EED 223 Exam 3

Learning Disabilites

A heterogeneous group of disorders resulting in significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, and mathematical skills. Disorders are intrinsic to individuals and presumed to be due to central nervous system dysfunction. Students who achieve less than typical students academically because they have trouble with processing, organizing, and applying academic information. Disorders are not primarily due to: a) Sensory or motor disorders b) Intellectual or developmental disabilities c) Emotional disturbance d) Environmental, cultural, or economic disadvantage.

Special Ed Diverse

African-American and some ELL students may be inappropriately placed in special education programs based on discriminatory assessment practices. May be due to poverty more than race or ethnicity. Also may involve bias in curriculum and instruction, teacher attitudes, and the special education referral process. RtI is one way to address bias- teachers use variety of increasingly intensive and evidence-based interventions; collaborative nature of RtI process means more likely to find successful interventions; real disability?

Low-Incidence Disabilities

Any of the less common disabilities outlined in IDEA, including multiple disabilities, hearing impairments, visual impairments, orthopedic impairments, other health impairments, deaf-blindness, autism, and traumatic brain injury.

High Incidence Disabilities

Any of the most common disabilities outlined in IDEA, including learning disabilities, speech or language impairments, mild mental retardation, and serious emotional disturbance.

Bilingual

Assumption- students need to learn English by being immersed in the language environment, but will not learn concepts and skills in English until their English is more proficient. Spend part of school day receiving core-academic instruction in native language; remainder of day with English-speaking students

ADD/ADHD

Attention-Deficit-Hyperactivity Disorder. Occurs in 3 to 7% of all children, some 4.7 million children. When an individual has chronic and serious inattentiveness, hyperactivity, and/or/ impulsivity that is more severe and occurs more frequently than in peers. • ADHD- Predominately inattentive type: often appear to daydream. They may not hear teacher directions, sometimes skip parts of an assignment they do not notice, and lose things a lot. Do not move around more than other peers. • ADHD- predominantly hyperactive-impulsive type: tend to move around far more than peers, tend to be impulsive, acting before thinking. Squirm in their seats, tap pencils or fingers, and blurt out answers during instruction. • ADHD: combined type: students in this group display the characteristics of both of the other types of ADHD. They experience extraordinary difficulty both in focusing their attention and in restricting their movement.

Emotional Disturbance

Behavioral or emotional responses in school programs that are so different from appropriate age, cultural, and ethnic norms that they adversely impact academic performance. More than a temporary, expected response to stressful events in the environment. Consistently exhibited in two different settings, at least one of which is school related. Persists despite individualized interventions within the educational program. Are of average intelligence but have problems learning primarily because of external (acting out, poor interpersonal skills) and/or internal (anxiety, depression) behavioral adjustment problems. Behavior of students with emotional disturbance is more severe.

Mental Retardation

Below-average intellectual functioning with deficits in adaptive behavior, identified between birth and 18 years of age, adversely impacts educational performance

Behavior Characteristics of Students with Impulsivity type ADHD

Blurting out answers before questions have been completely asked, having difficulty waiting for a turn, failing to read directions. Acting before thinking. Interrupting conversations, intruding upon others.

Visual Impairments

Cannot see well enough to use vision as a primary channel for learning without significant assistance. Learning difficulties because they cannot easily use vision to process information. Accommodations include orientation and mobility, understand where furniture is, use a whiteboard with a black felt-tipped marker, and recite what is written on the board.

Gifted and Talented

Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment. These children and youth exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields. They require services or activities not ordinarily provided by the schools. Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor.

Orthopedic Impairment

Conditions resulting in limited strength, vitality or alertness and caused by chronic or acute health problems, this includes students with cerebral palsy and spinal cord injuries. Significant physical needs. Students who have physical disabilities caused by amputations or birth defects that result in the absence of all or part of a limb. Juvenile rheumatoid arthritis. Accommodations include changes in the physical environment, Many students become fatigued and might have difficulty attending to learning activities late in the school day, consider needs for students. Some take naps, other students need to stop to take meds.

Multicultural Pedagogy

Curriculum and instruction reflect the diversity of society, examine how your room is decorated; how you select learning materials- example: selection of literature about successful individuals from a variety of cultures

Autism

Developmental disability characterized by impairments in communication, learning, and reciprocal social interactions. Usually identified in infancy or early childhood. Have problems responding to traditional verbal and non-verbal communication, have problems with social relationships, low threshold for and difficulty dealing with stress, narrow range of interests. Accommodations include creating a structured and predictable environment, clear daily routines, foster social interaction, may need chances during the day to work alone and be alone.

ESEA

Elementary and Secondary Education Act. Requires that all children in each of grades 3 through 8th and at least once in grades 10th through 12th take high stakes tests to show whether they are meeting state standards or making adequate progress toward them. Requires that 95% of students with disabilities take high stakes tests. Requires that results for students with disabilities be aggregated with the results of the other students and reported publicly.

Behavior Characteristics of Students with Hyperactivity type ADHD

Fidgeting, being unable to stay seated, moving excessively, being defiant, being prone to temper tantrums, acting in a bossy way, talking excessively, having difficulty making or keeping friends.

IDEA

IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities. Infants and toddlers with disabilities (birth-2) and their families receive early intervention services under IDEA Part C. Children and youth (ages 3-21) receive special education and related services under IDEA Part B.

Traumatic Brain Injury

Impairment infested by limited strength, vitality, alertness, or other impaired development resulting from a traumatic brain injury. Occurs when a student experiences a trauma to the head from an external physical force that results in an injury to the brain, often including a temporary loss of consciousness. Students with TBI might have same abilities they had before, or they might experience a loss of capacity. Some students have limited use of their arms and legs. Others have problems in fine motor movements, such as those needed to grasp a pencil or turn the pages of a book. May have limited strength and stamina, changes in personality, depressed as they recognize their limitations. Accommodations include keeping a consistent pattern in classroom activities, keep supplies and materials in the same place, may need to make changes in the academic expectations for a student with TBI, need to have patience in reteaching info, providing additional examples and exercise, and using strategies to help them focus attention is essential. Set clear expectations, but be supportive and responsive to their changing needs. Separate category in IDEA because their needs are difficult to predict change either slowly or rapidly, and vary in intensity.

Behavior Characteristics of Students with Inattention type ADHD

Making careless mistakes, seeming not to listen, failing to finish tasks, losing things, and avoiding tasks that require sustained attention. Being forgetful. Having difficulty organizing.

Characteristics of Students with ADHD in general

May have trouble in reading, especially for long passages where comprehension demands are high, in spelling, which requires careful attention to detail. More likely to be depressed or have extremely low self-confidence or self-esteem. Likely to have conflicts with parents, teachers, and other authority figures. Often are unpopular with peers, rejected by them frequently, have difficulty making friends. May feel demoralized, may be bossy. Constant motion, refusal to work.

Other Health Impairments:

Not immediately recognizable to a casual observer. • Seizure disorders • Sickle-Cell Disease • Students with Asthma and Allergies • Additional Disorders and Conditions that may affect students: badly burned, undergoing medical treatment, cancer, AIDS, cystic fibrosis

What are ways to collaborate with families of students with disabilities?

Parents of students with ADHD be invited to sessions to learn strategies for responds to their children's behavior, ways to create a discipline system that includes both rewards and consequences, tips for helping kids make friends, skills for working with school professionals to ensure academic success

Hearing Impairment

Permanent or fluctuating, mild to profound in nature, in one or both ears. Key is when student loss hearing: deaf or hard of hearing since birth have a harder time learning, while student who lost it around or after age 5, have fewer speech and language delays. Accommodations emphasize helping them use whatever residual hearing they may have and accessing language to promote formal and informal learning. Speech writing-watching others' mouths, lips and expressions. Face the class when presenting information, avoid exaggerating sounds or words, visual aids are very important, buddy during tornado and fire drills. FM system should be used, hearing aids.

Deaf-Blindness

Presence of both a vision loss and hearing disability that causes severe communication and related problems. Adversely impacts educational performance. Typically need a wide array of special services throughout their school careers and into adulthood. Student may spend most of the day in a separate class, part of the day in gen. ed classroom, or much of that day in that setting, students will need extensive supports. Typically not completely blind or deaf, learning with a limited ability to see and hear. Sometimes have average or above-average intelligence.

Developmental Delay

Significant delay in one or more of these areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development. Needs special education and related services. Applies to children ages 3-9.

Speech or Language Impairments

Speech is disordered when it deviates so far from the speech of other people that it calls attention to itself, interferes with communication, or causes the speaker or listeners distress. More than a temporary, expected response to stressful events in the environment. Consistently exhibited in two different settings, at least one of which is school related. Persists despite individualized interventions within the educational program.

What does at risk mean?

Students who are at risk are those who have been exposed to some condition or situation that negatively affects their learning • Prenatal exposure to drugs, including alcohol • Family members are drug users • Students who are homeless • Bullies and victims of bullies • Students experiencing death of people close to them • School phobic students • Students who are suicidal • Socially underdeveloped • Slow or marginal students • Obese or physically unattractive •

Multiple Disabilities

Students who have two or more disabilities that significantly affect their learning. They often have extraordinary needs, they are considered a distinct group in IDEA. Most students with m.d. have an intellectual disability and a physical or sensory impairment. Accommodations can be large books in three ring binders made with pictures, using alternative and augmentative communication systems.

Stratagies for gifted and talented

a. Mentoring b. Curriculum telescoping and compacting c. Use of enrichment triad d. Implementation of several model programs e. Use of effective instructional strategies f. Active parental involvement g. School-wide Enrichment Program (SEP) h. Autonomous Learner Model (ALM) i. Integrated Curriculum Model (ICM) j. Historically in separate classrooms or schools k. Should place them where they can experience success and where they are challenged l. Some skip grade levels, enter college early, take correspondence courses, etc. m. Magnet schools for specific talents n. Inclusion o. Consider different grouping options

RTi

just for students who have learning disabilities, but increasingly used to address a wide variety of student academic and behavior needs across all school levels, response to intervention calls for the systematic use of increasingly intensive, research based interventions as a means for deciding whether a disability exists. 75 to 80% of students will be able to learn if they receive high-quality instruction and possibly special ed. Services. Interventions, tier 1, 2, 3.

Accommodations for students with ADHD

• Environmental Supports: way classroom is arranged, free from distracting items, like mobiles hung form the ceiling, have very clear classroom rules and routines. • Academic Interventions: try to emphasize only essential information, keep oral instructions brief as possible. Have student read just a small party of a long story or passage and check comprehension at that point. Give students extended period of time to complete computational work because their attention problems interfere with their efficiency in this type of task. In large-group instruction, give students a chance to participate, such as trading answers with a partner. If a student needs to be corrected, give a calm and clear reprimand. Sit child near front of room in an area with few visual or auditory distractions.

What are some characteristics of students at risk?

• High likelihood of dropping out • Tend to be non-compliant • Problems monitoring their own learning and behavior • Language delays • Difficulties with social relationships • Problems understanding consequences of their own behavior

What are the different strategies for working with students who are at risk?

• Students need structured learning environment, systematic instruction in basic skill areas, and strategies for learning independence • Having high expectations is important, but understand that circumstances outside of school in students' lives may impact performance • Work closely with your grade-level or academic teams, psychologist, social worker, nurse, administrators, special ed staff •

What are the educational perspectives of cultural and linguistic diversity? What would that look like in my classroom?

• Your responsibility is to learn the fundamental characteristics students might have because of their backgrounds • Cultural factors may influence how you are perceived by students- may react to you as an authority figure; may not respond well to you or participate in class until they have establish a close relationship with you • Some cultures respond well to cooperative rather than competitive learning environments • Students who are not English-proficient may have assessment scores reflecting their language skills more than knowledge of content; perceived as limited ability • Belief that these students must be segregated from others to learn • Difficulty of communication with home due to lack of interpreters • Difference in cultural values and staff expectations of parent responses/ involvement • Parents may find school intimidating, and may passively listen • You must listen to the families! • Explore the neighborhood • Challenge your stereotypes and prejudices