Exceptionalities

Intellectual Disability

Description and definition- Intellectual disability is a term used when a person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills.

Major characterisitics These limitations will cause a child to learn and develop more slowly than a typical child. Children with intellectual disability may take longer to learn to speak, walk, and take care of their personal needs such as dressing or eating. They are likely to have trouble learning in school. They will learn, but it will take them longer. There may be some things they cannot learn.

Possible Causes
• Genetic conditions.
• Problems during pregnancy.
• Problems at birth.
• Health problems.
Learning Styles
• Visual
• Auditory
• Kinesthetic
• Interpersonal
• Linguistic
Teaching Strategies
• Be as concrete as possible.
• Break longer, new tasks into small steps.
• Give the student immediate feedback.
• Teach the student academic and life skills such as daily living, social skills, and occupational
• awareness and exploration, as appropriate. Involve the student in group activities or clubs.
• Work together with the student's parents and other school personnel to create and implement an
• educational plan tailored to meet the student's needs. Regularly share information about how the
• student is doing at school and at home.

Learning Disability

Description and Definition-"… a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
Learning disability is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills. The skills most often affected are: reading, writing, listening, speaking, reasoning, and doing math

Characteristics
• may have trouble learning the alphabet, rhyming words, or connecting letters to their sounds;
• may have trouble organizing what he or she wants to say or not be able to think of the word he or she needs for writing or conversation;
• may not follow the social rules of conversation, such as taking turns, and may stand too close to the listener;
• may confuse math symbols and misread numbers;
• may not be able to retell a story in order (what happened first, second, third); or
• may not know where to begin a task or how to go on from there
Causes
• Errors in Fetal Brain Development Tobacco, Alcohol, and Other Drug Use
• Problems During Pregnancy or Delivery
• Toxins in the Child's Environment Learning styles
• Kinesthetic
• Visual
• Verbal
• Linguistic
• Interpersonal
Effective teaching Strategies
• short definitions,fill ins, multiple choice
• writing responses to lectures,written responses
• assistive technology
• graphic organizers,diagrams
• classroom discussions, group activities
• Test in segments(half in the morning, in class, and afternoon)

Emotional and Behavioral Disorders

Behavioral Emotional-a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance—
•An inability to learn that cannot be explained by intellectual, sensory, or health factors;
•An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
•Inappropriate types of behavior or feelings under normal circumstances;
•A general pervasive mood of unhappiness or depression; or
•A tendency to develop physical symptoms or fears associated with personal or school problems
Characteristics
•Hyperactivity (short attention span, impulsiveness)
•Aggression or self-injurious behavior (acting out, fighting)
•Withdrawal (failure to initiate interaction with others; retreat from exchanges of social interaction, excessive fear or anxiety)
•Immaturity (inappropriate crying, temper tantrums, poor coping skills)
•Learning difficulties (academic performance below grade level)
Causes

  • Brain Disorders
  • Genetics
  • Temperment
  • Home
  • SchoolL
  • Community

Learning Styles

  • Visual
  • Verbal
  • Linguistic
  • Autditory
  • Intrapersonal

Effective Strategies

  • Life Space Crisis Intervention
  • The Conflict Resolution Program
  • Have student keep a journal
  • Teach responsibility,ask student what should they do.
  • In place of bad action create/reppplace with a goood alternative response/action.
  • Counseling to talk about feelings with someone frequently to establish realtionship.

Autism

Definition:
Autism is a severe developmental disorder that begins at birth or within the first two-and-a-half years of life. Most autistic children are perfectly normal in appearance, but spend their time engaged in puzzling and disturbing behaviors which are markedly different from those of typical children. Less severe cases may be diagnosed with Pervasive Developmental Disorder (PDD) or with Asperger's Syndrome (these children typically have normal speech, but they have many "autistic" social and behavioral problems).

Causes:
Autism is a complex disorder with many contributing factors. While there are many theories as to the cause of the increase, ARI believes environmental factors—including unprecedented exposure to toxic substances and over-vaccination of infants and young children—are the key factors triggering this devastating epidemic. Emerging research supports this fact, making it clear that autism is a whole-body illness triggering a biological brain disorder and ARI continues investigating various possible causal factors. While we don't have all the answers yet, you can decrease the risk to younger siblings and future pregnancies by protecting your family from known dangers like environmental toxins.

Teaching/Learning Styles:
Organization is difficult for each of us and especially for students with autism. It requires an understanding of what one wants to do and a plan for implementation. These requirements are sufficiently complex, interrelated, and abstract to present formidable obstacles for students with autism. When faced with complex organizational demands, they are frequently immobilized and sometimes never even able to begin their required tasks.
Developing systematic habits and work routines have been effective strategies for minimizing these organizational difficulties. Students with established left to right and top to bottom work routines do not stop working in order to plan where to begin and how to proceed. Organizational difficulties are also minimized through checklists, visual schedules, and visual instructions concretely showing autistic students what has been completed, what remains to be done, and how to proceed.
Distractibility is another common problem of students with autism. It takes many forms in the classroom: reacting to outside car noises, visually following movements in the classroom, or studying the teacher's pencil on the desk instead of completing the required work although most autistic students are distracted by something, the specific distractions differ considerably from child to child.
Identifying what is distracting to each student is the first step in helping them. For some it might be visual stimuli, while for others it might be auditory. Distractions can be responding to extraneous noises or visual movements as well as not focusing on central aspects of required tasks. Careful assessments of individual distractions are crucial. Following these assessments environmental modifications can be made, which might involve the physical make-up of a student's work area, the presentation of work-related tasks, or many other possibilities.
Sequencing is another area of difficulty. These students often cannot remember the precise order of tasks because they focus concretely on specific details and do not always see relationships between them. Because sequences involve these relationships, they are often disregarded.
Consistent work routines and visual instructions compensate for these difficulties. Visual instructions can highlight sequences of events and remind autistic students of the proper order to follow. The visual picture remains present and concrete, helping the student to follow the desired sequence. The establishment of systematic work habits is also helpful; a student who always works from left to right can have work presented in the correct sequence.
Difficulties with generalization are well-known in autism and have important implications for educational practices. Students with autism frequently cannot apply what they have learned in one situation to similar settings. Appropriate generalization requires an understanding of the central principles in learned sequences and the subtle ways in which they are applicable to other situations. Focusing on specific details, students with autism frequently miss these central principles and their applications.
Parent-professional collaboration and community based instruction are important ways to improve generalization in students with autism. The more coordinated between the home and the school teaching efforts can be, the more likely it is that the students will apply what they learn to different settings. Using similar approaches and emphasizing similar skills are ways in which parents and professionals can collaborate to improve the generalization skills of their students.
Community-based teaching is also important for improving generalization skills. Because our ultimate goal is successful community-based training, activities must be available throughout educational programs. These should include regular field trips of increasing frequency as the students grow older, community-based work opportunities in 'real' job settings, and community-based leisure activities.
Uneven profiles of skills and deficits are well-documented characteristics of students with autism. They are also among the most difficult to program for. An autistic student can have the extraordinary ability to see spatial relationships or understand numerical concepts but be unable to use these strengths because of organizational and communicative limitations. Skilled teachers with experience teaching to these unique strengths and weaknesses are a necessity!
Teaching students with these wide ranges of abilities requires thorough assessments of all aspects of their functioning. These cannot be restricted to academic skills but must also include learning styles, distractibility, functioning in group situations, independent skills, and everything else that might impact the learning situation. Learning styles are especially important for the assessment process because they are keys to releasing learning potential.

Characteristics:
• Insistence on sameness; resistance to change
• Difficulty in expressing needs; using gestures or pointing instead of words
• Repeating words or phrases in place of normal, responsive language
• Laughing (and/or crying) for no apparent reason; showing distress for reasons not apparent to others
• Preference to being alone; aloof manner
• Tantrums
• Difficulty in mixing with others
• Not wanting to cuddle or be cuddled
• Little or no eye contact
• Unresponsive to normal teaching methods
• Sustained odd play
• Spinning objects
• Obsessive attachment to objects
• Apparent over-sensitivity or under-sensitivity to pain
• No real fears of danger
• Noticeable physical over-activity or extreme under-activity
• Uneven gross/fine motor skills
• Non-responsive to verbal cues; acts as if deaf, although hearing tests are in normal range

Communication Disorder

Definition:
A disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.
Impairment in the ability to receive, send, process, and comprehend concepts or verbal, non verbal and graphic symbols systems (ASHA, 1993, pg.40)
Communications disorder may be evident in the process of hearing, language and/or speech.

Characteristics:
• Speech-sound errors that exist, four basic: distortions substitutions, omissions, and additions
• Articulation disorder –cannot produce a given sound physically.
• Language impairment involves problems in phonology, morphology, syntax, semantics, and/or pragmatics; usually classified as either receptive or expressive.
• Stuttering-repetitions of consonant or vowel sounds especially at beginning of words
• Phonological disorder- a child can produce a given sound correctly but not all the time.
• Voice disorder- abnormal vocal quality, pitch, loudness, resonance for a speaker’s age or sex.
Causes:
• Physical or Organic –malfunction in a specific organ or body part.
• Functional disorder not directly attributed to physical conditions possibly caused by environmental influences.
Learning Styles:

• Spatial, Musical, Possible Naturalist

Teaching Strategies:
• Allow students to tape lectures
• Provide interpreter
• Maintain contact with student
• Be Patient, show acceptance and understanding
• Be a good listener
• Provide extra time to answer questions
• One on one conversations- encourage speech practice
• Keep lessons clear, simple, pronounced, in proper syntax
• Make eye contact with students when listening and speaking
• Repeat mispronounced words properly as a question so it does not seem like criticism.
• Model an atmosphere of acceptance and understanding in the classroom.
+Communication Disorder

Definition:
A disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.
Impairment in the ability to receive, send, process, and comprehend concepts or verbal, non verbal and graphic symbols systems (ASHA, 1993, pg.40)
Communications disorder may be evident in the process of hearing, language and/or speech.

Characteristics:
• Speech-sound errors that exist, four basic: distortions substitutions, omissions, and additions
• Articulation disorder –cannot produce a given sound physically.
• Language impairment involves problems in phonology, morphology, syntax, semantics, and/or pragmatics; usually classified as either receptive or expressive.
• Stuttering-repetitions of consonant or vowel sounds especially at beginning of words
• Phonological disorder- a child can produce a given sound correctly but not all the time.
• Voice disorder- abnormal vocal quality, pitch, loudness, resonance for a speaker’s age or sex.
Causes:
• Physical or Organic –malfunction in a specific organ or body part.
• Functional disorder not directly attributed to physical conditions possibly caused by environmental influences.
** Learning Styles:
• Spatial, Musical, Possible Naturalist
Teaching Strategies:**
• Allow students to tape lectures
• Provide interpreter
• Maintain contact with student
• Be Patient, show acceptance and understanding
• Be a good listener
• Provide extra time to answer questions
• One on one conversations- encourage speech practice
• Keep lessons clear, simple, pronounced, in proper syntax
• Make eye contact with students when listening and speaking
• Repeat mispronounced words properly as a question so it does not seem like criticism.
• Model an atmosphere of acceptance and understanding in the classroom.

Deafness

Definition:
The Individuals with Disabilities Education Act (IDEA), formerly the Education of the Handicapped Act (P.L. 94-142), includes "hearing impairment" and "deafness" as two of the categories under which children with disabilities may be eligible for special education and related services programming. While the term "hearing impairment" is often used generically to describe a wide range of hearing losses, including deafness, the regulations for IDEA define hearing loss and deafness separately.
Hearing impairment is defined by IDEA as "an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance."
Deafness is defined as "a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification."
Thus, deafness may be viewed as a condition that prevents an individual from receiving sound in all or most of its forms. In contrast, a child with a hearing loss can generally respond to auditory stimuli, including speech.
Characteristics:
Found in the Classroom:
• Difficulty following verbal directions
• Difficulty with oral expression
• Some difficulties with social/emotional or interpersonal skills
• Will often have a degree of language delay
• Often follows and rarely leads
• Will usually exhibit some form of articulation difficulty
• Can become easily frustrated if their needs are not met which will lead to some behavioral difficulties
• Sometimes the use of hearing aids leads to embarrassment and fear of rejection from peers
Symptoms of a Hearing Loss
Even if your newborn passes the hearing screening, continue to watch for signs that hearing is normal.
Some hearing milestones your child should reach in the first year of life:
• Most newborn infants startle or "jump" to sudden loud noises.
• By 3 months, a baby usually recognizes a parent's voice.
• By 6 months, an infant can usually turn his or her eyes or head toward a sound.
• By 12 months, a child can usually imitate some sounds and produce a few words, such as "Mama" or "bye-bye."
As your baby grows into a toddler, signs of a hearing loss may include:
• limited, poor, or no speech
• frequently inattentive
• difficulty learning
• often increases the volume on the TV
• fails to respond to conversation-level speech or answers inappropriately to speech

Causes of Hearing Loss:
Hearing loss is a common birth defect, affecting about 1 to 3 out of every 1,000 babies. A number of factors can lead to hearing loss, and about half the time, no cause is found.
Hearing loss can occur if a child:
• was born prematurely
• stayed in the neonatal intensive care unit
• had high bilirubin requiring a transfusion
• was given medications that can lead to hearing loss
• has a family history of childhood hearing loss
• had complications at birth
• had frequent ear infections; had infections such as meningitis or cytomegalovirus
• exposed to very loud sounds or noises even of brief duration

Pregnancy-Related: Prematurity
The most common prenatal/pregnancy-related cause was "consequence of prematurity," at 4% of the cases of pregnancy-related causes nationally. According to the American Academy of Family Physicians, about 5% of children born before 32 weeks (8 months of pregnancy) have hearing loss by the time they are five years old. Why does prematurity put babies at increased risk for hearing loss? A premature baby's auditory system is not yet mature when the baby is born before seven months of gestation. In addition, a premature baby's ears are vulnerable to damage.
Pregnancy-Related: Cytomegalovirus
Cytomegalovirus, another pregnancy-related cause, was cited as being responsible for 1.8% of the pregnancy-related cases nationally. CMV is very similar to rubella in how it can affect a fetus. Like rubella, it is a dangerous virus that can result in a baby being born with a progressive hearing loss, mental retardation, blindness, or cerebral palsy. Information on CMV is available from the National Congenital CMV Registry.
Pregnancy-Related: Other Pregnancy Complications
"Other pregnancy complications" was the next most cited specific pregnancy-related cause in the survey, at 3.8% of pregnancy-related cases nationally. A pregnancy complication is anything that can harm the baby, mother, or both of them, and it can be mild or serious. According to the American Speech-Language-Hearing Association, this is a category that includes things such as prenatal infection, Rh factor, and lack of oxygen.
Post-Natal: Otitis Media
Otitis media was the most common post-natal cause cited, at 4.8% of post-natal cases nationally. Ear infections associated with otitis media are frustrating for both parents and doctors, who must decide whether or not to prescribe antibiotics. An occasional bout of otitis media may cause temporary hearing loss due to the fluid build-up in the middle ear, but repeated bouts of otitis media can cause permanent hearing loss.
Post-Natal: Meningitis
Meningitis, at 3.6 percent of post-natal cases nationally, was the next most common post-natal cause of deafness cited. The antibiotics needed to treat bacterial meningitis can cause hearing loss, but this risk can be reduced with the use of steroids.
Genetic or Syndromic: Down Syndrome
Genetic or syndromic factors were cited in the 2004-2005 report as being responsible for 22.7% of the genetic or syndromic cases. The 2006-2007 report actually showed a slight increase in genetic causes to 23%. Down syndrome was the most common syndromic cause, at 8.7% of the cases of genetic or syndromic hearing loss.
Genetic or Syndromic: CHARGE Syndrome
CHARGE syndrome, at 5.6% of the genetic or syndromic cases, was the next most common genetic or syndromic cause after Down syndrome. CHARGE is a craniofacial disorder.
Genetic or Syndromic: Waardenburg Syndrome
Waardenburg syndrome can create unique physical features as well as cause hearing loss; it was responsible for 4.8% of the cases of genetic or syndromic causes nationally.
Genetic or Syndromic: Treacher Collins Syndrome
Treacher Collins syndrome was the next most frequently cited genetic or syndromic cause. Like CHARGE, Treacher Collins is a craniofacial disorder that can cause deafness.
Unknown Causes
Finally, in the 2004-2005 report, the remainders of the cases were due to unknown causes (approximately 54% of cases). The 2006-2007 report saw an increase in unknown causes, to 57% of the cases of deafness.

Learning styles and teaching strategies:
• Mainstream- Being in a regular class room with an interpreter.
• Deaf schools- A school in with the curriculum is taught using sign language to communicate and teacher Like the Florida School for the Deaf and the Blind
• Sign Language

Blind and Low Vision

Definition:
Educational:
-Vision loss in which student cannot successfully use vision as a primarily channel for learning or has such reduced acuity or visually is significantly inhibited and specialized materials or modifications are needed.
-An impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.
Legal:
Based on Visual activity and Field Vision,
Visual Activity the ability to clearly distinguish forms or discriminate among details- is most often measured by reading letters, numbers, or other symbols from the Snellen Eye Chart. A person whose visual activity is 20/200 or less in the better eye after the best possible correction with glasses or contact lenses is considered legally blind.
Field Vision is extremely restricted. A person whose vision is restricted to an area of 20 degrees or less is considered legally blind.

Characteristics:
• Use of canes or guide dogs however not always necessary
• Students feel isolated
• Loss of Peripheral (Side) Vision
• Blurred Vision
• Extreme Light Sensitivity
Causes:
• Childhood diseases
• Macular degeneration, cataracts, glaucoma, eye injuries, birth defects, eye disorders, diabetic retinopathy, photophobia or albinism
Learning Styles:
• Linguistic Logical- mathematical, Bodily, Musical, Interpersonal , Intrapersonal, Naturalist
Teaching Stratifies:
• Direct Instruction
Read aloud and repeat what is written on board, overhead or projectors
Allow students to record lectures
Group interactions and discussions
Collaborative/Inclusive Strategies
Accommodate lighting
Handouts should be in large print, simple font
Environmentally friendly classroom
Use auditory or tactile signal where visual is used/
Tactile 3-D models
Speak loudly and clearly
Dark lead pencils, magnifying glasses, Braille format text availability, talking dictionaries.
Screen reader/Portable communication board
Descriptive video or narrated scripts

Physical disabilities

Definition:
IDEA refers to physical disabilities as orthopedic impairment, and in C.F.R. Sec 300.7 states: "Orthopedic impairment means a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly (e.g. clubfoot, absence of some member, etc.), impairments cause by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations and fractures or burns that cause contractures).
Characteristics/Types:
• Visual Impairment
• Blindness
• Blurred Vision
• Cataract
• Color Blindness
• Hearing Impairment
• Hearing Loss
• Meniere's Disease
• Tinnitus (Ringing In the Ears)
• Mobility Impairment
• Arthritis
• Rheumatoid Arthitis (RA)
• Osteoarthritis
• Cerebral Palsy
• Multiple Sclerosis (MS)
• Muscular Dystrophy (MD)
• Paralysis
• Parkinson's Disease
• Stroke
• Head Injury
• Traumatic Brain Injury
• Chronic Illnesses
• Asthma
• Cancer
• Chronic Fatigue Syndrome
• Diabetes
• Hypoglycemia
• HIV AIDS
• Renal Failure
• Tuberculosis (TB)
CAUSES:
TRAUMA
• Trauma means injury. Many people become injured through accidents. In this cases skeletal, muscular or nervous system may become damaged. Trauma usually happens after birth.
ILLNESS
• There are many illnesses that can cause damage to body systems that control movement and make people physically disabled. Some of these illnesses are caused by bacteria and viruses. Some illnesses may be inherited and there are some illnesses for which scientists still don't know the cause.
CONGENITAL
• Something that is "congenital" means present when a person is born. In this case, a person is born with a physical disability.
GENETIC
• Genetic means that it is inherited from a person’s parents. This means that one or both parents passed a gene that carried that disease or disability. Genetic disorders can sometimes be caused by a mutation of a gene. This means that a normal gene changed causing disorders. Scientist usually doesn’t know why these mutations happen and when they can happen.
Teaching strategies/learning styles:
Students with physical disabilities want to participate in PE with their classmates. It is possible with creativity and attention to the students' IEP details. PE teachers can consult with the special education teacher for ideas when mainstreaming students with physical disabilities. Students with physical disabilities maybe able to do similar activities as their peers when they are mainstreamed into the regular PE class. It will depend on the extent of their physical disabilities, but one way PE teachers can work with students is by adapting activities. Teaching students with physical disabilities is possible with a little creativity. Here are some ways you can adapt common activities for students with physical disabilities. Weight and size of equipment: If the PE class is participating in a unit on baseball, students with disabilities may be able to use a whiffle ball and bat. For football, Nerf footballs can be used. Sometimes in soccer, the goal area for students with physical disabilities may have to be larger. For volleyball, students can use a beach ball. Some students without physical disabilities might also benefit from this equipment if they have difficulty with a sport. If students are given the choice to use different equipment, then the student with physical disabilities does not stand out. Change or modify rules: Teaching students with physical disabilities means you need to assess each situation and student separately. Students with physical disabilities want to play but they do not always want to be "the easy out" when they are mainstreamed into the PE classroom. With creativity, PE teachers can change the rules to help everyone. For example, all students can get one free kick or hit, depending on the sport. You could also allow students to get closer to the "pitcher" in a sport such as kickball or softball. You could let the student sit down for part of the game if that would help him to feel more comfortable or participate more fully.

http://www.youtube.com/watch?v=FQpiLcSwTBM

Other Health Impaired

Definitions:
IDEA- Other health impairment means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that—(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia; and (ii) Adversely affects a child’s educational performance
Characteristics:
Including but not limited to;
*Physical, sensory, cognitive, academic, social, emotional, and, behavioral disability
• Missing school more than the average child
• Academic delay, not due to the level of intelligence.
• Social developmental delays
• Behavioral problems due to frustration
• Depression
Causes:
• ~There are hundreds of illnesses that contribute to OHI. Here are a few;
• Cerebral Palsy
• Spina Bifida
• Muscular Dystrophy
• Diabetes
• Cancer
Learning Styles:
• Musical, Intrapersonal, Spatial-visual, Interpersonal, Bodily-Kinesthetic, Linguistic, and Logical-Mathematical

Teaching Styles:

  • Written schedules in numerous places around the classroom.
  • Repeated verbal instructions
  • Altered methods for information delivery
  • Direct instruction
  • Hand outs and recorded instructions that can be refereed to at will.
  • Comfortable environment
  • What skills should be taught?
  • What methods of instruction should be used?
  • Where should instruction take place?

ADHD

Definition:
A chronic and persistent pattern of inattention and/or hyperactivity- impulsivity that is more frequent and severe than typically observed in individuals at a comparable level of development.
To be diagnosed with ADHD a child must consistently display six or more systems listed in the DSM-IV of inattention or hyperactivity-impulsivity for a period of at least 6 months.
Characteristics:
• Attention disorder: inattentiveness- distractibility
• Hyperactivity- impulsive disorder
• Combination of both
• Can cognitively function on any level
• Experience very serious learning problems
• Experience low achievement
• Irritability
• Difficulty staying on task
• Disorganized
Causes:
Not clearly known, considered neurologically based disorder
Genetic factors can put people at risk for an ADHD diagnoses
Can be associated with fetal alcohol syndrome, drugs and lead poisoning
Learning styles:
Musical, Bodily- Kinesthetic, Spatial, Try for Intrapersonal

Teaching Strategies:
Use direst instruction to present new skills
Give individual assignments instead of group work
Present assignments that are easily understood: keep work load short
Alternate physical activity and paper and pencil assignment
Mark correct answers rather than incorrect ones
Avoid criticism, use positive reinforcement
Give simple concrete instructions
Use overhead projector
Provide outlines or study guides with key points
Verbalize what’s written
Use straightforward instructions with step-by-step unambiguous terms
Teach self-monitor

Server, Profound, and Multiple Disabilities

Definitions:
Generally includes students with significant disabilities in intellectual. Physical, and or social functioning. Students with multiple disabilities and deaf-blindness- two of the three IDEA disability categories describe in this chapter- as well as those with sever mental retardation, server emotional disturbance, and server disability and health impairments are encompassed by the term. *NOTE: NO SINGLE DEFINITION IS WIDELY ACCEPTED, AS THEY ARE BASED ON CHANGING SCORES.

Characteristics
Including but not limited to disability in the following areas;
• Physical, behavioral, and learning disabilities
• Deficits in intellectual functioning
• Motor Skills
• Communication
• Visual
• Auditory
• Medical conditions
• Limited self help skills
Causes
• Largely biological (either before conception or during gestation)
• Brain Dysgenesis (abnormal brain development)
• Brain damage
• Can happen after birth. (Accident, Abuse, Neglect, ect)
Learning Styles
• Musical, Intrapersonal, Spatial-Visual, Interpersonal, Bodily-Kinesthetic, Linguistic (It all depends on the child.)
Teaching Styles
• Written schedules in numerous places around the classroom.
• Repeated verbal instructions
• Altered methods for information delivery
• Direct instruction
• Hand outs and recorded instructions that can be refereed to at will.
• Comfortable environment
• What skills should be taught?
• What methods of instruction should be used?
• Where should instruction take place?

Deaf-Blindness

Definitions:
IDEA- Concomitant hearing and visual impairment, the combination of which causes such server communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children deafness or children with blindness.
Characteristics:
Including but not limited to disablitiy in the following areas;
• Communication skills
• motor skills
• mobility skills
• cognitive
• appropriate social behavior
• use aids such as guide dogs or canes
Causes:
• Largely biological (either before conception or during gestation)
• Brain Dysgenesis (abnormal brain development)
• Brain damage
• Childhood illness

Learning Styles:
• Bodily- Kinesthetic, and Intrapersonal
Teaching Styles:
• Auditory schedules in numerous places around the classroom.
• Repeated verbal instructions
• Altered methods for information delivery
• Direct instruction
• Recorded instructions that can be refereed to at will.
• Comfortable environment
• Use familiar concrete materials until the student is ready to change.
• Encourage students to measure the progress on recorded journals.
• What skills should be taught?
• What methods of instruction should be used?
• Where should instruction take place?

Traumatic Brain Injury

Definitions:
IDEA- An acquired injury to the brain caused by external physical force, resulting in total
or partial fictional disability or psychosocial impairment, or both, that adversely affects
the child’s educational performance. Traumatic Brain Injury applies to open or closed
head injuries resulting in impairments in one or more areas, such as cognition; language;
memory; attention; reasoning; abstract thinking; judgment; problem solving; sensory;
perceptual and motor abilities; psychosocial behavior; physical functions; information
processing; and speech. Traumatic Brain Injury does not apply to injuries that are
congenital or degenerative, or to brain injuries induced by birth trauma.
Characteristics:
Including but not limited to;
• Physical, sensory, cognitive, academic, social, emotional, and, behavioral changes such as;
• Chronic headaches, dizziness, light-headedness, nausea
• Difficulty keeping up with discussions, instructional presentation, and note taking
• Chronically agitated, irritable, restless, or anxious
• Reduced speed of motor performance and precision of movement.
• May talk compulsively and excessively
• Poor body temperature regulation
• Impairments to all five senses
• Inability to perceive voice inflections and nonverbal
• Trouble sleeping
Causes:

  • Open head injuries
  • Close heads injuries

Learning Styles:
• Musical, Intrapersonal, spatial-visual
Teaching Styles
• Written schedules in numerous places around the classroom.
• Repeated verbal instructions
• Altered methods for information delivery
• Direct instruction
• Hand outs and recorded instructions that can be refereed to at will.
• Comfortable environment
• What skills should be taught?
• What methods of instruction should be used?
• Where should instruction take place?

References:

http://www.nichcy.org/Disabilities/Specific/Pages/WhatisID.aspx

Causes-Brain Disorders, Genetics, Temperment, home, Scool, and Community. Heward, W., L.(2009).
Exceptional Children. 255, 9th Edition.
http://en.wikipedia.org/wiki/Kinesthetic_learning

http://sped.wikidot.com/emotional-and-behavoioral-disorders

Weinberg et al., 1995Weinberg RA. (1995). Cell 81, 323-330. MEDLINE

Fescer and Long, 1998http://curry.edschool.virginia.edu/class/edlf/546/resources/ds/ebd.php

Crawford and Bodine, 1996http://www.csgv.ca/counselor/assets/Conflict%20Resolution%20Fact%20Sheet%20for%20Teens.pdfCrawford D, Bodine R. Conflict resolution: a guide to implementing programs in schools, youth-serving organizations, and community and juvenile justice situations. Washington (DC): Office of Juvenile Justice and Delinquency Prevention, Department of Justice; 1996 Oct. NCJ 160935. Available from: www.ncjrs.org/pdffiles/conflic.pdf.
Carpenter, 1993, 1994; Smith, 1996http://sped.wikidot.com/emotional-and-behavoioral-disorders
"Library.thinkquest." CAUSES. /library.thinkquest.org, 07 08 2002. Web. 18 Apr 2010. <http://library.thinkquest.org/07aug/02124/id12.htm>.
Dill , Margo. "Mainstreaming Students With Physical Disabilities into the PE Classroom ." Brighthub (2009): n. pag. Web. 22 Apr 2010. <http://www.brighthub.com/education/special/articles/29053.aspx>.
Ellsworth, J'Anne. "Physical Disabilities." jan.ucc.nau.edu. Northern Arizona University, 1999. Web. 17 Apr 2010. <Northern Arizona University>.
"List of Disabilities." Buzzle.com. Buzzle.com, 2010. Web. 17 Apr 2010. <http://www.buzzle.com/articles/disabilities/>.
American Academy of Family Physicians, http://www.aafp.org/
The Hospital for Sick Children in Canada, http://www.aboutkidshealth.caAmerican Speech-Language-Hearing Association, http://www.asha.org/public/hearing/disorders/causes.htm#otitis
"Deafness and Hearing Loss ." nichcy.org. NICHCY, n.d. Web. 6 Apr 2010. <http://www.nichcy.org/Disabilities/Specific/Pages/DeafnessandHearingLoss.aspx>.
Watson, Sue. "Deafness and Hearing Loss." specialed.about.com. The New York Times Company, n.d. Web. 6 Apr 2010. <http://specialed.about.com/od/disabilities/a/deaf.htm>.
Hearing Evaluation in Children." KidsHealth (2010): 1-3. Web. 6 Apr 2010. <http://kidshealth.org/parent/general/eyes/hear.html#>.

Unless otherwise stated, the content of this page is licensed under Creative Commons Attribution-ShareAlike 3.0 License