Children with disabilities are at higher risk
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Children with disabilities are at higher risk
Children with disabilities are among the most vulnerable groups in society. They face a range of challenges that can limit their ability to fully participate in society and reach their full potential. While the specific risks and challenges faced by children with disabilities may vary depending on the type and severity of their disabilities, there are some general risks that are associated with disability.
One of the most significant risks facing children with disabilities is social exclusion. This can take many forms, including discrimination, bullying, and a lack of opportunities to participate in community activities. Children with disabilities may be excluded from playgrounds, sports teams, and other recreational activities, which can limit their social and emotional development. They may also face stigma and discrimination in their interactions with peers and adults, which can further isolate them and limit their opportunities.
Children with disabilities are also at higher risk of abuse and neglect. This is partly because they may be more vulnerable to mistreatment due to their disabilities, and partly because they may have less access to support and resources to address abuse or neglect when it does occur. In addition, some children with disabilities may have difficulty communicating about abuse or may not understand that they are being mistreated.
Children with disabilities may also be at higher risk of health problems. Depending on the nature of their disability, they may be more susceptible to certain conditions, such as respiratory or digestive problems. They may also be more likely to experience complications from other health problems, such as infections or injuries.
Access to education is another significant issue for children with disabilities. In many parts of the world, children with disabilities are less likely to attend school and more likely to drop out early. Even in countries where there are laws mandating equal access to education, children with disabilities may face significant barriers, including lack of appropriate accommodations, limited teacher training, and negative attitudes from school staff and other students.
As a result of these and other factors, children with disabilities are more likely to live in poverty than their non-disabled peers. This can further exacerbate their social exclusion and limit their access to necessary resources and opportunities.
In addition to these general risks, there are some specific risks associated with certain types of disabilities. For example, children with intellectual disabilities may be at higher risk of obesity, as they may have difficulty understanding the importance of healthy eating and exercise. Children with autism spectrum disorder may be at higher risk of anxiety and depression, as well as social exclusion due to difficulties with social communication and interaction.
Fortunately, there are many steps that can be taken to reduce the risks facing children with disabilities. One of the most important is to promote inclusion and acceptance in schools and other community settings. This can be done by providing education and training to teachers, staff, and other community members, as well as by creating opportunities for children with disabilities to participate in a range of activities.
Another important step is to improve access to healthcare, including preventative care and treatment for any health problems that do arise. This may require specialized services, such as assistive technology or therapy, as well as outreach to families and communities to ensure that they are aware of available services and resources.
Access to education is also critical, and efforts should be made to provide appropriate accommodations and support to ensure that children with disabilities can fully participate in school. This may include specialized equipment or technology, additional staff support, or modifications to curriculum or assessment methods.
In addition, efforts to reduce poverty and improve economic opportunities can help to reduce the risks facing children with disabilities. This may involve providing financial assistance to families or creating job training programs that are specifically designed to meet the needs of individuals with disabilities.
Finally, it is important to ensure that the voices of children with disabilities are heard and that they are included in decision-making processes that affect their lives. This can help to ensure that policies and programs are responsive to their needs and that they are able to fully
Children with disabilities are at higher risk
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. 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The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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