Fetal Stroke Research Paper

| Fetal Stroke causing Developmental learning Disabilities | Curry College, Psy 3350 |

Dwayne Wilson
5/5/2010
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A very starry time if life is when you find out something is wrong but don’t have an answer for the reason why. My daughter, Schae had processing delay troubles from the beginning. After many tests, the last being an MRI we found that She had an In utero stoke in the frontal lobe. As part of my research I found a great deal of information on the effects of a stroke but only a little on the causes, so I will cover both aspects.
In utero stoke, also called fetal stroke, is when a blockage of the blood supply to a portion of the brain. Which part/lobe of the brain the stroke occurs will present with different symptoms.
Basic reading problems are difficulty in understanding the relationship between sounds, letters and words. Reading Comprehension is the inability to get the meaning of words, phrases and paragraphs. Signs of reading problems include; letter and word recognition, understanding words and ideas, reading speed and fluency, vocabulary skills.
Writing difficulties include the physical act of writing or the mental activity of comprehending and synthesizing the information. Basic writing disorder is a physical difficulty forming works and letters. Expressive writing disability is a struggle to organize thoughts on paper. Some symptoms are the act of writing and include; neatness and consistency of writing, accurately copying letters and words, spelling consistency and writing organization and coherence.
Auditory and visual processing are the input processes. If the either of these two aren’t working then developmental learning can suffer. The ability to hear well greatly affects the ability to read, write and spell. Distinguishing the subtle differences in sound or hearing sounds at the wrong speed makes it difficult to sound out words and understand the basic concepts of reading and writing. Visual perception problems are missing subtle differences is shapes, reversing letters or numbers skipping words or lines, having problems with eye-hand coordination. This is referred to as visual
There is a wide variety of treatments; the most common and most accepted treatment is educational intervention. Some of these techniques include teaching student’s strategies or tricks to overcome specific deficits. Developing a individual education plan (IEP) for the student allow for all involved, parents, teachers, psychologists, and students to be moving toward the same common goal. Managing the child’s diet will help the child better concentrate in class. When these techniques fail or are have slow progress an alternative is to use chemicals/drugs to slow the urges to act less impulsively and more able to be responsive to the teachers methods of instruction. There are side effects which sometimes greatly complicate the