edp256 third exam

Recommended educational practices in giftedness

( - CLEAR curriculum model is it essential, include the following: continual formative assessment in order to ensure that students are grasping at essential concepts but are not dwelling on material already mastered, clear Learning goals that gives a focus on the instructional program, data-driven learning experiences employing evidence-based practices and adjusting instruction based on the students needs, authentic products that is student projects and assignments with specific purposes rather than those that are contrived and a rich curriculum that incorporates a wide range of materials and experiences - Often times gifted students can master concepts and a fraction of their time that their classmates can, if the students needs are not addressed they can become frustrated. Curriculum compacting is a solution to this in which the goals of an instructional unit identified, student mastery of all part of the goals are documented and alternative instruction is provided as appropriate. Acceleration and enrichment can be employed - Acceleration. Acceleration may refer to allowing them to begin school but for their age establish through district policies. Acceleration may mean skipping grade levels or entering Grade levels before the typical permitted age. Curriculum flexibility offers content-based acceleration practices at all levels of schooling and in all subject areas. Acceleration is a direct way to serve students, this promotes high achievement while it does not require designing or implementing new instructional programs nor hiring new personnel. People fear negative social and emotional outcomes for the student will occur because of acceleration or enrichment. - Acceleration and high school. This may include taking college board advanced placement programs and the international baccalaureate. Dual enrollment courses are also offered, where the student can go to local community colleges or universities. 40 states how to delay enrollment policies. Electronic communication is available where Advanced courses can be made available through interactive video, online formats in other mechanisms. This enable students to access learning opportunities that nurture their talents. - Enrichment is where the extension a regular curriculum with different examples and associations that build complex ideas. Enrichment can encourage student creativity and the development of critical thinking skills and I can be an appropriate substitute for the material that is too basic for some students the levels. Technology can often help with this. •The enrichment model involve individual or small-group investigation of real-life problems going beyond the usual curriculum of their classmates - Differentiation refers to an instructional approach that assumes that students need many different avenues to reach their learning potential. It can address the content students are learning, the assessment tools through which Learning is measured, the task students complete and the instructional strategies employed. Curriculum design is one major component they provide depth and exploration of a topic or concept Beyond what is normally addressed; and complexity, exploration of multiple perspectives, issues, variables and relationships at an appropriate pace. Differentiation is the foundation of inclusive educational practices - Problem based learning occurs where students encounter a real-world problem designed by the teachers to address key concepts. Students explore the problem, gather research about it, and design interventions to solve it. For gifted students this includes hi questioning skills, listening skills, conferencing skills and tutoring in order to guide the process. This usually involves a student-initiated projects and presentations, it is guided by the teacher. Having students create products or critique their own work provides a detailed picture of individual progress towards specific education goals, this allows them to deeply master concepts

Ohio Department of Education definition of gifted ( in giftedness)

"Gifted" means students who perform or show potential for performing at remarkably high levels of accomplishment when compared to others of their age

other health impairments in depth ( orthopedic impairment)

****Asthma - This is the most common chronic illness among children, a lung disease that causes episodes of extreme difficulty in breathing - When exposed their airway swell and they produce mucus making it difficult for them to breathe - This is often triggered by allergens, trees, Grass pollen, dust, mold, animal dander, food allergies and strenuous physical activity - Most of the time this can be controlled through medication and attention to environmental triggers - This affects 6.3 million children age birth through 18 in the US, 8.63% of all children - This has been rising in their severity has been increasing - hereditary *****Epilepsy - This is a central nervous system problem called epilepsy or sometimes called seizure disorder - This is a neurological condition in which damage to the brain leads to periodic sodden, uncontrolled burst of electrical activity that may be seen as seizures - There are two main categories, partial seizures and generalized seizures. Partial occurs when electrical discharge affects only part of the brain. Simple partial seizures a child may be aware of what is occurring but unable to stop it but in complex partial seizures a child may make odd movements or scream or run or the seizures may occur while the child sleeps, the child will not remember what happened. - Generalized seizures are also known tonic-clonic seizure. Some Times this type of seizure is preceded by an aura or warning in which the child senses an audit smell, taste or sound. Usually the student then stiffens, lose consciousness in falls and then the students arms and legs jerk or contract; this typically lasts a few minutes and does not require medical attention - An absence seizure is a type of a generalized seizure. This only lasts for a few seconds many people mistaken for daydreaming or an attentional problem. They can have as many as 100 absence seizures per day, typically this disappears by adolescence in the developed other types of seizures - A tonic and tonic seizures are also types of generalized seizures; this is where the students suddenly falls to the floor because they lost control of their muscle tone, the student remains conscious during this - The final type of seizure is called myoclonic in which there are sudden brief muscle jerks often affecting the neck shoulders and upper arms; this can range from mild to severe and a occur most often in clusters and in the morning - Seizures are often the a head injury caused by an automobile accident, a fall, or extreme child abuse, High fevers, poisoning, Brain tremors. There are a few triggers for seizures such as sleep deprivation, flashing lights, loud noise or environmental factors - 300,000 School age children ages through 14 have a epilepsy - African-Americans and students from socially disadvantaged groups are a higher risk for this disorder - Males are slightly more likely than females to develop epilepsy - Epilepsy is a comorbid disease with other disorders, for example Half of children who have both cerebral palsy in an intellectual disability also have epilepsy. *****HIV and AIDS - HIV stands for human immunodeficiency virus which is a virus that can take over 80 cells own genetic material and produce more diseased cells - This attacks their immune system making people with HIV more susceptible to illness - prevalence difficult; confidentiality policies - AIDS stands for acquired immune deficiency syndrome, this is transmitted through contact with infected blood or other body fluids as well as unprotected sexual contact or sharing of needles - If a pregnant mother has aids or HIV's they're more likely to give the baby complications or to pass the disease onto their child - In 2014 there was 1,863 new cases reported for children and adolescents through the age of 19 - Nearly half have a adolescent infected with HIV but who have not developed aids are unaware that they have it *****Cancer - Cancer is an uncontrolled division of abnormal cells - It is relatively rare among children but it does occur and it remains the leading causes of death from disease for this group - The most common types of cancer are leukemia and brain tumors - The survival rate is over 70% - mortality rate for some down from 100% to 30% - Students with the cancer are at risk for a variety of learning problems such as problems in cognitive functioning, difficulties in math, attention, memory, behavior problems and social skills deficits. - 10, 380 children were diagnosed with cancer in 2015, diagnosis for some cancers has risen over the past 30 years but those for leukemia has dropped - The most common cause of cancer is unknown - Cancer has a few genetic links - They know cancer is NOT caused by ultrasounds, low level radon exposure, magnetic field exposure from powerlines, maternal smoking in exposure to specific viruses *****Sickle cell disease - This is a disorder that affects the part of the red blood cells that carry oxygen from the lungs to other parts of the body - In this cells become sickle shaped and blocks small blood vessels this causes oxygen flow to slowdown or stop; a person may feel pain during this, their bodies maybe damaged and they may become anemic - Educators may need to help students avoid extreme heat and cold, drink enough fluids and use relaxation strategies to help avoid or cope with pain - This affects 1 in every 365 African American newborns, one in every 13 individuals of African dissent carries a recessive gene for this disorder but most never develop symptoms. This occurs in 1 out of every 16,300 Hispanic American babies *****Diabetes - A metabolic disorder in which the body cannot properly breakdown sugars and store them - People have to watch their diet and receive injections of insulin - Approximately 208,000 children and young adults under the age of 20 have diabetes - Type I diabetes is most often diagnosed during adolescence. They may have to change their eating habits, learn how to monitor their sugar levels and more - Students with juvenile diabetes often can be successful without any specific school intervention. They may need a 504 plan to accommodate their needs - 18,000 children are diagnosed with having juvenile diabetes each year - Type II diabetes is preventable but it has quadrupled among children over the past 30 years - 3,600 cases of type II diabetes I have been diagnosed each year - More than one third of all US children ages six through 19 are either overweight or obese, this is more than doubled the rate from 20 years ago -

Elementary and secondary education in giftedness

- Ability grouping is a characteristic of any program in which school personnel use test scores or school performance to assign same grade students too groups or classes with markedly different levels of academic preparation - Within class grouping is part of the concept of universal design for learning and it can be effective at all levels of schooling and for students with many types of special needs (this allows students who are struggling more time to practice and review and it creates opportunities for students have already master the material to work on alternative or challenging assignments with peers) - Some school districts offer completely separate classes for students who are gifted this is because teachers struggle too differentiate for students in their classes. Another common approach it Is to group students for a specific period of time each week; this sets aside time to nurture students talents. In high school separate classes exist through special programs such as Advanced placement, dual enrollment and more - Although it is not common a few residential public high schools have been developed for students who are gifted. Specialized schools are only available to the most highly gifted students, they serve as immersion programs which enables students to explore other areas of interest, develop their own skills and accomplish their goals in a strongly supportive environment - Homeschooling is an option parents may select when they have strong concerns about the quality and availability of options and local schooling or when they have a child who is so gifted or talented that attention to that child's abilities makes traditional schooling impossible - Inclusive practices are encouraged. There are concerns about the teachers inability or unwillingness to provide a differentiated for what is a tremendously broad range of students needs and their tendency to focus their efforts on pupils who are struggling to keep up with grade level expectations. This can cause a failure to maximize the students potential. A schoolwide cluster grouping models is where every classroom has students who are gifted along with learners who struggle but no classroom has both those with the highest ability and those who struggle most; the intent is to relieve teachers of trying to educate both. - Transition and adulthood faces many special challenges such as difficulties in: ownership of their abilities (they may express disbelieve about their special abilities), dissonance (they set high standards for themselves and when they do not achieve them they are dissatisfied), completing expectations, premature identity (they may make career choices prematurely and then experience frustration with them). All of this can lead to increased risk for problems with motivation and a high degree of anxiety - It is important to support adolescents who are gifted. The students will need to work closely with counselors, mentors and understanding teachers who can help them process the feelings they experience in carefully think through the important decisions they must make. Educators can help them set priorities, avoid over commitment, help them understand their strengths and weaknesses, reframe mistakes as learning experiences and identify sources of stress so that they can be addressed. Schools make it possible for the student to discuss their needs without fear of being ridiculed or devalued

Identifying gifted students ( giftedness)

- First in some school districts a teacher must recognize the needs of the student and referred the student as a candidate for services; this stuff can be problematic because females are often under represented - Traditional and nontraditional assessments are done to identify students that's gifted, keep in mind that not all students do well on traditional test. As a result of this both performance-based and portfolio approaches and both are included in several states and school districts identification guidelines (types of traditional testing: intelligence test, achievement test, aptitude test (aka Domain specific), grades, teacher recommendations... types of contemporary test: nonverbal ability test, creative test, student portfolios or performance by audition, performance based assessment or parent, peer or community recommendations) - Another issue concern students who are get that across many areas versus those with talents in specific areas - If assessment only identify students with general giftedness, many students with special abilities maybe messed •complicated because measurement of some components cannot be assessed by traditional means and definitions of giftedness vary •Important to devise identification procedures that are fair to all cultural and ethnic groups (different languages) and all social classes (lower class) - The focus of identification should be a balanced approach: Identify students whose capabilities are well above average and provide opportunity for all students who show promise for gifted performance

traumatic brain injury ( orthopedic impairment)

- Brain injuries caused by other factors such as nearly drowning, diseases or electrical shock is sometimes referred to as acquired brain injury (ABI) - According to IDEA traumatic brain injury is defined as "in acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. The term 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 functioning; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative or to brain injuries induced by birth trauma" - A closed head injury it's when there Is no physical damage to the skull itself - An open head injury results in the brain being directly injured and the skull is fractured in the membrane surrounding the brain is penetrated (also penetrating head injury or skull fracture) - A mild green injury is sometimes referred to as a concussion - Effects of a traumatic brain injury: cognitive skills (they may have difficulty with the reasoning,, problem solving ,memory and organization), processing ability (can affect the speed which a student can interpret information received through all senses), language (may experience speech and language disorders (or they may have difficulty comprehending language and speaking fluently), Academic achievement (many regress, struggle to regain lost skills, learn new ones), emotions (sometimes her personality can change, may become frustrated angry or upset with an intensity, or they may have difficulty controlling their emotions), behavior (they may have behavior problems such as refusing to leave work, leaving the classroom without permission, hitting others and more but their problems are more intense and more difficult to address because of the other cognitive difficulties caused by the injury) - Traumatic brain injury is the most common cause of disability and death among individuals in the United States under the age of 21, resulting in 62,000 hospitalizations and 564,000 emergency room visits each year - The risks are highest from children 0 - 4 and from young adults 15 to 19 - Boys are twice as likely as girls (2:1) to experience a traumatic brain injury especially when is caused by a sport injury - Most are preventable - The most common causes and children up to 14, approximately half of all traumatic brain injuries, is falling such as from a playground - Automobile and motorcycle accidents (20%), falls (28% or 50% for children 0-12), assaults all cause TBI (traumatic brain injury)(11%). Being struck up against and including children abuse, especially shaken baby syndrome; this is the cause that accounts for 25% of all traumatic brain injuries and children

Early childhood education in giftedness

- Most students are not identified to receive services as gifted until they are in the middle elementary grades - Some professionals are urging that this is rethought and that young children should be identified to receive services - In one early study enrichment was offered to children 2-3 years old - While it would be expected that approximately 5% of children of university faculty members would be identified as gifted in this study 68% of these children we're later identified. Among parents who did not complete high school, far less than 1% might be expected to be identified as gifted; but 31% were later identified - This shows early intervention is a key component for encouraging students gifts and talents - If early intervention programs began earlier in kindergarten or first grade then children would be afforded greater benefits - In the younger age group they tend to be lonelier because they have few age-mates who share their abilities, unlike the older students who can access a greater range of peers in special programs - Some people disagree with early intervention because they feel that all students could benefit from an enriched childhood intervention (which would drain the school district), they also State that their potential negative consequences of labeling young children

Prevalence of gifted students ( giftedness)

- The percentage of students identified at the elementary level range from 1% to 50% - At the middle school level and high school level participants reported that between one and 10% of students are identified as gifted - The national Association for gifted children suggest that prevalence is between 6% and 10% or between three and 5 million students - In Connecticut no more than 5% of students maybe identified as gifted - in Maine the capacity of gifted students is 3% to 5% - the latter district identified far fewer diverse students then get the former district - A nationwide effort is under way to ensure that students from minority groups are not overlooked for gifted education - Girls are often underrepresented among students identified as gifted - Girls are less likely to be identified as mathematically gifted than boys. When they are identified they're less likely to develop their talent by enrolling in Advanced courses in math and science during high school

Definition of giftedness

- The IDEA does not address giftedness - Marland Report from 1978 states that "the term gifted and talented children mean children and whenever applicable, Youth, who are identified at as possessing demonstrated or potential abilities that give evidence of high-performance capability in areas such as intellectual, creative, specific academic or leadership abilities or in the performing and visual arts and who by reason therefore require services or activities not ordinarily provided by the school". This definition clarified that giftedness includes: General intellectual ability, specific academic aptitude, creative or productive thinking, leadership ability and visual and performing arts. THIS IS THE FEDERAL DEFINITION - The 2001 Elementary and secondary education act, then called the no Child left behind act defines giftedness as "children and youth with outstanding talent to 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 capabilities 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 school. Outstanding talents are present in children and youth from all cultural groups, across all economic strata and in all areas of human endeavor - The national Association for gifted children states that giftedness is "gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (document of performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own simple system (for example mathematics, language, Music) and/ or set of sensorimotor skills (such as painting, dancing or sports) - Based on these definitions giftedness is evidence of advanced development across intellectual areas, within a specific academic or arts related area, or unusual organizational power to bring about desired results. Talent sometimes is defined as extraordinary ability in a specific area, but it is also now sometimes used interchangeably with giftedness - Renzulli proposed that giftedness includes above average abilities, task commitment or motivation and creativity, or the cat or the capacity for innovation, originality, expressiveness and imagination and the ability to manipulate ideas in fluid, flexible, elaborate or original ways - Gardner argues that intelligence cannot be reduced to a single dimension reported by a test score. He notes that at least nine types of intelligence can be identified in that students may excel and anyone or several of these categories: verbal/ linguistics, Visual/ spatial, logical/ mathematical, bodily/ kinesthetic, musical, intrapersonal, interpersonal, naturalistic and existential. He defines giftedness as an absolute strength or having significantly more ability in any or all of the intelligences when compared to other individuals

characteristics of giftedness

- This includes cognitive, Academic and social- Emotional **** cognitive characteristics - Often display advanced behaviors in the cognitive domain from an early age - It is important to keep in mind that: not all students who are gifted display all of the characteristics or at the same level, these characteristics may be viewed as developmental in the sense that some students may display them at early stages of development while others may not display them into later stages, many students who are gifted have a particular clusters of these characteristics and these characteristics may be evident only when the child is engaged in an area of interest and aptitude - A student who is gifted often has a ability to manipulate abstract symbol systems; they may understand language and mathematics at an earlier age and they may also have an unusual ability for solving puzzles (eminence) - They often display a high degree of concentration and inability to focus on a problem for a considerable period of time - They often have unusually well-developed memory, they have a higher ability to retain and recall past experience, which is an essential for acquiring knowledge and skills (acquired information can be used to understand things and connect to other disciplines) - They often exhibit precocious language development and and early strong interest in reading - They often display curiosity, they have a strong need to know and understand how the world works - They prefer working alone and figuring things out for themselves; this trait reflects their enjoyment in constructing an internal schema to solve problems rather than a tendency towards antisocial behavior - They often have large storehouses of information (multiple interests) and good memory skills - They can generate novel ideas alone or in collaboration with others; they have the ability to generate original ideas ******* Social and emotional characteristics - They often display a strong sense of justice in their relationships; at later ages they generally are attracted to causes that promote social equality and activities that reflect their concern for a humane world - They often display helping attitudes towards others - Altruism (unselfish concerned for the welfare of others) and idealism (the act of envisioning things in an ideal form) - They have a sense of humor - They frequently experience emotional reactions at a deeper level than their peers, showing a capacity for emotional intensity or the ability to focus on emotions for longer periods on a single subject or idea - They may display characteristics of perfectionism or for a self imposed Advanced goal or an unrealistic standard - They often have high energy in the conduct of play and work; this high energy can be observed and their ability to accomplish a great deal in a short period of time - They often form strong attachments to one or two friends who maybe a few years older or an adult figure, they're very committed - They have an extraordinary aesthetic sensitivity which is keen perception of the characteristics and complexity of the arts and the interrelationships of the arts with other domains •Throughout history, persons who are gifted and talented have been stereotyped as either (1) physically weak, socially inept, narrow of interests, and prone to emotional instability or (2) superhuman and superior in all areas • Neither stereotype is true of all people with extraordinary abilities •Another stereotype is that genius predisposes people to mental illness •Some people with gifts and talents accomplish remarkable things in spite of, not because of , mental illness or physical disability •Students with special gifts and talents tend to be far ahead of their same aged peers in specific areas of academic performance •The majority of students who are gifted and talented are not bored with or antagonistic toward school if they are challenged •Some do become disinterested in school and perform poorly or drop out if they are not reasonably challenged. •Many are self-aware, self-assured, socially skilled, and morally responsible •Gifted students are often acutely sensitive to their own feelings and those of others •highly concerned about interpersonal relationships, intrapersonal states, and moral issues

Underlying principles for affective assessment in giftedness

- Two-stage assessment process includes students should be screened by using a traditional achievement or aptitude test (many score near perfect) then they participate in a off level testing (they take a more advanced test in order to obtain a better description of their abilities). This can include the SCAT and the sequential tests of educational progress - Measures to match programs (Measure the program emphasis the child exceeds the most in) - Other considerations such as checklist that are domain specific and describe abilities or interest in a particular area, this can help professionals pinpoint students strengths - Equity, identifying a child with giftedness must be consistent with the understanding that giftedness has many dimensions and and addresses concerns about students who have potential that has not been developed - *** authentic assessment - This helps address the serious matter noted earlier of recognizing gifts and talents in and girls - Dynamic assessment involves tapping into fluid rather than static abilities; this is an ongoing identification of students learning needs inabilities. This consist of Testing students, teaching them skills and then testing them again. The measure of giftedness is how much students improve based on the skill instruction - Spatial ability is the capability to mentally visualize and manipulate objects. This can reduce the disparities between scores from students of various socioeconomic status levels and racial or ethnic groups. This could include the matrix analysis test, the ravens matrices and the universal nonverbal intelligence test - In eligibility committee is formed at the school level (this often includes a specialist in gifted education, an administrator and at least one teacher with experience in teaching students who are gifted) they've review the students profile and make a final decision about the student eligibility for program placement. Some school districts make decisions about participation at the district level

Types of hearing loss (in deafness and hearing loss)

- hearing occurs when sound waves enter the outer ear and travel through the auditory cancel to the eardrum, where tiny bones amplify the sound and send it to the inner ear. There the cochlea (a fluid filled hearing organ that contains thousands of tiny cells with hairlike projections, these motions prompt the hair cells allowing the sensory organ to send messages to the brain, where they are translated into what we recognize as sounds. - the types of hearing los as conductive hearing loss, sensorineural hearing loss and mixed hearing loss The outer ear, part of ear visible to all, plays only a MINOR part in the transmission of sound and is the LEAST important in terms of hearing The middle ear comprises the eardrum and the tiny bones that conduct the vibrations of the eardrum along to the oval window The inner ear responsible for the sense of balance and for the transmission of electrical signals to the brain (MOST IMPORTANT)

Prelingual causes in deafness and hearing loss

- more than 1/2 are considered genetic which is due to the presence of an abnormal gene within 1 or more chromosomes. 1 or both parents can pass this on or it could have developed as a result of spontaneous mutation or change during fetal development. - 95% of deaf or hard of hearing have HEARING parents, this is a recessive genetic trait. If both parents have the trait before they transmit it the probability of a child being deaf if only 1 our of 4. Most deaf parents have hearing children. - Prelingual causes that are NOT hereditary include prenatal infections, illnesses, or conditions at birth or after which include: intrauterine infections (measles, herpes, rubella), prematurity, toxemia during pregnancy (high blood pressure for mom), anoxia (lack of oxygen before, during or after birth) or malformation of ear structures.

characteristics of students with visual impairments (VI)

Children with visual impairments miss such incidental learning which may have a significant impact on their development, Learning, social skills and behavior

true or false facts about visual impairments (VI)

All blind people are born blind, false Most blind people are great musicians, true Blind people do not enjoy TV or movies, false When you're blind, all you can see is blackness, or darkness , false

Academic Characteristics (in deafness and hearing loss)

Hearing loss presents a potential barrier to communication which influences development in academic achievement Language Language it Is central to everything we do because it is the means for communicating with others thinking and learning. In order to achieve linguistic potential they need to interact with adults and other children who are consistently talking with them. The experience of seeing hearing and forming words stimulates brain development and ways that help children communicate more effectively. Communicating with others enable children to plan explore problem solve question and discuss. Unfortunately many hard of hearing children do not engage in conversations with family members peers or professionals. When they do have Conversations and interactions is controlled by adults which consist of question and answer interchanges darling with simply simple, concrete and literal. These limited conversations have a negative long-term effect on them, this affects their ability to: acquired reading skills, access the curriculum, relate cause-and-effect, solve problems, and make thoughtful decisions about behavior. Reading Acquisition of first language in ongoing language development through the early childhood and elementary school are necessary for individuals to become skilled readers. Many children that are hard of hearing read at the same time they're learning to communicate and use language in difficulties result. Effective interventions have a positive impact. 35 through 36% of high school students who are deaf or hard of hearing scored proficient on high stakes testing in reading comprehension. Many children with hearing loss do not have books read them by adults, which has been determined to be an essential component of literacy development. The factors adjusted to explain the student success include the quality and quantity of interactions with significant others, Parent participation in their education, support of early educational environments and high quality educational programs Written language Mastering the written English are even more formidable than those they encounter and developing reading skills. They often experience problems with the writing that have to do with the fact that writing is considered a secondary form of linguistic expression and thus it is highly dependent on a foundation of a primary language system such as speech or sign. They often also struggled with mechanical as well as organizational aspect of writing. In general researchers find that the students continue to make slow improvements in written language throughout their educational programs Mathematics Students who are deaf and hard of hearing achieve at a higher grade level in mathematics then in reading or writing although their achievement levels generally still is problematic. Some factors that affect reading proficiency contribute to their performance and mathematics these include: difficulty with language especially in highly specialized language and the symbols of mathematics, traditional instructional practices that emphasize rote memorization and emphasis on computation rather than apply problem-solving

eligibility ( orthopedic impairment)

An IEP is planned and implemented when the student's disabilities has a significant, negative effect on educational performance - A 504 plan may be used when a condition exists but a students educational performance receives no negative effects

assessments of progress in deafness and hearing loss

Aside from language and hearing assessments, students who are hard of hearing or deaf may also participate in academic assessments Curriculum-based measurement (CBM) may be an appropriate method for measuring reading fluency and comprehension (Allinder & Eccarius, 1999). The STAR Reading, Math, and Early Literacy Assessments (Renaissance Learning, 2006) are useful for measuring academic progress (Hallahan, Kauffman, & Pullen, 2008) Assessments such as the Wechsler Individual Achievement Test II (WIAT-II; Wechsler, 2002) and the Stanford Achievement Test (SAT 9) have been effective measurement instruments for students who are deaf and hard of hearing Tests are administered by a trained practitioner who uses sign language and speech simultaneously

Cognitive characteristics of severe and multiple disabilities

Cognitive characteristics - They typically are tested with an IQ test and they usually are within severe or profound range of cognitive delay due to the heavy emphasis on verbal skills in unfamiliar and out of context environment - The average IQ score is 85 to 115 which makes up 2/3rd of all students. For students with severe and multiple disabilities their IQs 10 to range from 25 to 40 for students with severe intellectual disabilities and 0 to 25 for students with profound levels of intellectual disabilities - Additional assessments of information is needed on top of the IQ test

Cognitive characteristics (in deafness and hearing loss)

Early research often use comprehension of English and spoken language to test the cognitive skills of individuals who are deaf or hard of hearing. More recently a variety of tests of cognitive abilities have been developed that include nonverbal performance measures such as tracing from a starting point to a stopping point on an increasingly complex maze and identifying the correct geometric form to play next in the sequence. Do you students and pose no limitations on cognitive capabilities of an individual ( they have the same capabilities as a regular child)

info about severe or multiple disabilities

TO SUPPORT PARENT OR EDUCATE A CHILD WITH MD ITS IMPORTANT TO KNOW -Which individual disabilities are involved -How severe ( or moderate or mild) each disability is -How each disability can affect learning and daily living -The different disabilities will also have a combined impact -Important to ask: how does the combination of these disabilities affect the child's learning, balance, use of the senses, thinking, etc ...

info about visual impairments (VI)

It is difficult to compare the academic achievement of students with visual impairments with that of students without visual impairments because of different testing conditions Students with visual impairments achieve lower than their sighted peers, due to a lack of early exposure to braille Learning to read Braille is similar(e.g, the need for phonological awareness) to learning to read print. Stereotypic behaviors (body rocking or eye poking) can be an impediment to social acceptance There is disagreement on whether or how much intervene to reduce or eliminate stereotypic behaviors

Recommended educational practices ( in deafness and hearing loss)

Integrative vocabulary and concept development: They often have limited or delayed receptive and expressive vocabulary which negatively affects comprehension. These students often require additional supports. Students often benefit from pre-teaching (reviewing new information before) and post teaching (reviewing the skills emphasized during the lesson) activities to supplement daily lessons and help make the content accessible Experiential ladder of learning: This suggests that humans represent the experience of the world through the three modes: symbolic such as words and language, iconic such as pictures charts and graphs and enactive such as experiences. The latter offers alternatives to using lecture, discussion or assigned reading for assisting students to understand concepts in course content. The latter starts on the bottom with concrete things and works its way up to becoming abstract, the following sequence starts at the bottom (with concrete) and goes up to abstract: Direct experiences, tangible materials, models and objects, photographs, charts graphs maps, simulations and lecture or discussions. Visual teaching strategies: Professionals in these environments often use (a) sign, fingerspelling and the speech reading (such as watching a person's mouth while they talk); (b) equipment such as interactive whiteboards, document cameras, bulletin boards, computers and televisions; (c) materials including picture illustrations, artifacts, computer graphics and film with captions. Visual teaching strategies can be more permanent and can be used to help students focus on important information, see how concepts are connected and integrate prior knowledge with new knowledge. Visual aids can be used to enhance the communication and learning processes that include classroom rule charts, Job and Choice menus, transition timecards and charts, task organizers, daily schedules and Internet. In addition visual representation of knowledge referred to by a variety of names including graphic organizers, semantic maps, webs, semantic organizers, story maps and then diagrams which allows professionals to admit extraneous information while emphasizing important concepts in demonstrating their connections to each other. Accommodations for students who are hard of hearing: Environmental accommodations such's the classroom set up or the classroom chairs, input (such as standing where the child can read your lips, facing children while talking, providing notetakers for the student..), output (allow more time for students to complete assignments, allow the student to use a computer or a word processor...), social (teach hearing students to sign, provide direct instruction on social skills...), behavioral (place general rules and expectations on charts in the classroom, use corrective feedback, teach the student anger control strategies..), evaluation (how test items signed to the student and allow the student to respond in sign, teach test taking skills, give alternative forms of the same test..), or grading (write descriptive comments and give examples regarding students performance).

info about severe or multiple disabilities

MULTIPLE DISABILITIES ARNT ALL THE SAME The term multiple disabilities is general and broad. You need to determine: - how many disabilities the child has - which disabilities are involved - how severe each disability is -Many combinations of disabilities are possible -For example, one child with multiple disabilities may have an intellectual disability and deafness -Another child may have cerebral palsy and visual impairment -Sharon, above, had 3 different disabilities (ID, physical D and Language D) -All have multiple disabilities - but different ones!

Other assessments (in deafness and hearing loss)

Multidisciplinary team checks the students vision and request information about the students overall health. In intelligence test is administered as as an individual achievement test. These test and enable the team to determine whether the student is achieving unexpected level. Special tests are done that do not depend on the students language skills. The students also completed an assessment of their specific communication skills and teachers and parents may be asked to complete inventories regarding students social and emotional functioning as well as their school and home behavior.

causes of severe or multiple disabilities

Prenatal: - chromosomal abnormalities - viruses - maternal drug / alcohol use - malnutrition - trauma to mother Perinatal: - lack of oxygen (case of Sharon) - physical injury to the brain - contracted infections during birth Postnatal: -infections - traumatic brain injury -reaction to medication - environmental conditions (lead poisoning)

into about deafness and hearing loss

Problems associated with the outer ear are not as serious as those to the middle or inner ear Problems of the middle ear are typically caused by some malfunction of one or more of the tiny bones in the middle ear, and are often correctable Otitis Media: ear infection, most common problem of the middle ear Problems of the inner ear are most serious and are most often linked to heredity factors

info about deafness and hearing loss

Problems with inclusion: Lack of peers with whom the student who is deaf can interact and social isolation Advances in technologies (hearing aids; computer-assisted instruction; television, video, and movie captioning; telephone technology; and the Internet) are helping persons with hearing impairment

educational placements for students with visual impairments (VI)

Residential school Resource room Regular class with itinerant teacher service - 6% school aged students with visual impairment in a residential institution - .5 % students with intellectual disabilities are placed in these institutions - Advantage of residential placement: services can be concentrated

info about visual impairments (VI)

Retina (directly behind the eye) is connected to the visual center of the brain... if that's impacted then it impacted your visual processing which is a big part of cognitive ability

info ( orthopedic impairment)

School re-entry: - absences, long hospital stays - for TBI, personality changes - representative from medical community collaborate with school and family Responding to emergencies: - use universal precautions, learn to respond to seizures Prepare for possibility of death

into about deafness and hearing loss

Sign language is the primary language of most people in the Deaf community. Each sign consists of three parts: hand shape, location, and movement Sign language is a true language, with grammatical complexity Like spoken language, sign language has grammatical structure at the sentence level as well as the word or sign level There is no universal sign language—ASL does not translate to French Sign Language Sign language has the same neurological foundations as does spoken language - the left hemisphere of the brain is responsible for sign language acquisition same as spoken language

educational considerations for giftedness

Special education for students with extraordinary abilities should have thescharacteristics: 1). A curriculum designed to accommodate the students advanced cognitive style 2). Instructional strategies consistent with the learning styles of students in the particular content areas of the curriculum 3). Appropriate grouping of student for instruction

Determination of eligibility (in deafness and hearing loss)

Student characteristics are often measured through formal test, the following are considered: inability to recognize most words spoken at a conversational level in a quiet room without the use of assistive devices, a significant receptive or expressive language delay, impairment of speech articulation, Voice or fluency, a significant discrepancy between verbal and nonverbal performance on an intelligence test, significant delay in the development of reading skills because of language deficit or overall significantly lower than expected academic achievement and inattention or serious behavior problems related to the hearing loss

definition of deafness and learning loss

The 3 most frequent discussed views of deafness suggest that is is a). a disability, impairment, disorder or ailment : b). a logistical problem, especially in terms of contact with the hearing community; or c). a social community/ culture in its own right - deafness is diagnosed through administration of a hearing test - However the psychological, cultural and educational issues (such as age, the cause of hearing loss, what age intervention began, the family response, the hearing status of the family, the presence of additional disabilities and the type of education program attended) the are unique to individuals who have a hearing loss make it more difficult to define; it is not a simple matter of saying that an individual has a particular percentage of hearing loss

definition from his slides of visual impairments (VI)

The legal definition of blindness depends on the : + visual acuity (20/200 or less in the better eye even with correction) + field of vision (no greater than 20 degrees) Low vision: visual acuity between 20/70 and 20/200 in the better eye correction Education definition: how well students can function in the classroom especially in reading

Degree of hearing loss (in deafness and hearing loss)

The quality and quantity of sound that Individuals process affects their ability to understand and produces spoken language. Hearing loss is measured in decibels a measure of intensity or loudness of sound. Whispering is about 20 to 25 dB, in normal conversation is about 60 dB, a child screaming is about 90 dB. 60% of children receiving special education services have mild to moderate hearing loss in that remainder has severe or profound hearing loss. The following hearing threshold classifications, which stress hearing sensitivity: - mild (26-40 dB), moderate (41-55 dB), moderate-severe (56-70 dB) severe (71-90 dB) profound (91 dB and above)

Behavior characteristics (in deafness and hearing loss)

They often lag behind their hearing peers and recognizing the reasons for other people behaviors because they're less likely to receive or overhear explanations for these behaviors. As a result they may not understand why people act or react the way they do. They often have limited vocabulary emotional language that helps them understand their own feelings or those of others. One successful approach to adjust behavior problems it's called PATHS (which is positive behavior supports).

sensorineural hearing loss (in deafness and hearing loss)

caused by a problem in the inner air or along the nerve pathway to the brain stem. As a result the sound that travels to the inner ear and brain stem is not delivered at all or in a much softer or distorted. a loss that involves the inner ear, along the nerve pathway to the brain

Deaf people MOSTLY have deaf family members, true or false? (in deafness and hearing loss)

false Most people assume it is a hereditary loss/condition 9/10 deaf children have hearing parents

Hearing loss only effects "old people" and is merely a sign of aging, true or false (in deafness and hearing loss)

false, It is the reverse of what most people think Majority (65%) if people with hearing loss are younger than age 65 > 6 million people (US) between the ages of 18 and 44 with hearing loss; 1.5 million are school age Hearing loss affects all age groups

Mixed hearing loss (in deafness and hearing loss)

involves both conductive and sensorineural loss

Do children with hearing loss have lower IQ scores than hearing children? (in deafness and hearing loss)

no

Gifted Resource Room (in giftedness)

occurs outside the regular classroom where the Gifted Intervention Specialist (GIS) has a maximum of 15 gifted students at any one time

conductive hearing loss (in deafness and hearing loss)

the outer or middle ear prevents sound from being conducted to the inner ear. This type of hearing loss cam exist if part of the external or middle ear is not fully developed or if it is abnormally developed. Conductive hearing loss can also be caused by a disease within the external ear or the middle ear that leaves fluid or wax build up, leading to improper movement of the eardrum or ossicles, the 3 small bones in the middle ear. You can improve this hearing with implications such as a hearing aid. a loss that interferes with the transfer of sound along the conductive pathway of the middle or outer ear

Many students who are legally blind are not educationally blind because they can read print, true or false

true

Research shows that the child who is deaf and who has hearing parents) runs a greater risk of being unhappy than the child who has parents who are deaf, true or false? (in deafness and hearing loss)

true

Written Education Plan (WEP)for Gifted Students (in giftedness)

•A formal educational document/plan •Team members: Teacher, Gifted Co-ordinator Administrator, parent • •Goals will be reviewed annually • •A copy of the form is available online at education.ohio.gov •Annual goals are statements that describe the knowledge, skills and/or behaviors a student is expected to demonstrate •What knowledge and skills will add depth, breadth and pace to the regular curriculum? rather than What curriculum content does the student need to master?

abstractness in giftedness

•Abstractness: the student must transcend the singularity of one content area to view issues and problems more globally

What specific curriculum options will be in place to accomplish the goal as written? ( in giftedness)

•Acceleration refers to the pace at which students can learn •Acceleration is applied to whole-grade or subject-specific areas •Can be used within a unit or lesson

challenge in giftedness

•Challenge: sophistication of the content requires the student to use advanced reasoning skills or resources to accomplish the goal

service setting in giftedness

•Co-teaching (regular classroom teacher and GIS work directly with students) •Services are provided through collaboration or team teaching with the general education teacher •Several gifted students are deliberately placed (clustered) with a general education teacher who has received professional development in differentiating instruction for gifted students •Arts classroom- services for the goal are provided in a classroom specifically designed for instruction in music, drama, dance or visual arts •Internship/mentorship - services in this category are provided outside boundaries of the school in a community placement •Advanced placement - AP is a specific class where College board approved curriculum is delivered •Co-Teaching (Regular Classroom Teacher and GIS work directly with students) •Services are provided through collaboration or team teaching with the general education teacher • •Several gifted students are deliberately placed (clustered) with a general education teacher who has received professional development in differentiating instruction for gifted students •Arts Classroom - Services for this goal are provided in a classroom specifically designed for instruction in music, drama, dance or visual arts • •Internship/Mentorship - Services in this category are provided outside the boundaries of the school in a community placement •Advanced Placement - AP is a specific class where College Board-approved curriculum is delivered

complexity in giftedness

•Complexity: measured by the level of higher thinking required by the tasks •Complex tasks require advanced thought processes applied to multiple and/or more abstract variables and allowing for multiple solutions

depth in giftedness

•Depth of understanding requires the student to understand and apply the concepts and principles of the field of study

ways to identify gifted children (in giftedness)

•IQ scores •standardized achievement scores •teacher nominations (can be bad if the teacher disagrees with you) •peer nominations •parent nominations •self-nominations •evaluation of students' work or performance

orgins of giftedness

•Neither genetics nor environment is entirely responsible for whether a student has special gifts or talents • •Genetic factors (are critical) determine the range within which a person will function • •Environmental factors determine whether the individual will function in the upper or lower limits of that range •Environmental factors : Families, schools, and communities can nurture children's giftedness through stimulation, direction, support, and reward of their abilities

Neglected Groups of Students with Special Gifts and Talents ( in giftedness)

•underachievers •Low in socioeconomic status •Live in remote areas •Members of particular cultural or minority groups •Have disabilities (medical condition) •Female (math and science tend to be neglected)

types of neurological disorders ( orthopedic impairment)

***Cerebral palsy - This means paralysis of the brain - It involves muscle control, posture in movement that is not Progressive (worse over time) - Spastic cerebral palsy affects 80% of children who have cerebral palsy, this is when students' muscles are stiff and their movements are awkward - Athetoid cerebral palsy students cannot control their muscles so they may have sudden and unexpected twisting motions or movements - When this is present at birth the causes are unknown (damage to a babys developing brain can increase this) - Newborns whose mother engaged in inappropriate behavior such as smoking or drinking, or if they contracted rubella or a serious infection then the baby is at risk - After birth children may develop cerebral palsy as a result of asphyxia (drowning or chocking on food) or if they were abused or if they had severe infections such as meningitis - They often have other disabilities such as vision or hearing loss, intellectual disabilities, Communication disorders or seizures. - They're physical limitations may affect Their ability to complete daily activities such as swallowing, controlling bladder and even breathing - Around 10,000 babies are born each year with cerebral palsy and that at age eight 1 out of every 323 children has some form of this ***spinal bifida - The bones of the spinal column are not close properly - This is a physical disability with a neurological basis - The most severe form is called myelomeningocele which is where the spinal cord and it's covering protrude from opening in the spine; usually students within are paralyzed in their lower body and legs. They often have hydrocephalus (which is fluid in the brain) this can be cured by inserting a shunt - More than 70% of cases are preventable - Women who eat a diet rich in folic acid are less likely to have a baby with spina bifida. - 1300 potential cases are prevented each year because of increased attention on the importance of folic acid - Since 1996 the FDA recommended that breads in similar foods be fortified with folic acid. This has had a positive affect. - Approximately 1500 babies are born each year with this, the highest is among Hispanic mothers ***Spinal cord injury - This affects 282,000 people annually, especially among adolescents - This occurs when there is a break, severe bruise or other damage to the spinal cord that affects Motor and sensory functions - Your spinal cord send messages from your brain to various parts of your body in from your body to your brain - With this the brain cannot communicate with the body which results in paralysis - The higher up the spinal cord is towards your neck the more expensive the paralysis will be - 38% are caused by automobile accidents, 13% are acts of violence (gunshot or knife wounds), 30% are from falling, 9% are from sports injuries (diving accidents) and the other 4% - 80% of all spinal cord injuries happen to men, while only 20% happened to females - This is increased from the age of 19 to 28 and now is estimated at 42 years old (19-42)

supports in major life activities that severe or multiple disabilities children need

-Caring for oneself -Preforming manual tasks -Seeing, hearing, eating , and sleeping -Walking, standing, lifting and bending -Speaking and communication -Breathing -Learning -Reading -Concentrating and thinking

deaf culture in deafness and hearing loss

-Deaf with a capital D - deaf community embrace deaf culture( a linguistic minority culture within our larger community) - this is not achieved it is ascribed - Deaf culture identity include: being deaf, using ASL as primary communication (which is a visual -greeting gesturing language that has its own rules of farmer and distinct from English) or attending a residential school for the deaf - deaf culture is about understanding, making sense of the world and interacting - this is not wanted to be "fixed" or viewed as a "disability" it is a way of life where people identify with its own rich history, traditions and language -The Deaf community has become more active in advocating for a variety of social, educational, and medical policies -Deaf community advocate for a bicultural-bilingual approach - ASL is the primary language and English is the secondary language

Educational Considerations ( orthopedic impairment)

-Help students recover reasoning skills which are critical to academic progress -Teach them coping strategies (e.g., use of memory aids like visual organizers, planners) -Assessment of academic skills following TBI can be challenging if we have no prior measurement of cognitive ability -Educational planning should involve a team approach that involves a variety of professionals

anatomy and physiology about visual impairments (VI)

-The anatomy and physiology of the eye is very complex -The Visual image becomes an electrical impulse sent through the optic nerve to the visual center of the brain

info ( orthopedic impairment)

-Total number is very small -OHI (other health impairment) has grown steadily possibly due to the identification of ADHD -Orthopedic impairment has decreased -TBI (traumatic brain injury) is relatively stable

identification of a visual impairment (VI)

-Visual acuity for far distances is measured with the Snellen chart -This measurement does not measure visual acuity at close distances, as used when reading -Other assessment methods must be used to determine types of material a person can read -In addition to near and far acuity, educators are also concerned with the visual efficiency ( e.g the ability to control eye movement) and visual function (the degree of useful vision a person has) - Vision teachers observe visual efficiency and perform functional assessments to determine how students use their vision in everyday situations

Assessments of severe and multiple disabilities

- Determining eligibility for services is not the primary reason for assessing students - Assessments focus on developing quality educational programs for the students - Assessments help educators understand how their students learn what motivates them - They often do not perform well and formal assessments, therefore, alternatives to formal and norm-referenced assessments are generally recommended ****Standardized assessment: Norm-referenced assessments - They're typically assessed in an artificial environment such as the office of the psychiatrist, they do not understand why they should do as requested - The type of assessments are difficult - Lack of context or meaning interferes with students ability to adequately demonstrate their knowledge - Oftentimes these scores do not reflect what they're capable of accomplishing Standardized assessments - The results of the tests failed to help teachers decide what to teach for house - They're likely to score very low in every area being tested because of her cognitive and language impairments - This makes it difficult to determine what skills are critical to learn - Educators believe these test should consider the students age, interest and skill relevance doing so can lead to instruction and age-inappropriate in nonfunctional skills, not activities I will help them as adults - Low test scores can lead some to conclude that students with significant disabilities are not capable of learning higher order skills ***** authentic forms of assessment - Authentic assessment is an ongoing assessment process that occurs with in the students natural environment and it includes observation of a student performance as well as the necessary supports for the student Person - centered approach: - They look at the people closest to the student such as are family members, Friends, teachers and professionals to help make decisions about what to assess - Usually family members or the person closest to the student Will be asked what they believe the student should learn so that the assessment considers the students personal, cultural and religious believes - This focuses on the student assessment and education plan on his or her unique characteristics in interest, it does not Focus on any predetermined set of skills such as those on the formal assessment Functional - ecological assessment: - This provides a means of organizing information from the written observation notes and video or digital recordings - This analyzes the typical demands of the environment and the natural cues in the environment that exist to prompt the expected behavior - The students performance as noted about what they can or cannot tell and that the discrepancy between what is expected and how the student performs is analyzed - Professionals know I'll they can help the student complete a task which helps them plan how to teach the student specific skills Portfolio assessment: - This includes examples of the students work - Explanations of the adoptions are used and how the student was supported accompany the samples - Videotape segments or did you call recordings of the student learning and and different activities in situations and be collected to document learning style - This creates a record of students progress overtime as well as accountability - Student portfolios can be an effective supplement to standardize educational assessments for student with severe and multiple disabilities All of these assessments provide teachers with accurate information about the students abilities and guides the development of meaningfully individualize programs - Developmental profile/ history - Medical assessment / diagnosis - Cognitive assessment - Academic assessment - Adaptive skills assessment - Language / OT/ PT

How learners who are deaf or hard of hearing receive their education (in deafness and hearing loss)

-this must be through the least restrictive environment - 5 considerations are looked at when determining appropriate educational settings and IEP development: the preferred communication needs of the children and family, linguistics needs, severity of hearing loss and potential for using residual hearing, Academic level and social, emotional and cultural needs including opportunities for peer interaction and communication. ****Early childhood: The goals of early intervention are to help: the family understand hearing loss and gain confidence as parents of deaf children, to help left Children learn to communicate and use any available hearing into interact socially and also to help the young child become a fully participating member of the family. In this case specialist schedules regular visits to the families home or where the child spends a majority of their time. The early intervention specialist also serves as a central point of contact between the family in the school program and/or other professionals. This specialist works with The family to identify and meet the students needs by coordinating both formal (such as coordinating the multidisciplinary team) and informal (gelp parents participate in parent groups)supports. - Early intervention helps with listening and speech training, sign language and provides emotional support *****Elementary and secondary school services: Slightly more than half participate in general education nearly all day. Many receive resource or self-contained classroom special education support. General education classroom: Death students may be accompanied by an interpreter to help the student media communication needs or are they also may have technology to do this. The teacher who monitors the students academic and social progress Will consult with the general education teacher to make appropriate accommodations. *****General education classroom with supplementary instruction: The majority of their instruction from general education teachers can also be provided Direct instruction, additional practice, tutoring, or specialized skills instruction by a teacher of students who are deaf or hard of hearing and or the speech pathologist. The services can be during a specific block of time and the instruction can be taught in a resource room or in the general education classroom. *****Seperate class for students who are hard of hearing or deaf: Slightly fewer than one out of five students receive most or all of their instruction from a teacher of students who are deaf or hard of hearing in a special education classroom. In this case they would get to interact with their peers during lunch, recess, art, Library, extra curricular activities, or during physical education. *****Other settings: Approximately 12% of student two are deaf or hard of hearing attend a special school that serves only students with significant hearing loss *****Inclusive practices: They maintain that general education is in the least restrictive environment for most of the students. There're many advantages for educating deaf or hard of hearing students in an inclusive environment, a variety of challenges exist as well, including issues related to the development of communication competence, the availability of social interactions, exposure to role models and other areas already outlined. When professionals develop educational plans and consider appropriate settings they consider the following questions: is the student developing age-appropriate communication skills, is this student making satisfactory academic progress, does this student have friends and does this student have access to all components of the educational process including lunch, recess in and extracurricular social and athletic activities. *****Transition and adulthood: They can find adults four other students they're able to communicate or socialize with. Another factor is parent support which is related it to career self-efficacy. Most students drop out prior to receiving a two-year or four-year education program. One reason for the unfortunate outcome may be related to the students proficiency in academic language. The following can help promote the process of transition for students who are deaf or hard of hearing: teach a union on an and reinforced responsible and independent behaviors, take a career field trip, read books with students about the work that people do, have students complete interest inventories to help them think about their career options, set up job shadowing opportunities for students and provides self-determination and self advocacy training.

Hard of hearing people cant hear ANYTHING, true or false? (in deafness and hearing loss)

False! Losses range from mild to profound and affect various frequencies Audiograms may look identical but the effect of the loss will be strikingly different for each indivudal The deaf community if a heterogeneous mixture comprised of unique individuals

Ohio Department of Education view of severe and multiple disabilities

- "Multiple disabilities" means concomitant (simultaneous) impairments - (such as intellectual disabilitiy-blindness, intellectual disability-orthopedic impairment, etc...) - The combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments - The term does not include deaf-blindness -Other combination that causes severe educational needs - cerebral palsy and autism/blindness and an emotional disturbance -What the combination is, a child with "multiple disabilities" will need a special education program addresses the needs of all the student's disabilities, not just one -Note that IDEA does not include deaf- blindness as an example of multiple disabilities. Deaf- blindness is a disability category of its own under IDEA.

prevalence in students with visual impairments (VI)

- .5% of all children with disabilities are in a visual impairment category - 25, 567 students with visual impairments and 1, 243 students with deaf-blindness between the ages of six and 21 years old received special education in 2012 through 2013. These numbers dramatically under estimate the total number of students with visual impairments because anyone student can only be counted in one disability category - Approximately 14 million individuals aged 12 or older in the US have some type of visual impairment, of those 11 million do could function effectively with corrective lenses - APH reports there are 60, 393 legally blind children between the ages of zero and 21. - .05 of 6 to 17-year-old population - Blindness in adults is 10 times more prevalent than in school-age children

social, emotional and behavior characteristics in students with visual impairments (VI)

** social and emotional characteristics*** -We typically develop social behaviors by observing social events and customs and imitating them, students with visual impairments often have difficulty demonstrating socially appropriate behaviors - They are more likely to need more direct instruction then other students to effectively use Technology - They must receive direct and systematic instruction in these areas: developing friendships, promoting risk taking in decision-making, maintaining eye contact and facial orientation, demonstrating confidence body posture, using appropriate gestures and facial expressions, using appropriate voice tone and inflection, expressing feelings, timed messages during communication and demonstrating appropriate assertiveness *** behavior*** - They are often more socially immature, more isolated and less assertive than other children - They often demonstrate stereotypical behaviors or repeated behaviors that serve no apparent constructive function such as eye pressing or finger flickering. They think this occurs because of restricted activity and movement in the environment, social deprivation or the absence of sensory stimulation. Professionals are trying to reduce these behaviors by helping the student increase activity or by using behavior change and strategies (such as rewards, move positive behaviors) - VI typically does not alter one's ability to understand or use language - First words tend to come later because it takes longer to discover that words have symbolic function - There is no evidence that blindness results in lower intelligence, - There are some differences in conceptual development because children with visual impairments rely more on touch to learn. - Infants may lag behind sighted peers conceptually, but this lag does not last long. Their first words tend to come later, It takes longer to discover that words have a symbolic function. - Persons who are blind must take more initiative to pick up information from their environment than persons with sight

characteristics ( orthopedic impairment)

*******Cognitive and academic characteristics - They may range from extraordinary gifted in special talents to significant intellectual disability - Student abilities in this domain often relate to the nature of their disorder, the severity of their disorder and the affects of treating the disorder - varies widely ******Behavior characteristics - They often cannot make judgments about appropriate behaviors, they became anxious and frustrated when they're told what not to do - They need exceptionally clear rules to follow in reminders about the rules because they have problems with memory - They may require very specific behavior intervention plans that have extensive rewords built in for appropriate behaviors - They may become aggressive when expressing their frustrations - They need consistency - Some of the disorders may relate to students discomfort or irritability - Some inappropriate behaviors represent the frustration of students who have limited ways to communicate - behavior problems may be present (especially TBI) - positive behavior supports and FBA needed - student may have poor self-esteem, anger at situation - may need help relating to peers, access to peers *******Emotional characteristics - Poor self-esteem, they may think of themselves as less valuable, they may be angry at their situation and they may reject support offer by families friends and educators, they may have poor images of themselves as valuable people *******Social characteristics - They frequently need interventions related to interacting with their peers - This may include explaining their conditions to their peers and responding when others are bullying them - The teacher may need to perform social skills training to learn or relearn how to communicate with their classmates - Students of muscular dystrophy may need to learn how to join games or discussions with classmates within the context of his changing physical abilities - Still such as tramautic brain injuries may have to learn how to interact without becoming aggressive - They need you have access to social relationships - Teachers, professionals, counselors and social workers can facilitate interactions and create opportunities for students to interact and positive in meaningful ways (they may use student grouping, cooperative class activities in model for students how to appropriately act) *****Physical and medical characteristics - Some students take medication school - Some students must monitor the food they eat in activities that participate in - This domain is the one that probably is the basis for special education eligibility - teachers must learn about each students' conditions, risks and needs

Students with visual impairments (VI) definitions by functional, IDEA and clinical

****Functional definitions (mostly used in schools because they describe the impact of the vision loss on the student) Visual impairment describes any level of decreased vision. -(1)people with low vision have difficulty accomplishing typical visual task and they may use modifications (such as Technology, environmental modifications, or compensatory strategies). These individuals can enhance their ability to accomplish these tasks. They may need large print for reading, strong magnifying devices, or other adaptions they may also use Braille to read Andy use tactical or auditory approaches to complete tasks. - (2) blindness is also called profound visual impairment refers to having no vision or only light perception or the ability to determine the presence or absence of light. They use Touch and hearing to complete tasks. They may use braille to read or write in many day today adaptive techniques. The terms functionally blind and educationally blind are used sometimes in schools to further describe the students. -congenital Visual impairment is present at or near of the time of birth while adventitious visual impairment is acquired after birth ****IDEA definition "Visual impairment including blindness means in the impairment and vision that even with correction adversely affects a child's educational performance. The term includes both partial sight and blindness." This ranges from mild to blindness The term visual disabilities is rarely used with professionals, instead they use the term visually impaired ****Clinical definitions (describe clarity of ones vision and usually relate to legal matters and entitlement to special services beyond public schooling) Clinical definitions of blindness rarely are used for determining eligibility for special education, but they're used to qualified persons for Social Security benefits, Federal tax exemptions in other services. These definitions are based on clinical measures of visual acuity, the clarity or sharpness of vision and Visual field, the range in which objects can be seen centrally or peripherally. -Legal blindness refers to the condition in which Central visual acuity is 20 out of 200 or less and the better in the eye with corrective glasses or Central visual acuity is more than 20 out of 200 it's a visual field defect exist so that it is 20° or less in each eye. -low vision typically is defined as visual acuity of 20 out of 70 for twenty out of two hundred and the better eye was correction or visual field of twenty to forty degrees or less and the better eye with correction. Sometimes states use a visual acuity of 20 out of 70s to provide a minimal level a activity restrictions for the purposes of qualifying for special services. Students who have visual acuity between 20 out of 70 and 20/200 typically would be considered to have a mild or moderate functional visual impairment.

trends and issues in students with visual impairments (VI)

****Shortage of the fully prepared personnel: - Only 40 programs are available nationwide to prepare vision specialist - Just 17 programs prepare orientation and mobility instructors and only 10 programs prepare specialist to work with children who are deaf- blind - Teachers have a much higher caseload Dan recommended 8 to 1 student teacher ratio - A survey of itinerant teachers in North America an average caseload size of 22 students was found among respondents ****The second issue is limited continuum of placement options - This exists in most parts of the United States - Many placements tend to exist only in large cities or metropolitan areas - Services in suburban in rural areas are limited to consultant or itinerant teaching in local school programs or specialized settings which can make the problem worse

Postlingual causes in deafness and hearing loss

- Usually a result of a disease or injury which can cause acquired hearing loss in children or youth. This includes the following: otitis media (ear infection caused by colds with fluids and mucus, this effects 3 out of 4 children by age 3), childhood diseases (measles, chicken pox, influenza, mumps), encephalitis (virus caused inflammation in brain), head injury or repeated exposure to loud noise (gun shots, loud music, machinery.).

early childhood, elementary and secondary services ( orthopedic impairment)

****early childhood - They may receive special education services when they're still an infant, following referral for services by social worker as an early interventionist assigned to work with hospital personnel - Most services are offered at home with early intervention specialist, physical and occupational therapist and other professionals - In-home Center based or preschool program that a student accesses upon turning age 3, services clearly are intended to help the child but the relationship with the family members is also an essential - Many parents seek information and services about learning about their child's special needs, coping with increased medical expenses and difficulties in arranging childcare - Services focus on family relationships as well as treatment for the child - Early intervention professionals can help locate and access resources for family members that Are needed ******Elementary and secondary school services - When determining how students receive services the primary concern is the students needs including Academic, physical and behavioral domains - Slightly more then half of all students with physical disabilities in health impairments are educated primarily in general education classrooms; Slightly less students with your manic brain injury are placed in that setting - Many students spend a significant amount of time in special education classrooms, in residential facilities or at home or in hospitals - Some students receive services in a resource room or separate setting for part of their school day this is because of the nature of their needs - In some communities students with significant physical disabilities often also with significant intellectual disabilities are educated and separate classes or separate schools - 55 percent of people with an orthopedic impairment are in the general education Setting, 49% of those at tramatic brain injuries are, 64% with other health impairments are - Students placed in a special setting, the school professionals have an obligation to ensure that the students have opportunities to participate in general education whenever possible - More communities are placing students with physical and health disabilities in the general education classrooms and support is provided in a separate setting if the team decides the students educational and behavioral needs cannot be met in the general education Setting even with extensive support - Hospital school program is a placement typically for students who need repeated treatments or surgeries or Jimenez many schooldays because of an illness

Recommended educational practices ( orthopedic impairment)

***Access to education - Small activities may need accommodations - Usually students in the group will need assistance in accessing their education - Part of the accessibility is related to physical accessibility such as wheelchair ramps, elevators and wide doorways *****Aids for posture and mobility - Students with physical disabilities enough yelled to make choices about their sitting position without assistance - Their posture and position in which they sit or sometimes life can have an impact on their ability to breathe as well as their comfort and long-term health - How students move around the classroom and school isn't concern. Wheelchairs can help provide mobility as well as gait trainers and adaptive walkers to help students maintain the balance and support their weight (these are used to teach sanding and walking skills) - Orthoses are braces used to their legs so they can walk *****Aids for communication - Some require assistance to communicate with their teachers and peers - Some use communication devices and other technology to convey their thoughts and needs - Some communication devices are made with larger sections that are edged with the raised rims for students who can control the board but have limitation and fine motor control, this provides assistance in reaching and touching the correct icon or picture - Students who are not able to use their hands might wear a pointing wand attached to his head to touch items on the board - Some students may need additional time to respond to the teachers questions - Some students can use multiple types of technology to communicate such as they could use a communication board as well as Voice recognition software to write papers *******Aids for learning - You may need to have a special consideration related to the student schoolwork - Some students may benefit from the curriculum overlapping, in this they participate in the same curriculum has their classmates they have different goals - Some students may need materials to be adapted so that they can be used, a good example of this is assistive technology *******Related services - Access to education for some students relates to procedures that enable them to attend school. For example, some students may need a tube feeder which can be carried out by the speech language pathologist, a special education teacher, a paraprofessional or the school nurse. Other children may need a constant supply of oxygen and school professionals must ensure that the oxygen equipment is operating properly. - Only a few students are medically fragile, and they may attend school accompanied by a nurse who can respond to their medical emergencies - Some students may need specialized transportation - Other students may need services from a speech language pathologist, if physical therapist and occupational therapist or adaptive physical educator. These professionals help students access their education by addressing communication needs, they're large and small Motor needs in their needs for recreation and physical skill building, often within the context of the general education classroom

Assessments ( orthopedic impairment)

***Assessment of medical condition and physical functioning - This is diagnosed by pediatrician pediatrician or a pediatric specialist while using many different procedures - Blood test can be done, cat scans, MRI, standardized instrument to determine how much the students could move and how well - School professionals can contribute to this type of assessment include physical therapist and occupational therapist ***Assessments of intellectual functioning, Academic achievement, language and related areas - There our formal assessments such as IQ test, achievement test and inventories - There is informal assessments such as observations, interviews, check list by parents and teachers, curriculum-based assessment - can be more complex due to communication and movement *** Assessment of behavior - Parents and teachers may be asked to rate the students behavior - An assessment of adaptive behavior is likely for students with intellectual disabilities

different models of delivery for students with visual impairments (VI)

***Consultant model - This is the most appropriate for students who require few or no direct services related to their visual impairment - The general education teacher provides primary direct instruction - The VI specialist Will work closely and make modifications in adoptions of learning activities and materials ****Itinerant teaching model - Most widely used option for delivering specialized services to students with visual impairments - General education Teacher Will provide most of the instruction - A TVI Will travel from schools to provide specialized instructional programs specifically target areas such as Braille reading and writing skills, Technology skills, independent living skills and career education skills. The TVI provides specialized assessments, consultants for classroom teachers and others on a educational team as well as providing the adapted classroom materials. The main difference between this in the consultant model is the TVI provide consistent direct instruction as an itinerant teacher *****Resource model - This is for students who have more extensive needs that can be met with the itinerant teaching model - This is acquitted by special materials, resources in technology and it is staffed full time by a TVI - This is for students who need more intensive support - This provides option for students who have instructional needs that can be met only through consistent, often daily, Service delivered by a highly trained VI specialist *****Special classes and schools - They may be educated and their full-time special classes offered in local school districts, special day schools or private schools and specialized schools with residential options - It's setting and resources are geared towards the needs of students with visual impairments including accessible computers and other forms of assistive technology, Library and media resources, tactical teaching aids in devices and adapted physical education equipment - One concerned people say is they provide an isolated, segregated environment; but this has gone much better than it used to be ****Inclusive practices - Its appropriateness must be determined by a team and on an individual basis - Specific implant interventions am a professional prepared TVI and other specialized is of paramount importance - Appropriate accommodations in modifications are made in the learning environment and instructional materials in that supplemental instruction is provided as needed - The TVI team works closely with the education team to accomplish the following: ensure that all educational materials are provided the appropriate media, ensure that the student is instructed in the use of appropriate devices and technology in that these devices are available in the learning environment, provides specialized instruction related to compensating for the visual impairment, recommended seating requirements and other educational modifications, ensure teachers and professionals who provide direct instruction understanding unique needs of the student, recommend modifications and assignments for testing procedures if needed, collaborate with members of the educational team on methods and techniques for including students in the routine learning experiences and provide opportunities for students without disabilities to better understand visual impairment

How students with severe and multiple disabilities receive their education

***Early childhood - early intervention is a necessity - They often lack basic skills that other children acquire without effort - Their communication may be severely delayed, they may exhibit difficulties listening crawling or standing, they often display few to no literacy skills - They may have had limited opportunities to interact with children under age, therefore they demonstrate minimal social skills - Most preschool children with these disabilities have limited access to peers without disabilities - Although every child has access to free inappropriate education, those with out disabilities do not have this legal guarantee. Therefore the majority of typical preschoolers either stay-at-home or attend private preschool - Finding ways to educate these young disabled children with their nondisabled peers is a challenge that requires planning, education for professionals and creativity ***Elementary and secondary education - Most receive their education and segregated programs with an emphasis on life skills - They must have access to the core curriculum - Universal design for learning, cooperative learning and other peer mediated instructional approaches, Active and hands-on learning and an instructional different Tatian are helping to open doors for children traditionally excluded from the general education environment - The students are spending at least a significant part of their day in the general education Setting - Professionals agree that they should be assigned to the same grade level as their chronological peers, not a grade level according to the ability. This is because they're not going to catch up in the traditional sense so assisting them to learn as much as possible while moving through the years of school education is preferred. If this did not happen you may have students who are 15,16 or 17 in elementary school - Age appropriate placement and specific accommodations are made to enable students to access and participate in the core curriculum as much as possible - Even students who were members of general education classroom and elementary school are likely to attend self-contained special classes or separate classrooms for their secondary education. This logic concerns the difficulty of the curriculum and teachers and parents concerns that the students time is better learning functional skills - However learning with nondisabled peers is important for secondary age students as it is for younger students - 46% a students with multiple disabilities are in a separate setting, 19% are in a separate school, 16% are in a resource room, 13% are in the general education setting, 3% are in the home or in the hospital, almost 2% are in a residential setting, in less than 1% are either in a correctional facility or in a parent placement in a private school - almost 35% of students who are deaf-blind are in a separate setting, almost 20% are in a separate school, 21% are in the general education setting, 11% are in a resource setting, almost 3% are either in-home or in the hospital, 1% are in a parent placement in a private school, and then almost 1% are in a correctional facility -IDEA requires access to the core curriculum - Successful practices: universal design for learning, corporative learning, hands on learning, differentiation - Challenge deciding time on functional skills vs core curriculum *** inclusive practices - This benefits students and helps them improve academic skills, social skills, Motor skills, Communication skills inappropriate behavior skills - Parents of children without disabilities reported that when their child worked in the classroom with a student with disabilities they were more accepting and understanding of individual differences partial participation - This term refers to engaging in some parts of an activity was supports needed, this is great for students who are not able to fully perform an activity or project on their own - Assistive technology such as the use of switches can play a major role in allowing students to fully participate in a variety of meaningful and age appropriate activities paraprofessional support - Paraprofessionals often provide necessary an added support for a student to ensure meaningful access to the core curriculum and provided individualized introduction - One issue is paraprofessionals are often the least trained members of the team and they are left to help the children without instruction or supervision. They may not be able to implement programs effectively and they may hinder a student process by over assisting or interfering with their interactions with other students - General and special educators need to collaborate in their work with and supervision appear educators - Para educator supporting the student in the general education classroom should follow these : interact with all the students in the room based on teacher directions, teach small groups of children, facility interactions among all students, avoid hovering around the student with significant needs, share information with General and special educators regarding the students performance and collect data on IEP objectives, ask for guidance to do this properly ***** transition and adulthood - fears and low expectations combined to limit adult goals for the students - Families and educators are beginning to consider new options such as home ownership with support, active participation in typical activities in and post secondary options - This all depends on the quality of transition planning that occurs for students, this is required in the IDEA - Some of these students leave school to work in a job in the competitive marketplace - They may share an apartment with a person without disabilities who offers valuable support - For students to or not employed they may live in a separate residential setting, attend a special adult day activity Center, or work in a sheltered workshop where they can complete repetitive or made-up task for little or no pain - Supported employment is a practice of assisting adults with disabilities to obtain jobs in the competitive market and providing them with the necessary physical, instructional, and social support to ensure success for the employees and satisfaction for the employer. One strategy for support as coworkers can help these people practice until they're proficient in caring out their job responsibilities, this is a natural support - To ease the transition from school to work students of severe and multiple disabilities need to experience instruction in the community where they can sample different types of jobs and become accustomed to accessing community facilities, this is referred to as community-based instruction. It is highly individualized, reflecting the interest of students while helping them to explore new possibilities

cognitive characteristics of students with visual impairments (VI)

***Range and variety of experiences (students with visual impairments cannot get holistic information provided by vision such as size or color. Some objects are too far away, t0o large, too fragile, or are unsure safe to be examined tactically therefore students with visual impairments do not get to have these experiences) ***Ability to move around (mobility) (they have restrictions such eyes they cannot perform early or free movement which limits a person opportunities for experiences and affects their social relationships. They must learn how to travel safely and efficiently in the environment using a variety of the orientation and mobility skills or tools (cane) ***Interaction with the environment (they do not get to have immediate or direct control of the environment) - The effect on all of these areas of development can be significant - Students with visual impairments exhibit a wide range of cognitive and intellectual abilities

prevalence of hearing loss (in deafness and hearing loss)

- 34 million people in us have a hearing loss - highest prevalence is 65 and up - 16.9% of children 6-19 have some extent of hearing loss (often caused by earring infections), usually it is only a slight hearing loss - 1.5 out of 1000 school age kids have educationally significant hearing loss ( which includes unilateral hearing loss which is those who are deaf or hard of hearing in 1 ear) - less than 2% of all school age students with disabilities age 6-21 in the us are served under the disability category of hearing impaired (which is 69,220 school aged students in public school) -Statistics from the U.S. Department of Education indicate that about 0.13 percent of the population from 6 to 17 years of age are identified as hearing impaired - hard of hearing: being more prevalent than those identified as deaf - 23 percent of students who are deaf: come from Hispanic-speaking homes and non-English speaking

hearing loss and other disabilities (in deafness and hearing loss)

- 40% of all deaf or hard of hearing have one or more additional, educationally significant disabilities - The other most frequent ones are: intellectual disability, learning disability, ADHD, or other health impairments (cerebral palsy). - decisions regarding their education should emphasize looking at their strengths and performances as a basis for instructional planning and meaningfully engaging facilities as participants in that planning

eligibility in students with visual impairments (VI)

- After completing the comprehensive educational assessment the team shares their findings in determines at the students Visual impairment adversely affects their learning - In many states functional characteristics alone are used to determine eligibility - In other states both functional and clinical criteria must be satisfied

info about deafness and hearing loss

- Communication is one of the major problems facing educators of students with hearing impairments - total communication model: most educational programs include both oral and manual methods - Speechreading involves teaching children to use visual information (e.g., contextual stimuli, facial expressions, lip movements) to understand what is being said to them -Criticisms of an exclusive oral approach: deemphasizing sign language/ speech reading is extremely difficult -Manual approach stresses sign language -Most educational programs used a total communication approach, a blend of oral and manual techniques -Best approach: is one that uses total communication (oral, manual)

early childhood in students with visual impairments (VI)

- For infants and toddlers through age to the most common service is a home-based program - A home-based program focuses on working with families to optimize their children's development - Early intervention is often modeled appropriate strategies for working with young children, answer parents questions and provide resources; these programs are offered by local school districts, special regional state education agencies and private agencies. Intensive intervention should begin as early as possible. Inclusive settings can be beneficial. Teacher facilitate interactions between students with visual impairments and sighted students. Early intervention efforts should focus on parents' interactions with the child and with their reactions to their child's disability. - For preschool students ages 3 to 5 a center based preschool is a common service delivery option - Center based programs focus on direct and consistent teaching of specific developmental skills such as fine motor skills, Gross motor skills and language; these are offered through public school districts, private agencies, specific programs, General programs or increasingly inclusive settings that provide early education to students with disabilities and non-disabled peers

Academic characteristics of severe and multiple disabilities

- In the past less emphasis was placed on academics for children with severe and multiple disabilities, while teaching them academics it is important to set aside any biases that you may have about their learning capabilities ****Literacy - The student should learn as many literacy and literacy related skills as possible - It is important to ensure that the students have meaningful access - Motivation is the key factor in teaching literacy skills as well as building learning activities based on the students interest - If a student is nonverbal and they're learning the alphabet you can make picture and word cards based on their interest, and make them find the words described—this helps Address her IEP goal a learning vocabulary within the context Of her interest - same benchmark or functional academics *****Oral language - Communicating orally maybe difficult for students because of intellectual and physical challenges - Students may not rely on speech to communicate their needs or there's speech maybe difficult to understand - Many students will use forms of nonverbal communication such as facial expressions, body gestures, manual signs, pictures in objects - Receptive language may also be compromised for the students. They may have extreme difficulty processing oral language and they often benefit when teachers, peers and classmates present oral information in small segments and they clarify their words with gestures, pictures and objects - utilize nonverbal communication skills - alternative / augmentative communication ******Mathematics - They may demonstrate for mathematics skills in various ways - Some students learn to recognize or match numbers - They may learn 121 correspondence through activities as handing out materials and setting the table - They learn math more steadily when they can see it's an application in their daily lives - Learning mathematics skills that I have direct application to everyday activities can have a substantial impact on a student's Quality of life and so should be an integral component of any meaningful curriculum - A recommended practice is to use math content standards for a specific grade level and identify the basic skills with in these standards that are meaningful to students with significant disabilities

Inclusive education of severe and multiple disabilities

- Inclusive education for students with severe disabilities does not only refer to the physical placement of students and age-appropriate general education classrooms. It also holds the expectation of a systematic instruction, numerous support services, curricular adaptations and differentiated outcomes. It also encompasses the firm commitment by all staff members in a school to share the responsibility for educating all students because it is their effort that make the difference - They must address students IEP goals and objectives in the general education setting - There are many benefits of an inclusive classroom to the student with disabilities and to teachers as well as students - Teachers gain the ability to learn together about the curriculum and individualizing instruction. More support is available to all students in a given classroom as special educators and related services provide support to all children. - Students without disabilities gain a greater understanding and acceptance of those who have disabilities and learn ways of providing natural supports in a variety of context

info ( orthopedic impairment)

- chronic : exists all the time, little change, no cure (e.g. cerebral palsy)- acute: serious, but there is a treatment, possibly cure (e.g., childhood cancers)- progressive: gets worse over time, may lead to death (e.g., muscular dystrophy)- episodic : occur with intensity but at times are dormant (e.g., epilepsy)

federal definition on orthopedic impairment

- Most educators referred to the student has having physical disabilities - The I DEA definition is "a severe impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly (e.g. clubfoot, absence of some member), impairments caused by disease (such as bone tuberculosis, poliomyelitis), and it impairments from other causes (such as cerebral palsy, amputations in fractures or burns that cause contractures) - Monoplegia is when only one lamb is involved - Hemiplegia occurs when the arm, leg and trunk of the body on the same site are affected - Paraplegia occurs when the legs are affected - Tetraplegia occurs when both arms and both legs, the trunk of the body and the neck are affected. - Diplegia occurs when both legs or both arms are involved - Some physical disabilities do not fall into this category

Family members view of their children of severe and multiple disabilities

- Parents are able to quickly identify and share their children's gifts however sometimes it is difficult to see their positive attributes. Such as a family may see what the child cannot do, this narrow view of the child may limit the opportunities the family provides - Other factors influence how families come to perceive and thus accept a child with severe and multiple disabilities - The extent to which the family has the financial resources to pay for medical and other expensive associated with her disabilities can influence how it views the child - Access to extended family to help provide support can matter - The severity of a disability, the presence of challenging behavior, the quality of the child's educational program and other external factors can all influence the family's perceptions - Clearly this is a complex issue that requires that educators approach families as unique, bringing up them with their own values, believes and experiences that guide their perceptions in behaviors - Cultural diversity includes our values and beliefs of our family, culture, religion and community which influences our perceptions including reviews towards disabilities - Depending on how they approach the disability this affects the child in their education - Main streaming your child tends to focus on promoting independence and self-sufficiency, however not all families believing this. Some traditional Latino families place less emphasis on acquiring self-help skills. Asian families that have a child with a disability is often considered shameful and caregiving often falls primarily to the mother, the child may be hidden; opportunity base instruction and job training maybe a lower priority for these families versus families from European descent

effects of TBI ( orthopedic impairment)

- Problems learning new information - Difficulty processing information - Becoming easily tired - Many students with brain injury demonstrate acquired aphasia, the loss of ability to understand or formulate language. -In addition to speech or language disorders, brain injury may also be accompanied by a variety of serious social and emotional effects. -TBI can cause violent aggression, hyperactivity, and impulsivity -Behavior management strategies are part of the students IEP

Behavior characteristics of severe and multiple disabilities

- Some students maybe outgoing and very animated while others are shy and reserved - They may display behavioral characteristics that are less common - If a student has a physical and sensory impairments, they may engage in unconventional and highly inappropriate behavior - If a student is definitely blind, they may amuse themselves with stereo typical behaviors such as tapping his head. However, when compared to others his age you engage in self stimulatory types of behavior the reason for the behavior becomes more apparent. If they cannot observe this more excepted forms of self-stimulatory behavior performed by others his age, he created his own. - They may engage in behaviors that are disruptive to others, destructive of property or harmful to themselves or others - Once the purpose of the challenging behavior is understood, educators can implement strategies to reduce these behaviors while simultaneously teaching appropriate behaviors

TASH definition of severe and multiple disabilities

- The IDEAs definitions tend to focus on deficits in leading professionals to emphasize student challenges which can lead to negative portrayals of the students - There point as students with significant disabilities can and do learn many skills. Consistent with this change in emphasis, TASH defines people with severe disabilities as "individuals with disabilities of all ages, races, creeds, National origins, gender and sexual orientation he'll require ongoing support and one or more major by effective it is in order to participate an integrated community and enjoy a quality of life similar to that available to all citizens. Support may be required for life activities such as mobility, Communication, self-care and learning as necessary for community living, employment and self sufficiency" this definition emphasizes that people with severe disabilities can represent all types of individuals from all walks of life

assessments in students with visual impairments (VI)

- The assessment team should include the visual impairment specialist - The visual impairment specialist servers as a Cordinator of the assessment team and plays a central role in interpreting the students needs and planning the students education; they can help team members know what accommodations are needed so that assessment is accurate such as braille materials other, large type materials and extended time - The three type of assessment/ or evaluations are the following: functional vision assessment (this directly evaluates the student efficiency in using her vision across a variety of settings and tasks), Learning media assessment (this examines a students overall approach to using sensory information for learning and identifies the kind of literacy media (braile, large type..) that is student needs in school), or clinical low vision evaluation (this involves deciding whether the student could benefit from optical devices, non-optical devices or other adaptations) - Assessments are also done to determine the students strengths and challenges in other domains including cognitive ability, Academic achievement and social and behavioral functioning.

Causes of hearing loss (in deafness and hearing loss)

- congenital hearing loss (present at birth) -acquired or adventitious hearing loss (present after birth) (such as premature birth, trauma, infections, head injuries, virus that lead to loss of hearing in inner ear) -most professionals focus on if it is prelingual (prior to speech and language development) or postlingual (after speech and language developed) - children that could hear longer maintain the knowledge and ability to use hearing an communication skills

IEP for students with severe or multiple disabilities

- read the IEP - The IEP will spell out the educational and functional goals to be worked on - You may have been part of the team that developed the IEP. It not, its important to be familiar with what the students IEP requires - Ask for a copy (of their IEP) - Consult with administrators and other teachers, as needed, to make sure the supports and services listed on the IEP are provided

Educational implications of severe and multiple disabilities (part of characteristics)

- The more opportunities they have to learn something, the more they will learn the skill - An advantage of teaching strategies is that the student can use this skill to communicate a variety of things such as interest, Preferences, knowledge, Joy, frustration, agreement and disagreement - In example of teaching a larger strategy is teaching students to follow step-by-step pictorial directions when they're completing multistep tasks; the larger scale is following directions if the student can learn today is such a format than the number of tasks they can complete with greater independence increases - They often learn at a slower rate, but they can and do learn - They often have difficulty understanding abstract concepts, to address this issue information needs to be presented in concrete ways - Many students have difficulties generalizing information or skills learned two different settings, tasks, Materials and people. - To address these needs educators should use the following approaches: teach a specific skill in and a direct and systematic way by breaking into small steps as part of meaningful activities, by providing assistance to them using words, demonstrations and physical guiding, immediately reward correct responses, teach within the natural context, teaching across many settings, pass and people as possible so that the student can use what they learn in any appropriate situation

inclusive practices ( orthopedic impairment)

- There is no reason to segregate the students from their peers - Educators must consider if the student has physical access to the classroom and instructional materials, provision of a paraprofessional to assist with personal care at certain times of the day or flexibility because of absences - The issue of inclusion is more likely to be raised with those students that have significant for multiple disabilities especially those with physical, medical and intellectual disabilities - The team must decide this by looking at a variety of questions (What are the goals and objectives for the student within the contact on the general curriculum? To what extent can appropriate supports and services be provided to ensure that the student progresses on IEP goals and objectives?Do any of the students needs make education in the general education setting inappropriate (e.g., aggressive behavior or issues related to medical needs, such as unusual allergies) - One factor to consider in making a placement decision is the students voice as well as their families - In many cases effective use of universal design for learning, particularly through the use of technology in instructional differentiation can make access to general education quite feasible

Federal definition of severe and multiple disabilities

- They are described in several categories in IDEA because there is no single category that exist that is labeled severe and multiple disabilities. First this group includes students with severe and profound intellectual disabilities, terms introduced in chapter 8 and for which no separate federal definition or category exist. - Second this group compromises students who are both deaf and blind. In IDEA, these students are given a separate category because of the extraordinary nature of their needs in this category as defined as the following : "deaf-blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness - IDEA states "multiple disabilities, means conmitant impairments (such as intellectual impairment-blindness, intellectual impairment-orthopedic impairment...), the combination of which causes such serve beer educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness"

Social and emotional characteristics of severe and multiple disabilities

- They often lag behind other students are age - Limitations in and language development contributed to these challenges - They usually require direct instruction and how and when to use language or alternative forms of communication ( to learn verbal and nonverbal communication skills) to initiate and respond to others - When they do learn it is not likely to be at the same level of sophistication as are typically developing peers - The student still desire and benefit from social relationships - Friendships are critical - Some people question if they can make friends, research shows it is a real possibility and provides information on the means to facilitate it - Communication difficulties may result in disruptive or destructive behaviors - Students physical and sensory impairments may result in unusual self-stimulatory behaviors (e.g., spinning)

Cognitive characteristics of severe and multiple disabilities

- They typically are tested with an IQ test and they usually are within severe or profound range of cognitive delay due to the heavy emphasis on verbal skills in unfamiliar and out of context environment - The average IQ score is 85 to 115 which makes up 2/3rd of all students. For students with severe and multiple disabilities their IQs 10 to range from 25 to 40 for students with severe intellectual disabilities and 0 to 25 for students with profound levels of intellectual disabilities - Need longer to learn and more opportunities to practice skills - Need concepts presented concretely - Having difficulty generalizing information (need it presented multiple ways and multiple times) (teachers can help teach generalizing by teaching a specific skill in a direct and systematic way by breaking it into very small steps, Prompt students, Immediately reward correct responses, Teach within the natural context, Teach across as many settings, tasks and people as possible) - Additional assessments of information is needed on top of the IQ test

elementary and secondary school services in students with visual impairments (VI)

- They typically receive school services in one or a combination of the following settings: consultant model, itinerant model, resource model or specialized school setting. - 64% are in a general education setting, 13 percent are in a resource setting, 11% are in a separate setting, 6% are in a separate school, almost 4% are in a residential setting, 1% the pair of places them in a private school,.6% are either at home or in a hospital and .1% are in a correctional facility.

Prevalence of severe and multiple disabilities

- This is a very low incidence category only .1 to 1% of the general school age population in approximately 2% of the total population of students having special education needs. - It is not likely that more than one student with severe and multiple disabilities would be enrolled in any given general education classroom

info about visual impairments (VI)

- Training is needed to improve sense of touch - Orientation and mobility are important for the successful adjustment of people with visual impairment - Orientation and mobility skills refer to the ability to have sense of where one is in relation to persons/objects and to move through the environment - Orientation and mobility skills depend largely on spatial ability

other health impairments definition ( orthopedic impairment)

IDEA defines other health impairment as "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 (1) this Is due to chronic or acute Health problems such as asthma, add or ADHD, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever and sickle cell anemia; and (2) adversely affects a child's educational performance

hearing loss and child development (in deafness and hearing loss)

Impact on communication Children that are hard of hearing and have hearing parents differ from children who are deaf and have deaf parents. Parents who are deaf have the ability to communicate with their children sooner and with greater facility than hearing parents. Communication is a fundamental to everything we do everyday, it defines and gives meaning to our emotions believe hope imagination and life experiences. Human infants are uniquely born with the ability to interact with their caregivers. Communication between infants and their caregivers is essential because it develops emotional bonds and it allows children to acquire language. For children who are deaf or hard of hearing the quality and quantity of interactions in communication Partners tend to differ significantly from those of other children. As noted earlier most children who are deaf or hard of hearing are born into hearing parents. Hearing parents often have limited understanding of what having a hearing loss is like and they must decide what communication approaches they will use with their child. Experiential learning Hearing loss may alter in individual development concerns the reduction in quantity and quality of direct and vicarious experiences. Life experiences and concepts are stored in organized in memory structures called schemata (schema). A schema is a framework that enables us to organize a large amount of information into a unit of knowledge (such as clothes, sports..). The more knowledge we acquire the more elaborate our schemata becomes in having more knowledge helps us organize information into accessible pathways. The lack of experiences or the inability to access enough information creates gaps and pathways making access more difficult. Students who are deaf or hard of hearing may lack the schemata needed for following abstract conversations, being able to comprehend what is happening in a story, understanding current events or solving multistep problems; all of this greatly affects most aspects of their educational process

info about deafness and hearing loss

In the past, professionals believed that persons with hearing loss had deficient cognitive abilities because of their weaknesses in spoken language (because they noticed language is delayed, struggle to read, lower score). NOW: There is no difference in IQ between those who are deaf and those who are hearing. Children with hearing loss have extreme deficits in academic achievement, especially reading, which relies heavily on English language skills Struggle to become fluent readers home environment factors associated with higher achievement: high expectations, not overly protective, involvement Risk factor: loneliness because social and personality development depends heavily on communication True for student who are dead and in inclusionary settings

the federal definition of deafness and hearing loss (IDEA)

It uses 2 terms related to hearing loss: hearing impairment and deafness: Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects a Childs educational performance but that is not included under the definition of deadness in this section. Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information, through hearing, with or without amplification, that adversely affects a childs educational performance. 2 extreme points of view: those who maintain a physiological orientation vs educational orientation These two orientations differently define deaf and hard of hearing ( deaf person: hearing disability precludes successful processing of linguistic information through audition, with or without a hearing aid. hard of hearing: has residual hearing, sufficient successful processing of linguistic information) physiological viewpoint: note the measurable degree of hearing loss; Deaf: cannot hear sound at or above 90 dB -others classified hard of hearing - Educational viewpoint : how much the hearing loss is likely to affect the child's ability to speak and develop language REMEMBER FOR EXAm

Perspectives of parents and families (in deafness and hearing loss)

Parents faced challenges such as understanding the impact of hearing loss, finding appropriate services and support and developing communication skills. Parents have to deal with the reactions of family and friends. As well as they have to figure out how they would like to communicate with their child either they can use an oral approach such as a sign language system based on the English language or they can do American sign language. Many parents who are deaf or hard of hearing themselves involved in the deaf community would prefer to have a child who is also deaf or hard of hearing. As we know less than 10% of children who are deaf or hard of hearing hi parents who both have hearing loss. The US parents often feel alone and in need of support as they're just too their child's special-needs. They want information to make the right decisions and to become advocates for services they need. That's important information can be provided by an early intervention specialist, other parents have gone through similar experiences or parent organizations. Parents have said the following have contributed to their child's success: skilled and caring professionals, Family support, early identification and early intervention, involvement and extracurricular activities, the value of reading and perseverance.

preschool evaluation for children with severe or multiple disabilities

Preschool evaluation - Purpose is to gather detailed information about: - the nature and extent of the child's disabilities - the educational or developmental needs resulting from those disabilities

info about visual impairments (VI)

Students with visual impairment may require modifications in four major areas: use of braille, use of remaining sight, listening skills and orientation and mobility training Braille is now being recommended for persons whose low vision might worsen over time Orientation and mobility skills are critical Training involve the use of the long cane, guide dogs, human guides, and technological devices The long cane is the most effective and efficient orientation and mobility ai. It is stigmatizing. Encourage people with visual impairment to use what sight they have, but not at the exclusion of braille Large-print books are useful, although the need for storage space is a drawback Magnifying devices can be used for close or distance vision Teaching listening skills is also important to educational programming as more recorded materials become available Another aid is tactile maps, which are embossed representations of the environment with raised symbols representing surroundings such as streets, sidewalks, and buildings.

causes of visual impairments (VI)

The most common visual problems: - myopia (nearsightedness) - hyperopia (farsightedness), - astigmatism (blurred vision), -They are the result of refraction errors that affect central visual acuity. -These problems can typically be corrected with glasses or contact lenses. -Serious impairments are caused by glaucoma, cataracts, and diabetic retinopathy -These conditions are occurred primarily in adults, they can occur in children -Other conditions are due to prenatal causes often linked to heredity or premature birth

info ( orthopedic impairment)

The nature of physical disabilities requires that intervention be planned with interdisciplinary cooperation. 2010-2011: - Orthopedic Impairment: 55,000 - Traumatic Brain Injury: 24,000 - Other Health problems: 704,000 About 6 percent of the population will have a seizure at some time during life People with epilepsy have recurrent seizure Most of them will not be diagnosed with epilepsy because they do not have repeated seizures Seizures may take many forms, but they may differ according to duration, frequency, onset, and movements Seizures are primarily a medical problem. Educators role: dispel ignorance and prejudice toward people who have seizures and to manage the seizures Seizures occur more often in children with developmental disabilities than in children without disabilities About half of all children with seizure disorders have average or higher intelligence - By the time they graduate high school, nearly 4% of students may have TBI. -After age 5 until adolescence, motor accidents are the dominant cause

Audiological evaluation (aka hearing screening) (in deafness and hearing loss)

The purpose is to determine if a hearing loss exist and to quantify and qualify hearing in terms of the degree of hearing loss, the type of hearing loss and the configuration of the hearing loss. To determine the configuration of hearing loss, the audiologist looks at qualitative attributes such as bilateral versus unilateral hearing loss, High frequency versus low frequency hearing loss, and flat versus sloping and stable versus fluctuating hearing loss. The following test are done: a case history test, a physical examination of the outer ear, the ear canal in the eardrum, a pure tone audiometry test of hearing that is recorded on a graph quality audiogram, and test of middle ear function. These evaluations are periodically checked to check on the status of an individual's hearing loss. They ask questions such as: has the hearing loss improved as a result of medical intervention, does the hearing loss fluctuates and is a hearing loss progressively getting worse. It is also important to monitor whether students are benefiting from the use of an amplification (such as cochlear implant, hearing aids...). They ask questions such as does the amplification work well, does a hearing aid fit well, is the power settings on the hearing aids set properly and does the cochlear implant need to be reprogrammed.

Social and emotional characteristics ( in deafness and hearing loss)

Their impoverished often continues where they have fewer interactions as well as less exposure to social language (such as pragmatics which is taking turns) and emotional language (vocab words such as delightful or cruel). They tend to have fewer friends, they're parents have more restrictive rules for Their behavior and parents who are unable to communicate expectations about social interactions. Parents are unable to explain the causes of other people's social and emotional behaviors and could not provide feedback about the child's behavior (due to the inability to communicate). Other adults 10 to solve children's problems for them rather than explaining what to do, offering assistance or giving feedback. Thus the linguistic and cognitive complexity of a children's task maybe reduced. Socialization in educational settings is an area of particular concern for students who are deaf or hard of hearing. They are unlikely to form positive relationships with hearing peers unless efforts are made by professionals to bridge the communication barrier in structured situations with positive interactions can occur.

Academic Characteristics in students with visual impairments (VI)

They often struggle in areas of reading and writing -because they cannot distinguish find details of letters and words due to their problems with acuity - they may use braille as an alternative form of prints About half of students with visual impairments you do not have other disabilities develop reading in academic skills commensurate with their peers with typical vision ***Braille literacy skills*** -blind students typically learn to read and write in braille as well as some low vision students Alphabetic braille is just a 26 letters of the alphabet - Literacy braille also called Great to braille includes many contractions and short forms of words. In 2016 unified English braille (UEB) was implemented into the United States as a literacy braille standard. UEB I Added some contractions and deleted words as well as symbols. - A braillewriter is a mechanical device will six keys or responding to each dot in the braille cell - Visual impairment specialist help children experience in developed unique perceptual and hand movement skills needed for braille reading. Braille reading rates 10 to be approximately half print reading rates. 60 words permit is considered appropriate for students in six grade as well as Braille readers. 100 to 125 is typical for high school students wild adolescence Reading print is about 140 to 150 words per minute. Therefore students with visual impairments may need additional tools for gathering information. *** print literacy skills*** - Some students will use larger print materials but most students are taught to use the optical low vision devices such as a magnifier. - Electronic devices can also enlarge materials a common is a video magnifier, KNFB Reader (where the print is read out loud in a synthetic speech) . Students will oh vision may learn keyboarding skills, skills to use speech output devices in screen enlargement programs on the computer and other access technologies. Technology notes also assist students that are blind or have low vision. - Finally some students with low vision learning to read and write braille as a supplement to or replacement for print, and approach referred to as using dual media.

Cochlear implants (in deafness and hearing loss)

This is an electronic device that directly stimulates the hearing nerve in the cochlea. This stimulation is designed to allow individuals was severe to profound hearing loss to perceive sound. There is three parts of this. The receiver is the part that is surgically implanted, it has tiny wires that extend from it called electrodes they are surgically inserted into the cochlea. Hey small head pieces worn just behind the ear it contains a microphone which picks up sound in the environment and the transmitter which sends sound through the system. The speech processor is worn on the body either behind the ear or on a belt; it is attached to the transmitter bio special cord. The cochlea implant converts sound energy into electrical signals; the signals are delivered to the electrodes in the cochlea which intern stimulate the auditory nerve fibers. The resulting information is sent to the brain. The FDA approved cochlear implants for adults in 1985 and children in 1990. The FDA permits cochlear implantation and children with profound deafness says as young as 12 months of age and in children with severe to profound hearing loss at age 2 years and older; this is becoming a common procedure for children with hearing loss. Occasionally children even younger than 12 months of age can receive one. One of the primary reasons for choosing this it's for individuals to develop spoken and language skills. They may also still use alternative communication skills such as sign language and spoken language at same time, cued speech (which eight hand based cues, placed in four locations around the face are combined with spoken language to help distinguish among similar sounds as speech is read). Deaf culture often rejects cochlear implants and says they are intrusive and inappropriate because they're trying to treat deafness. If parents choose to have their children get implanted they will be excluding them from deaf culture. There are a few problems that could arise related to cochlear implants, this includes contracted infections after surgery, losing the remaining another hearing, the implant may fail or need repaired, individuals may have to adjust their lifestyles to avoid damaging implant.

Identifying hearing loss (in deafness and hearing loss)

Through the IDEA the formal procedure for assessment, identification and eligibility must be followed as it is for all students who might be eligible. This includes audiological evaluation and other assessments. types of hearing assessment: - screening tests - pure-tone audiometry, speech audiometry - specialized tests for very young children. Screening tests are available for infants and school-age children Over half of the states now mandate newborn hearing screen programs, involving the use of computer technology Many schools have routine screening programs in the early elementary grades Pure-tone audiometry: used to test a person's threshold for hearing at different frequencies (measured in Hertz units) Speech audiometry: used to test a person's detection and understanding of speech speech reception threshold: decibel level at which one is able to understand speech.

additional information on definitions of deafness and hearing loss

the national center for education statistics extended a few of the IDEA definitions: Hearing impairment- an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance, in the most severe case because the child is impaired in processing linguistic information through hearing. Deafness- having a hearing impairment which is so severe that the student is impaired in processing linguistic information through hearing (with or without amplification) and which adversely affects educational performance Hard of hearing- having a hearing impairment, whether permanent or fluctuating, which adversely affects the students educational performance, but which is not included under the definition of "deaf"

Students with hearing loss are taught in a variety of settings from inclusion to residential settings and More students who are deaf are included in general education classrooms true or false? (in deafness and hearing loss)

true, 85 % attend classes in regular schools 40% spend in the vast majority of their time in general education classrooms Special schools (7%) or residential setting (9%)