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.
Turner Syndrome: A Comprehensive Overview
Introduction:
Turner Syndrome is a genetic disorder that affects females due to the complete or partial absence of the second X chromosome. It is a relatively rare condition, occurring in approximately 1 in every 2,500 female births. This disorder is characterized by various medical and developmental features that can impact a person’s physical and cognitive development. In this paper, we will explore the etiology of Turner Syndrome, discuss the associated strengths and challenges, and examine the implications of current research for educational programming.
Description Section:
Etiology of Turner Syndrome:
Turner Syndrome is caused by the absence or structural abnormalities of the second sex chromosome in females. Most commonly, affected individuals have a single X chromosome (45,X), but other chromosomal abnormalities can also lead to Turner Syndrome. These chromosomal anomalies occur spontaneously and are not typically inherited from parents.
Strengths associated with Turner Syndrome:
While individuals with Turner Syndrome may face various challenges, they often exhibit specific strengths. These strengths include strong verbal and social skills, as well as a heightened attention to detail. Many individuals with Turner Syndrome also demonstrate resilience and determination in overcoming obstacles.
Physical, neurological and motor, cognitive, adaptive functioning, behavioral, and health problems associated with Turner Syndrome:
Turner Syndrome can result in a range of physical and developmental issues. Some common features include short stature, webbed neck, low-set ears, and a broad chest with widely spaced nipples. Neurologically, individuals with Turner Syndrome may experience difficulties with spatial awareness and visual-spatial skills. Cognitive challenges can manifest as difficulties with math, memory, and executive functions. Additionally, affected individuals may face challenges in adaptive functioning, such as social interaction and self-care skills. Behavioral issues such as anxiety and attention deficits can also be present. It is important to note that the severity and specific features can vary among individuals with Turner Syndrome.
Educational Considerations Section:
Summary of research article:
[Here, provide a concise summary of a research article related to Turner Syndrome that meets the criteria specified by the assignment instructions. The article should focus on current research or treatment of the disability and provide findings relevant to the educational impact of the research.]
Implications of the research for educational programming:
The findings from the research article have important implications for designing educational programs for individuals with Turner Syndrome. For example, if the research highlights specific cognitive difficulties, educators can develop targeted interventions to support math or executive functioning skills. Understanding the unique strengths of individuals with Turner Syndrome, such as their strong verbal and social skills, can also guide educators in creating inclusive classroom environments that capitalize on these strengths. Additionally, knowledge of the potential behavioral challenges associated with Turner Syndrome can help educators implement appropriate behavior management strategies and provide necessary support to students.
In conclusion, Turner Syndrome is a complex genetic disorder that affects females and has significant implications for their physical, cognitive, and social development. By understanding the etiology, strengths, and challenges associated with Turner Syndrome, educators can create inclusive and supportive learning environments for individuals with this condition. Current research provides valuable insights into the educational impact of Turner Syndrome, enabling educators to tailor their instructional approaches and support the diverse needs of students with this condition. By promoting inclusion and understanding, educators can empower individuals with Turner Syndrome to reach their full potential.
References
Gravholt, C. H., Viuff, M., Just, J., Sandahl, K., Brun, S., van der Velden, J., … & Skakkebaek, A. (2023). The changing face of Turner syndrome. Endocrine reviews, 44(1), 33-69.
Lippe, Barbara. “Turner syndrome.” Endocrinology and metabolism clinics of North America 20, no. 1 (1991): 121-152.
Mitry, M. A., Collins, L. K., Kazam, J. J., Kaicker, S., & Kovanlikaya, A. (2021). Parsonage-turner syndrome associated with SARS-CoV2 (COVID-19) infection. Clinical imaging, 72, 8-10.
