. Bartel ◽  
J. Jeffrey Grill ◽  
Helmut W. Bartel

Forty-eight children in a private school for the learning disabled (LD), and 48 children in public school classes were administered a word association test of 50 stimulus words. All children performed best when the stimulus word was a noun and performed most poorly on prepositions. Older children performed better than younger, overall. No significant differences were found between normal and LD children. Among LD children, a significant interaction between IQ and age was found, with young children of low IQ performing most poorly. Young, low-IQ children also showed perseveration to a much greater extent than did any other group, resulting in a significant age X IQ interaction on perseveration. Discussion centers around memory and attention as possible explanations for the findings.


ILR Review ◽  
1993 ◽  
Vol 47 (1) ◽  
pp. 50-61 ◽  
Author(s):  
Dale Ballou ◽  
Michael Podgursky

This examination of data from the 1987–88 Schools and Staffing Survey challenges the common supposition that most teachers oppose merit pay. The authors find that teachers in districts that use merit pay do not seem demoralized by the system or hostile toward it, and teachers of disadvantaged and low-achieving students are generally supportive of merit pay. Private school teachers favor merit pay more than do public school teachers, a difference that may reflect differences in management in the two sectors and a more entrepreneurial spirit among staff in private schools.


2019 ◽  
pp. 089590481986444 ◽  
Author(s):  
F. Chris Curran ◽  
James Kitchin

Geographic isolation of K-12 schools represents a unique challenge to schools with implications for school funding, staffing, resource acquisition, consolidation, transportation, and school choice among others. To date, little research has documented the extent of geographic isolation at a national scale or how it varies across school contexts. Using the Common Core of Data and the Private School Universe Survey, this study estimates the extent of geographic isolation nationally and explores how such isolation varies across contexts. Estimates are calculated and compared using as the crow flies distance, road travel distance, and travel time. Results indicate that geographic isolation of schools is relatively high within district, particularly in rural areas. Although inclusion of schools in nearby districts greatly reduces isolation, many local markets of schools remain small. Results further show that geographic isolation varies greatly across states and across student demographics. Implications for policy are discussed.


Author(s):  
Arinzechukwu Victor Okanya ◽  
Deborah Ahuoiza Vincent ◽  
Asogwa Japel Onyekachi

Purpose: The study identified the rationale for material selection in landscaping for checking intrusion in public and private primary schools in Nsukka urban, Enugu state, Nigeria. Methodology/Approach/Design: A descriptive survey research design was adopted for the study. Three research questions guided the study. The population for the study was 102 respondents comprising 82 public/private school teachers and 20 builders. Due to the manageable size of the population, there was no sampling as the entire population was used for the study. The instrument used for data collection was a 25-item questionnaire derived from literature reviewed. The instrument was validated by three experts from the Faculty of Vocational and Technical Education, University of Nigeria, Nsukka. Cronbach’s Alpha was used to determine the reliability of the instrument and a reliability coefficient of .85 was obtained. The data collected for this study was analyzed using mean and t-test. Results: The findings revealed some rationale for material selection in landscaping for checking intrusion in public and private primary schools which includes; the durability, maintenance, aesthetic and cost of each landscaping material; the initial and ongoing costs, the availability of the material to be used and the life cycle assessment considerations such as material performance, and impact on the environment and the ability to reuse the material. Practical Implications: The results of the study might be of interest to school principals and builders. The study reflects the common perceptions about landscaping to prevent intrusion into schools, and hence of practical implications to concerned education authorities in Nsukka urban, Nigeria. Originality/Value: The study identified the effects of poor landscaping in public and private primary schools which include; exposure of schools to risk of attacks, theft and exposure of schools to ecological problems such as flooding, erosions, deep gullies and a degrading environment.


Bioethica ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 40
Author(s):  
Ιουλία Κουδουμά (Ioulia Koudouma)

The present manuscript focuses on the special features of “wrongful life” cases and the ethical philosophical questions they arise. Our main goal is to conclude whether the handicapped child should be compensated by the doctor who negligently failed to diagnose or inform the child’s parents about potential birth defects. Is the doctor morally responsible? Should he be held liable for the existence of the impaired child? Can a life ever be considered a source of damage? Is handicapped life of less value?Through the analysis of moral and legal theories as well as the comparative overview of the international- basically European and Greek case law we find out that the moral evaluation of the doctor’s behavior is in coincidence with the general practice of courts to dismiss wrongful life lawsuits. Contrary to the argument for recognizing wrongful life actions based on the lack of social support structures for the vulnerable and retarded children, we conclude that their financial support is a matter of social policy and it should not be passed on the doctor who did not cause the impaired condition.


1974 ◽  
Vol 19 (4) ◽  
pp. 187-190 ◽  
Author(s):  
W. Morrice McCrae ◽  
J. A. Raeburn

Thirty-five patients with cysticfibrosis (aged 11 months to 13.5 years) have been investigated with regard to respiratory symptoms, respiratory tract pathogens, serum immunoglobulins and serum precipitins. Haemophilus influenzae was the commonest pathogen being supplanted in advanced disease by Pseudomonas aeruginosa. Those patients who had no respiratory infection had levels of IgG significantly lower than normal children of comparable ages. In children with severe respiratory infection the immunoglobulins were raised and precipitins to the predominant respiratory organism were present. These findings differ from the prevalent view that patients with cystic fibrosis have a normal response to infection and that the common infecting organism is Staphylococcus aureus.


2020 ◽  
Vol 9 (1) ◽  
pp. 53-58
Author(s):  
S Bhattarai ◽  
CK Bhusal ◽  
AB Jaishi

   Introduction: Attention Deficit Hyperactivity Disorder (ADHD) is a chronic condition that affects millions of children and often continues into adulthood which includes a combination of persistent problems such as difficulty sustaining attention, hyperactivity and impulsive behavior. The aim of the study was to find out teachers awareness regarding ADHD. Material And Method: Descriptive cross-sectional study was used to find out awareness regarding ADHD among 77 teachers. Three private school were selected using simple random sampling technique, among them seventy seven primary school teachers were selected as a study sample by using enumerative method. Data was collected by pretested self-administered semi-structured questionnaire and the collected data was analyzed by using descriptive and inferential statistics with Statistical Package for Social Sciences (SPSS) Software version 20. Results: Ninety three percent of respondents had awareness that attention deficit hyperactivity disorder (ADHD) vary from person to person, 59.74% of respondents knew child with ADHD has a lower intelligence quotient than normal children. Sixty one percent of respondents had awareness that prolonged emotional disturbances as a risk factor of ADHD, 59.74% of the respondents had awareness that can't sit for long period to pay attention as symptom of ADHD and 64.94% of the respondents had awareness regarding teachers are the effective person for training of ADHD. Majority of the respondents had low awareness (55.84%) regarding ADHD. There was statistically significant association between awareness level regarding attention deficit hyperactivity disorder and years of teaching experience (p=0.043). Conclusion: It is concluded that awareness regarding ADHD is inadequate among teachers. Respondents had low awareness regarding management and risk factors of ADHD. Hence concerned authority should focus on organizing awareness programme on ADHD to school teachers.


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