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Essay / Research Paper Abstract
This is a 3 page paper that provides an overview of IEPs for students with Duchenne muscular dystrophy. It addresses diminished verbal learning skills and associations with autism spectrum disorder. Bibliography lists 3 sources.
Page Count:
3 pages (~225 words per page)
File: KW60_KFedumus.doc
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Unformatted sample text from the term paper:
needs must be itself based upon an identification of the various mechanisms by which Duchenne muscular dystrophy interferes with the academic learning process (from a normalized perspective). In other words,
it is not sufficient to say that Duchenne muscular dystrophy impedes learning, but the actual mechanisms by which learning is inhibited must be identified in order to best determine which
areas of a curriculum are in need of refinement in order to meet the needs of a student with Duchenne muscular dystrophy. This paragraph helps the student begin to access
how Duchenne muscular dystrophy affects academic progress. Duchenne muscular dystrophy has the capacity to affect learning ability in several key ways. The first way it does this is through the
measured and demonstrable links between Duchenne muscular dystrophy and a diminished "narrative ability" (Marini, Lorusso, DAngelo, Civati, Turconi, Fabbro, & Bresolin, 2007). Narrative ability concerns the ability to organize information
within a cohesive narrative using complete sentences and complex verbal structure; studies however show that students with Duchenne muscular dystrophy, even if their vocabulary is on par with their peers,
tend to have greater trouble processing and remembering complex verbal or written instructions, possibly due to the effect of diminished dystrophin on the development of the cerebellum (Marini et al.,
2007). At a more abstract level, it has also been determined that Duchenne muscular dystrophy has implications for social engagement. This is not simply the consequence of the students in
question being ostracized by their peers, but also a measurable correlation between the development of Duchenne muscular dystrophy and autism spectrum disorders (Wu, Kuban, Allred, Shapiro, & Darras, 2005). This
includes also high-functioning autism disorders such as Aspergers syndrome wherein the student displays normal or even accelerated intelligence, but still has adaptive troubles integrating with groups and adequately receiving and
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