Posted: June 14th, 2023

Turner Syndrome

Turner Syndrome

talk about Turner Syndrome. No longer than 5 pages and make it into your own words. Seems like my professor is a hard grader.

Inclusion Portfolio Instructions

The goal of this assignment is to promote the inclusion and understanding of students with the disabilities studied in this class. The inclusion portfolio is designed to provide general education teachers the information needed to implement instructional programming that accommodates the medical and educational needs of a child with a specific disabling condition who will be included their classroom. You will create one inclusion portfolio for one of the disabling conditions covered in Module 2 and one inclusion portfolio for one of the disabling conditions covered in Module 5. Each inclusion portfolio is worth 20 points IF written to the exemplary standards specified in the rubric below. Here are the parameters for the assignment:

1. Objectives: the inclusion portfolio activities will assess:

Your knowledge of the medical aspects of self-selected disabling conditions covered in Modules 2 and 5 and your ability to convey this information to other professionals;
Your knowledge of the current research on specific disabling conditions covered in Modules 2 and 5 and the medical and educational implications of the research for individuals with these disabling conditions; and
Your ability to summarize a journal article.

2. Content: The inclusion portfolio has two sections:

Description Section

The etiology of the disabling condition;
A description of the strengths typically associated with the condition; and
A description of the physical, neurological and motor, cognitive, adaptive functioning, behavioral, and health problems associated with the disability.

Educational Considerations Section

A summary of the article that includes the statement of the problem, participants, method, and results (with numerical data); and
A discussion of the implications of the research for educational programming.

3. Sources: Students will use at least two sources to complete the inclusion portfolios: the latest copy of the text and a recent, (published no earlier than 2016), journal article located through the full text journal databases (no dissertations or theses) available through ODU’s Perry Library. The journal article must meet the following criteria:

The journal article must focus on current research or treatment of the disability covered in the inclusion portfolio and must be “new” to the module (not previously discussed in the text or module materials), or elaborate on the information provided in the module.
The research article must focus on one or more of the characteristics/medical aspects of the disability and provide findings that allow you to make inferences regarding the educational impact of the research.
The primary subjects/participants of the research must be students, ages 0-22 and IDEA-eligible, not parents, caregivers, teachers, or other service providers. Secondary/additional data from these groups is acceptable. Note that the article must directly relate to the populations under study in this class: young students in/eligible for ECSE or those with severe/multiple disabilities. Avoid research studies conducted on students with mild disabilities unless you also make a strong, research-supported case for using such an article.

4. Format: your work is not eligible for grading unless it meets the following requirements:

You must paraphrase all information. Direct quotes are not allowed.
You must also attach a PDF copy (no links, please) of the research article when submitting your inclusion portfolio.
Your work must be submitted within the inclusion portfolio table Download inclusion portfolio table
or if you are feeling creative, you may use Microsoft PowerPoint or Prezi to submit the required information. Be aware that if you choose PPT or Prezi, all the information stated in the table must appear within your presentation.
You must cite your work with APA 7th edition style using in-text and reference page citations. The reference page should start on the last page of the document, not be attached as a separate document.
Follow the additional class formatting requirements found in the syllabus and the checklist for written assignments (CWA).

5. Modifying an assignment after you’ve submitted it: all assignment links are set up for unlimited submissions. I will grade only the last submission of any assignment that arrives before the deadline, so make sure all components (e.g., attached articles) are included in every submission. Try to have your work in its final form before submitting it, but if you find that you want or need to make a resubmission, you do not have to notify me.

6. Before you begin: read the rubric below. Full points are available only for exemplary responses.
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Turner Syndrome
Description

Turner syndrome (TS) is a genetic disorder in which a female is partially or completely missing an X chromosome. This results in a number of physical and developmental challenges, including short stature, heart defects, and learning disabilities.

Etiology

TS is caused by a random error in the formation of the egg or sperm cell. It is not inherited from parents.

Strengths

Girls and women with TS often have a number of strengths, including:

Intelligence: Most girls and women with TS have normal intelligence.
Creativity: Girls and women with TS are often creative and artistic.
Determination: Girls and women with TS are often determined and resilient.

Physical, neurological and motor, cognitive, adaptive functioning, behavioral, and health problems

The physical, neurological, and motor, cognitive, adaptive functioning, behavioral, and health problems associated with TS can vary from person to person. Some of the most common problems include:

Short stature: Girls and women with TS are typically shorter than average.
Heart defects: About 20% of girls and women with TS have heart defects.
Learning disabilities: About 50% of girls and women with TS have learning disabilities.
Speech and language problems: About 25% of girls and women with TS have speech and language problems.
Hearing problems: About 10% of girls and women with TS have hearing problems.
Thyroid problems: About 10% of girls and women with TS have thyroid problems.
Diabetes: About 5% of girls and women with TS have diabetes.
Kidney problems: About 5% of girls and women with TS have kidney problems.

Educational Considerations

Girls and women with TS can have a wide range of educational needs. Some girls and women may need special education services, while others may not. The best way to determine the educational needs of a girl or woman with TS is to have her evaluated by a team of professionals, including a doctor, a psychologist, and a special education teacher.

The following are some educational considerations for girls and women with TS:

Short stature: Girls and women with TS may need to be seated in the front of the classroom so they can see the board. They may also need to use a stool or other type of riser to reach the top of the chalkboard or whiteboard.
Heart defects: Girls and women with heart defects may need to take breaks during physical activity. They may also need to avoid certain types of physical activity, such as contact sports.
Learning disabilities: Girls and women with learning disabilities may need extra help in school. They may need to receive special instruction in reading, writing, and math. They may also need to use accommodations, such as extended time on tests or preferential seating.
Speech and language problems: Girls and women with speech and language problems may need speech therapy. They may also need to use accommodations, such as a communication board or a computer with a speech-to-text program.
Hearing problems: Girls and women with hearing problems may need to wear hearing aids. They may also need to sit in the front of the classroom so they can hear the teacher.
Thyroid problems: Girls and women with thyroid problems may need to take medication. They may also need to be monitored by their doctor to make sure their thyroid levels are under control.
Diabetes: Girls and women with diabetes may need to take insulin injections. They may also need to monitor their blood sugar levels and follow a special diet.
Kidney problems: Girls and women with kidney problems may need to take medication. They may also need to be monitored by their doctor to make sure their kidney function is not declining.

With appropriate support, girls and women with TS can succeed in school and in life. They can go to college, get jobs, and have families.