How Phisically Disabled Students Can Improve with Mobility Research Paper

How Phisically Disabled Students Can Improve with Mobility - Research Paper Example How Physically Disabled Students Can Improve With Mobility Skill Training According to Barnes and Whinnery (2002), the study that they conducted and analyzed was based on how the Mobility Opportunities Via Education (MOVE) curriculum impacted young students that had physical disabilities. Five students who were in elementary school were in the study test group to determine how this curriculum would help the them functionally walk despite their severe physical disabilities. Throughout this study, many tests and measures of the students' results were taken to see how if this newly-designed curriculum helped them progress in their learning process. Research Problem The problem addressed in this article discussed the issues of how Mobility Skills Training curriculum would help children progress physically, educationally and cognitively when the method of teaching was re-routed. Teaching young students that have severe disabilities can be difficult as they must overcome hurdles that other children do not. This analysis is imperative to help young students find new ways to grow and become better functioning students and in the future, adults so they will not be completely hindered because of their disability but instead make the most of their existing abilities. The hypothesis of this research is that the new curriculum will help the students progress and improvements will be recorded at the start, intervention and conclusion points of the experiment. Literature Review There are multiple points in the literary analysis by Barnes and Whinnery that can shed light on the background and necessity of the MOVE technique and how it could help students improve. One of the first key points is that all students regardless of their disability, if they are enrolled in a special education program, they are entitled to additional educational programs such as physical and occupational therapies. This is an educational minimum standard throughout the United States. According to rese arch in addressed by this article, therapists in educational environments have training that fulfills the medical side of a students' needs that add to the already in place educational goal (Craig, Haggart & Hull, 1999; Dunn, 1989; Rainforth & York-Barr, 1997). Secondly, another main point behind this research is that therapists usually try to correct the students rather than advocate that their behaviors are actually a norm for them, therefore, trying to build a different quality of life where a child may feel less successful when compared to a mainstream 'normal' student (Campbell, McInerney, &Cooper, 1984; Fetters, 1991). Lastly, a major key point is that these basic therapeutic programs do not necessarily help to increase the development of their functionality in a normal setting, but instead are just taught to perform at a minimal functionality due to their disability. Their standards are typically lower because of their physical disability (Rainforth & York-Barr, 1997). Method Research Format This experiment is primarily qualitative because there is a complete, detailed aim rather than a measure to test statistics. The outcome was subjective because it interprets the events through observation rather than seek measurements and analysis. The MOVE curriculum

Traditional Health Care (Culture Care) Practices Research Paper

Traditional Health Care (Culture Care) Practices - Research Paper Example Figures from the 2009 World Religious survey shows that 50.4% of Nigeria's population are Muslims, 48.2% are Christian (15% Protestant, 13.7% Catholic, and 19.6% other Christian), and followers of other religions are 1.4% (BBC News, 2007). These figures notwithstanding, it is evident that Nigerian, Muslims or Christians, have widespread belief in traditional African religious practices (BBC News, 2007). In fact, this belief system has a bearing on the way health and illness is perceived and treated in Nigeria. The richness and variety of Nigeria diet is well known. Different spices and herbs are used in the preparation of soups and sauces and this dominated by meat and/or fish. The use of spices and herbs in food is believed to prevent illnesses such as malaria. With a dysfunctional educational system, only 68% of the population is literate with the rate for men (75.7%) is higher than that for women (60.6%). A country ravaged by poverty and corruption, it has a very low gross domesti c product (GDP); however, it is considered a lower middle income country by the World Bank (World Bank, 2011). The low literacy rate and the very low GDP affect people’s perception of illness and access to medical facilities, respectively. The Nigerian society, like the rest of Africa and in most developing countries has a male-centered and male dominated culture (U.S. Department of State, 2009). This affects the way women are treated and regarded. Most often sick women such as widows and those without children are accused of witchcraft and molested. Definition and Traditional beliefs of Health and Illness in Nigeria Nigerians regards health as multidimensional and not merely the absence of disease. Health is regarded as the attainment of physical, mental, emotional and social well being (WHO, 2005). This definition, which concord with the World Health Organization’s definition, is not a trademark of Nigerian philosophy of good health but the traditional belief of most ancient civilizations. Illness, on the other hand is disharmony either in the physical, mental, emotional and social state of an individual. Thus it is common among Nigerian to view immoral and erratic behavior as a disease. Furthermore, traditional medicine in Nigeria attributes illnesses to spiritual imbalance. Such imbalance could be self-inflicted or the handiwork of the enemies. Thus illnesses, according to traditional medicine in Nigeria, have their origin in the spiritual world Traditional Methods of Maintaining, Protecting and Restoration of Health in Nigeria The traditional method of maintaining, protecting and restoring health in Nigeria is linked with the African Traditional Religion (ATR). This method is the sum total of practices, approaches, knowledge and beliefs incorporating plant, animal and/or mineral based medicines, spiritual therapies, manual techniques and exercises applied singularly or in combination to maintain well-being, as well as to diagnose, prevent an d eliminate of physical, mental, or societal imbalance, and rely exclusively on practical experience and observation handed down from generation to generation, whether verbally or in writing (WHO, 2005). The knowledge and practices form part of ATR. As mentioned above, traditionally, Nigerians linked all