Critical Perspectives on Disability Documentation in Higher Education: Current Trends and Observations

The role of disability documentation in establishing eligibility for disability status, student support services, and accommodations in higher education has waxed and waned in the last two decades. At one time, referral for evaluation and the resulting disability documentation were essential prerequisites in establishing postsecondary accommodations. Appropriate documentation describing the disability resulted in legal protections (National Joint Committee on Learning Disabilities, 2007). Without this documentation, individuals were ineligible for a host of work-related and educational accommodations and support services. But now legal, research-based, and educational perspectives are informing a new approach to the use and importance of disability documentation. This article presents critical and differing perspectives which build on observed trends and practices in disability documentation requirements and accommodation decision-making.

The Use of Response to Intervention to Inform Special Education Eligibility Decisions for Students With Specific Learning Disabilities

This is an official position paper of the National Joint Committee on Learning Disabilities (NJCLD), of which the Council for Learning Disabilities has been a long-standing, active member. Response to intervention (RTI) is a critical component of a multi-tiered service delivery system. This NJCLD paper presents concerns related to the implementation of RTI and its use as the sole method of evaluation to determine the identification and eligibility for special education as a student with a specific learning disability (SLD) and implications for transition.

Learning Disabilities: Implications for Policy Regarding Research and Practice: A Report by the National Joint Committee on Learning Disabilities

This is an official document of the National Joint Committee on Learning Disabilities (NJCLD), of which Council for Learning Disabilities is a long-standing, active member. With this position paper, NJCLD addresses points of agreement in the field, common misperceptions, and unresolved issues in scholarship and practice, and makes recommendations for federal and state policy.

EFEK HIPOTENSIF DARI ACEi DAN ARB PADA PASIEN DIABETES MELLITUS DAN HIPERTENSI DI RSUD. ABDUL WAHAB SYAHRANIE SAMARINDA

More than two-thirds of patients with type 2 diabetes also experience hypertension whose development coincides with hyperglycemia, where each disease has a tendency to influence the increased risk of other diseases. Sundry new guidelines, such as the National Joint Committee 8, the American Diabetes Association recommend blood pressure targets in the diabetic population of <140/90 mmHg to reduce cardiovascular risk and prevent the progression of nephropathy. This study aims to determine whether there is a difference in achieving blood pressure target < 140/90 mmHg according to Join National Committee 8 between ACEi and ARB in patients with type 2 diabetes with hypertension. This research was conducted using a retrospective at internist clinic of Abdul Wahab Syahranie hospital, by taking secondary data from the medical record from blood pressure o 49 outpatients received a single antihypertensive either drug ACEi 29 people or ARB 34 people. This study showed that the achievement of target blood pressure by <140/90 mmHg (JNC 8 guideline) between ACEi 7 (28%) and ARB 5 (20,8%) group and it can be concluded that between ACEi and ARB drugs(P=0.5) there was no differsignificantly in achievement blood pressure target on type 2 diabetes with hypertension.

Learning Disabilities and Achieving High-Quality Education Standards

This is an official document of the National Joint Committee on Learning Disabilities (NJCLD), of which Council for Learning Disabilities is a long-standing, active member. With this position paper, NJCLD advocates for the implementation of high-quality education standards (HQES) for students with learning disabilities (LD) and outlines the necessary ingredients that contribute to successful outcomes for students with LD in meeting HQES.

Communication Services and Supports for Individuals With Severe Disabilities: Guidance for Assessment and Intervention

The National Joint Committee for the Communication Needs of People With Severe Disabilities (NJC) reviewed literature regarding practices for people with severe disabilities in order to update guidance provided in documents originally published in 1992. Changes in laws, definitions, and policies that affect communication attainments by persons with severe disabilities are presented, along with guidance regarding assessment and intervention practices. A revised version of the Communication Bill of Rights, a powerful document that describes the communication rights of all individuals, including those with severe disabilities is included in this article. The information contained within this article is intended to be used by professionals, family members, and individuals with severe disabilities to inform and advocate for effective communication services and opportunities.

Neurovegetative status and 24 hours´ arterial pressure profile of hypertensive patients

The aim of research is study peculiar properties of vegetative status and 24 hours&#180; arterial pressure profile in inefficient antihypertensive therapy patients. It was examined 180 patients in age from 42 to 65 with diagnosis I-III degree of arterial hypertension on classification RSOC; volunteers without arterial hypertension and sporadic rise of pressure has been integrated into research (n=36). Clinical and biochemical monitoring realized to the whole of examines in accordance with standards on diagnostic of arterial hypertension. 24 hours&#180; profile arterial pressure will be done in conformity with guideline national joint committee on cure of arterial hypertension JNK VI, WHO/ISH. Determination predominant autonomic balance carried out from system for integrated vegetative status, by its results patients were divided into subgroups. Then the patients were separated into subgroups by predominant autonomic balance with a glance degree and phase of arterial hypertension; modification key indicator of 24 hours&#180; arterial pressure profile in subgroups was investigated. It has been found experimentally that type of predominant autonomic balance varies with the phase, by not with degree of arterial hypertension. Inefficient antihypertensive therapy patients have more high frequency and variability of cardiac rhythm, which combine with insufficient degree decrease of cardiac rhythm at night; more high value of systolic, diastolic, sphygmic and medium pressure comparison with control group. Complex hemodynamic rates (DP, maxIMP) and also bodymass index in inefficient antihypertensive therapy patients exceed the same in efficient treatment cluster.

Children with Special Needs as a Virtual Community

The term learning disability (LD) refers to any retardation, disorder, or delayed development in one or more of the processes of speech, language, reading, writing, arithmetic, or other school subjects resulting from a psychological handicap caused by a possible cerebral dysfunction and/or emotional or behavioural disturbances (Adam & Tatnall, 2002). It is not the result of mental retardation, sensory deprivation, or cultural and instructional factors (Kirk, 1962). Specific learning disabilities is a chronic condition of presumed neurological origin that selectively interferes with the development, integration, and/or demonstration of verbal and/or nonverbal abilities. Specific learning disability exists as a distinct handicapping condition and varies in its manifestations and degree of severity (Adam & Tatnall, 2003). Throughout life, the condition can affect self-esteem, education, vocation, socialisation, and/or daily living activities (ACLD, 1986, p. 15). Two definitions of LD are well supported: a legislative definition from the United States found in the Individuals with Disabilities Education Act (IDEA, 1997) and the one proposed by the National Joint Committee on Learning Disabilities (NJCLD, 1994), a consortium of representatives from organizations interested in LD.

Children with Special Needs as a Virtual Community

The term learning disability (LD) refers to any retardation, disorder, or delayed development in one or more of the processes of speech, language, reading, writing, arithmetic, or other school subjects resulting from a psychological handicap caused by a possible cerebral dysfunction and/or emotional or behavioural disturbances (Adam & Tatnall, 2002). It is not the result of mental retardation, sensory deprivation, or cultural and instructional factors (Kirk, 1962). Specific learning disabilities is a chronic condition of presumed neurological origin that selectively interferes with the development, integration, and/or demonstration of verbal and/or nonverbal abilities. Specific learning disability exists as a distinct handicapping condition and varies in its manifestations and degree of severity (Adam & Tatnall, 2003). Throughout life, the condition can affect self-esteem, education, vocation, socialisation, and/or daily living activities (ACLD, 1986, p. 15). Two definitions of LD are well supported: a legislative definition from the United States found in the Individuals with Disabilities Education Act (IDEA, 1997) and the one proposed by the National Joint Committee on Learning Disabilities (NJCLD, 1994), a consortium of representatives from organizations interested in LD.