Dyslexia and Autism have been intricate concerns in my locality. The condition can be defined as a specific learning disability that can be addressed by adopting specific interventions and therapeutic strategies. People with autism and Dyslexia are characterized by specific difficulties in word recognition and the ability to speak fluently. The implications of the disorder can be directly noted in poor spelling and decoding abilities. Examining the traits reveals that they can be directly traced in a significant deficit in a functional phonological component. The disorder’s inhibitive nature lies in a notable inability to comprehend and read, leading to a notable lack of background knowledge and expansive vocabulary (Hillman, 2018). The paper analyses the components of a program designed to serve children with Autism and Dyslexia after examining their needs and the most amicable funding options.
A description of the Vulnerable Population and why they need Assistance in my Community
Autism and Dyslexia can be directly attributed to the normative functioning of the brain and information processing abilities. The gap reveals a direct link between autism and Dyslexia among children (Brimo et al., 2021). The implications of the condition can be traced to the realization that children suffering from the conditions are bound to face various vulnerabilities connected to distinctive factors. The normative factors can be linked to age domains and parental income parameters. An examination of the traits reveals that there is a dire need to frame a viable intervention program. The outlined parameters reveal various disparities in dealing with the disorder leading to the implicit need to understand the implications of the conditions through the lens of the children’s diversified circumstances. An examination of the demographic and cultural aspects reveals a dire need to understand the implications of the diverse setting through a culturally harmonized intervention approach.
A Description of the Health Service Needs of the Vulnerable Population chosen for the Program
The noted issues among children in the proposed intervention approach can be narrowed down to the various implications of adopting a viable therapy program. The gap lies in the proposition that the healthcare system does not capture the distinct issues directly related to the plight of the children suffering from autistic and Dyslexia behavioral traits. The failure is the lack of the current healthcare system to address the gap by examining the perceptions held by children in the world. The observation is closely supported by Parade et al. (2020). They outlined the two ways contemporary hospital settings have failed in managing therapy among children who have Dyslexia and autism. The normative gaps can be traced to the lack of a viable framework to detect and identify the versatile ways of handling the children leading to inappropriate treatment avenues and misdiagnosis. The second parameter on the noted loopholes can be traced to the notion that there is a lack of additional supportive services that can be adopted with the intricate need to address the chief difficulties that are directly associated with learning and the need to understand the implications of the cooccurring conditions on the children learning curve. For instance, there is a lack of a viable framework for addressing the increased cases of historical abuse and attention deficiencies among children who have Dyslexia and autism. The data can be supported by the critical observation from CDC, which asserts that 12 in every 44 children with autism and Dyslexia have not been linked to viable treatment options to diagnose the disorder (Brimo et al., 2021).
A Description of the Proposed Program
The proposed Program is tailored to capture the distinctive needs aligned with effective service delivery and long-term care and intervention approaches for children with Dyslexia and autism. The research avenue is interlinked with the notion that treatment and intervention approaches can aid in ensuring that children become successful and lead healthier lives by adopting intensive and therapeutic treatment avenues. The intervention approach’s distinctive aspects are interlinked with the need to interlink therapy in the service delivery parameters. The approach is also interlinked with the need to adopt a viable framework to deal with the distinctive loopholes aligned with the declarative memory avenues while linking the accruing results to the children’s learning curves.
The adopted procedure will ensure that the learning avenues support children with Dyslexia with viable means that can support them in remembering places, names, words, numbers, and normative episodes. The learning formula is aligned with key repetitions to ensure that the knowledge is directly instilled into the child’s learning curve (Anns et al., 2020). The proposed procedure’s implications are tailored to ensure that the therapy can be employed in the treatment avenues to ensure that children can predict, remember and capitalize on personal decisions in versatile environments. The key dimensions of the adopted treatment rationale can be traced to the ability to incorporate the important attributes of child-centered therapy in play sessions. An examination of the normative program approaches reveals the need to link speech therapy to the treatment curve leading to viable long-term solutions to dyslexia disorder (Hillman, 2018). The approach’s effectiveness can be tailored to the position that the approaches are holistic, unlike treatments and the implications of the proposed intervention approaches are child-centered. The distinguishing aspect of the program applicability leads to the observation that early application of the proposed intervention strategies can aid in grooming children into successful adults despite the disorder.
How the Selected Service(s) and the Continuum of Care will impact the Chosen Population
For children with autism and Dyslexia, the chosen therapy approaches will be specifically designed to establish a sustainable and supportive environment for growth and learning. The programs are designed around the idea that a dyslexic youngster needs a suitable setting. The idea behind the special is to ensure the children’s learning environment includes elements that will enhance their learning. The other component of the proposed service is the creation of a customized education plan (IEP) while understanding that Dyslexic children vary from one another. The proposed approach acknowledges that the approaches that are bound to work for one child can be different compared to the other. The implications of the phenomena can be linked to the severity of the disorder, and the notion leads to the position that the adopted strategies should be tailored to address the needs of the individual child.
A Discussion of the Social and Cultural Norms of the Vulnerable Population and how these Play a Role in the need for the Services offered by the Program
The noted cultural and social norms on children who have Dyslexia can be traced to the notion that they are directly discriminated against in society. The adopted approach will ensure that children undergo unprecedented assessment levels in the proposed service delivery curve. The notion will entail the need for children to undergo diverse assessments. Therefore, the adopted intervention approach will be determined by the pooled results from the versatile strategies. The scope of the proposed service dimensions will also ensure that the adopted plan considers the child’s varied educational needs in various settings. The program service delivery dimensions will be viable in acknowledging the position that it is vital to understand the distinctive children’s needs and how they directly affect their reading abilities. The gap is also aimed at ascertaining that the children’s inability to spell words or read properly will act as the initial component in creating a viable education strategy to ensure that the child suffering from Dyslexia undergoes the same education curve just as a normal one.
A Description of How the vulnerable Population Experiences the Health Care System
The experiences with the healthcare system can be initially farmed on the proposition that the accruing healthcare costs on children who have Dyslexia and autism can be denoted to be costly. The gap leads to the perception that a lack of viable intervention approaches is bound to pose inherent challenges to the children because it directly affects their ability to receive timely treatments. The gap leads to the rise of other normative health issues, including the rise in attention deficit disorder and the possibility of self-injury (Burkholder & Nash, 2013). Capitalizing on the proposed service offering dimensions would allow the family to ease the medical budgets and access the specialized services on a timely basis. The issue that leads to escalated healthcare costs can also be traced to the lack of insurance coverage in various rural areas. The implications of the insurance concern postulate a normative challenge, and it directly hinders the child’s possibilities of accessing specialized care (Malik et al., 2022). The Program will alleviate the noted gaps by employing vibrant approaches to ensuring that there are various databases aimed at ensuring that their link the care delivery curve with possible insurance services.
An Analysis of the Program’s Methods to Overcome Social and Cultural Differences.
The Program will be tailored with an intricate consideration of the implications of the cultural and social differences during the learning curve. The design approach’s implications will entail ensuring that the therapy and teaching services are marked by polite and clear communication in line with the distinctive children’s needs. The therapy sessions will be tailored after learning about the diverse cultural factors, and the tailored approaches will tailor to the intricate need to accommodate the noted cultural differences (Attisti et al., 2022). The overarching framework in the service delivery curve will be tailored towards the need to capitalize on diversity training on the knowledge-sharing curve.
Identification of two or more Community Organizations or Agencies with which I can Partner in order to Implement the Program
The initial organization is the Asperger/Autism Network, tailored to offer viable knowledge to professionals, families, and the community in spearheading support and advocacy programs. The other organization is Autism highway which is framed to offer fun learning moments and opportunities for children with autism.
An Explanation of how these Organizations can help in Implementing the Offered Services and the Continuum of Care offered by the Potential Partnering Agencies
The organizations will be viable in supporting the resource mobilization phase. They will offer viable information on passed tested approaches and models in dealing with children who have Dyslexia and autism. The other noble approach will be interlinked with the need to aid in the community education phase by liaising with them to provide the service with versatile models proven to work. The postulated support approaches will go a long way in enhancing the availability of critical resources in the proposed program service delivery avenues. The implication of the noted collaboration can be summarized as the ability to offer viable resource exchange and planning opportunities.
An Explanation of the Services these Organizations will Provide to the Clientele that is not covered by the Program
The implications of the process are interlinked with the need to ensure a viable framework in the knowledge-sharing curve. The process is interlinked with the ability to receive versatile avenues that will provide fun and learning rationales during the resource mobilization and learning domains. The service is interlinked with providing tangible skills to children with Dyslexia, while the organizations will play a central role in the resource and facilitation phases.
An Analysis of at Least Four Potential Funding Sources for the Program
California dyslexia initiative offers viable funding initiative with an intricate goal to provide viable capacity-building innovations to support the distinct learning centers for people with Dyslexia. The available resources are tailored to ensure the provision of early intervention avenues that are aimed at supporting children with Dyslexia with the intricate aim of guiding them to capitalize on the most effective models that support the development of versatile learning gaps in their target population. The funding organizations are also tailored to develop viable partnerships to disseminate learning by providing resources. The other reliable avenues include the office to provide special education grants and the global charity for Dyslexia (Anns et al., 2022). The other viable support is the Dyslexia foundation which works directly to empower people with autism and Dyslexia via its global networks.
An Explanation of the Factors that Must be met in order to receive Funding from the Outlined Sources
The chief factors ensure that the designed Program is registered with the necessary authorities. The other step is tailored to support the dissemination of the dyslexia grants in line with well-defined objectives. The major factor in receiving the Funding lies in ensuring that the received funds are directly harmonized with the critical development of dyslectic children (Al-Hendawi et al., 2022). The viable avenue ensures that the offered grants are not directed to other unplanned spending ventures.
Conclusion
The report outlines the chief components of the employed design of a program aimed at aiding children who have Dyslexia and autism. The design was tailored after a detailed examination of their needs and the most amicable treatment and financing options. The paper acknowledges the notion that the Program can be viable in aiding children who have Dyslexia in rural areas to learn amicably by interlinking the most important approaches in the development of their phonological components. The proposed therapies and program approaches are viable in allowing children to expand their knowledge and vocabulary.
References
Al-Hendawi, M., Al-Qahwaji, A., & Keller, C. E. (2022). Qatar: Expanding Services for Quality Education for Students with Dyslexia. The Routledge International Handbook of Dyslexia in Education (pp. 250-260). Routledge.
Anns, S., Gaigg, S., Hampton, J., Bowler, D., & Boucher, J. (2020). Declarative Memory and Structural Language Impairment in Autistic Children and Adolescents. Autism Research, 13(11), 1947-1958.
Attisti, A., Lazzaro, G., Costanzo, F., Varuzza, C., Rossi, S., Vicari, S., & Menghini, D. (2022). Effects of a short and intensive transcranial direct current stimulation treatment in children and adolescents with developmental Dyslexia: A crossover clinical trial. Frontiers in Psychology, 13.
Brimo, K., Dinkler, L., Gillberg, C., Lichtenstein, P., Lundström, S., & Åsberg Johnels, J. (2021). The co‐occurrence of neurodevelopmental problems in Dyslexia. Dyslexia, 27(3), 277-293.
Dymora, P., & Niemiec, K. (2019, November). Gamification as a supportive tool for school children with Dyslexia. In Informatics (Vol. 6, No. 4, p. 48). MDPI.
Hillman, H. (2018). Child-centered play therapy as an intervention for children with autism: A literature review. International Journal of Play Therapy, 27(4), 198–204.
Malik-Soni, N., Shaker, A., Luck, H., Mullin, A. E., Wiley, R. E., Lewis, M. E., … & Frazier, T. W. (2022). Tackling healthcare access barriers for individuals with autism from diagnosis to adulthood. Paediatric Research, 91(5), 1028–1035.
Parade, M. V., Weinstein, A., Garcia, D., Rowley, A. M., Ginn, N. C., & Jent, J. F. (2020). Parent-child interaction therapy for children with autism spectrum disorder and a matched case-control sample. Autism, 24(1), 160–176.
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