EDPS 265-Exam 2: ch. 4, 6, 7, & 14

How many tiers are in RTI?

3 tiers -tier 1 (largest/bottom)=primary intervention -tier 2 (middle)=secondary intervention -tier 3 (top)= tertiary prevention

The federal government now counts _________ with learning disabilities.

pre-schoolers

respite care:

temporary or occasional care of an individual with disabilities by non-family members

Intelligence:

the ability to acquire and apply knowledge and skills

generalizing:

the ability to transfer previously learned knowledge or skills acquired in one setting to another set of circumstances or situation

Where are the majority of students with learning disabilitites served?

tier 1= Primary intervention

3 Categories of Students with Orthopedic Impairments: 1. Neuromotor Impairments 2. Degenerative Disease 3. Musculoskeletal Disorder

(1) Neuromotor Impairments -Damage to the brain, spinal cord, or nerves -These impairments are not progressive meaning they do not worsen over time -Examples: Cerebral Palsyí individuals with cerebral palsy may have limited motor control and may not be able to control their limbs (2) Degenerative Disease -Affects muscles and motor development -Often fatal due to degenerative nature of the disease -Example: Muscular dystrophy (MD)í group of inherited disorders characterized by progressive muscle weakness and degeneration (although intelligence remains intact). MD is terminal, and students, families, and teachers need to deal with the inevitably of an early death (3) Musculoskeletal Disorder -Varies in severity results in physical limitations -The person usually does not have learning or cognitive issues -Examples: Juvenile Rheumatoid Arthritis (JRA)í symptoms include joint stiffness and pain and its progresses can cause joint deformity -limb deficiency: Any number of skeletal abnormalities in which an arm(s) and/or leg(s) is partially or totally missin

Transition into adulthood: -what age can a child remain in school till -why would a student remain in school beyond the age of 18?

-A child has the right to remain in school until age 22 Why would a student remain in school beyond the age of 18? -During these extra years he/she can focus on improving basic academic skills, gaining independence, and further vocational and social skills

assessment decisions include:

-Assessments are conducted to determine if a discrepancy exists between the child's potential and achievement °Includes a variety of intellectual, achievement, and other assessments to determine the child's potential and actual achievement. °Discrepancies formulas and eligibility vary by state.

Individuals with physical, health disabilities may need:

-Augmentative alternative communication (AAC) -Positioning and seating device -Mobility devices -Environmental control and assistive technology for daily living -Assistive technology for play and recreation

IDEA Criteria for identification includes:

-Child does not achieve at expected age and ability levels -A severe discrepancy is present between a child's achievement and potential in one or more of the following areas: >Oral expression >Listening comprehension >Written expression >Basic reading skills >Reading comprehension >Mathematics calculation >Mathematic reasoning -Student does not respond to Response to Intervention (RTI) strategies

Early Intervention Services Address:

-Collaborative approach -Maintaining a safe, healthy environment -Motor development -Communication development -Use of augmentative communication -Building of concept development

Learning Disability characteristics may impact language skills such as:

-Comprehension -Decoding -Word recognition -Phonological awareness -Dyslexia -Spelling -Writing -Speaking -Organizing thoughts into words (written or spoken)

Cognitive Disabilities: -Etiological Perspective:

-Consequence of a disease process or biological defect -Classified based on known or presumed medical or biological cause -Helpful for medical professionals >Infections - rubella, maternal syphilis >Chromosomal abnormalities - Down syndrome >Metabolic disorders - Phenylketonuria (PKU)

At-Risk Preschoolers:

-Controversial to test for learning disabilities at this age due to variations in growth and development -Label developmentally delayed is often used for young children instead of learning disability

Services for young children with intellectual disabilities:

-Early intervention can be defined as the services and supports rendered to children with disabilities or those who evidence risk factors, younger than age 5, and their families. -Early intervention represents a consortium of services—not just educational assistance but also health care, social services, family supports, and other benefits

Prevalence of Intellectual Disabilities:

-Currently, approximately 7 percent of all students with disabilities, or about 1 percent of the total school-age population, are recognized as being intellectually disabled. -The vast majority of persons with intellectual disability have an IQ between 50 and 70-75 -Over 476,000 students between the ages of 6-21 were identified as having intellectual disabilities during the 2008-2009 school year. -These students represent approximately 8% of all pupils with disabilities and about 1% of the total school age population

Transitioning into Adulthood Planning typically addresses:

-Each adolescent's IEP is required to include a transition plan (PL 101-476): transition goals, needs, and services should be identified -Career preparation should occur throughout students' school years -For individuals with physical or health disabilities who are unable to work in competitive employment, supported competitive employment may be beneficial. -A Job Coach (or job specialist): provides on-the job assistant -Career planning: Preparation for employment includes considerations of supported employment or job coaching. Unemployment rates for people with physical and health disabilities remain dismally high. -Post-secondary education: Colleges and universities typically offer accommodations and accessibility support for students with physical or health disabilities although students may be reluctant to leave a familiar environment. -Daily living skills -Independent living -Use of technology: Technology has made many jobs available for individuals with physical and health disabilities.

Etiologies of Learning Disabilities:

-Educators presume a central nervous system dysfunction is present -Majority of instances, the cause of a person's learning disability is unknown -Cause of LD is often of little educational relevance

(Turnbull family system) family characteristics: family interactions: family functions: family life cycle:

-Family Characteristics: one dimension of a family systems model; aspects include family size and form, cultural background, and socioeconomic status, as well as the type and severity of the disability -family interactions: One aspect of a family systems model; refers to the relationships and interactions occurring among and between various family subsystems. >The relationships and interactions between various family members and within the family as a unit. >*How members of a family interact depends on their degree of cohesion & adaptability* -family functions: Interrelated activities found within a family systems model; functions range from affection to economics to socialization, among other variables. (ex: affection, self-esteem, socialization, education, daily care, economics, recreation) -family life cycle: Developmental changes occurring within a family over time. (development stages and transitions) >They are generally age related such as high school graduation or entering kindergarten. >Four main stages have been identified: Early Childhood (birth to age 5), School Age (ages 5-12), Adolescence (ages 12-21), and Adulthood (ages 21+).

What do early interventions include:

-Goals to reach developmental & cognitive milestones (walking, talking) -infant stimulation programs (cognitive & motor development): Programs for infants with disabilities or those experiencing delays; emphasis usually on achieving developmental or cognitive milestones -Functional objectives- feed self, hold a toy, communicate, participate in an activity -programs to foster early academic skills -are generally family- centered: respite care, community resources, information about the disability, government programs, emotional support- counseling, support groups.

Working with families who are culturally and linguistically diverse:

-If the values, traditions, and beliefs of caregivers from culturally and linguistically diverse backgrounds are not addressed, then the development of optimal relationships will very likely be hindered. -Teachers must exhibit culturally sensitive behavior when working with families whose backgrounds differ from their own

Social and Behavioral Characteristics of Individuals with Intellectual Disabilities:

-Increased occurrence of social, emotional, and behavioral problems -May exhibit poor interpersonal skills and socially inappropriate or immature behavior -May lack the social competency to establish and maintain friendships at school and work -Often rejected by peers -Low self-esteem

LD characteristics may impact social and emotional factors such as:

-Lower self-esteem -Poor self-concept -Frustration -Difficulty understanding and interpreting social cues and social situations -Difficulty making and maintaining friendships and relationships

Disability in the Family: -Marital Relationships: -Mothers of Children with disabilities -Fathers of Children with disabilities -Siblings of Children with disabilities -Grandparents of Children with disabilities

-Marital: investigators have found no difference in divorce rates between families with and without children with disabilities -Mothers: more expressive in their responses and are worried about the day-to-day burdens of child care -Fathers: less emotional in their reaction, tend to focus on the long-term consequences, and seem to be more affected by the visibility of the disability -Siblings: Siblings are likely to exhibit a wide range of adaptive responses that are affected by parental attitudes and expectations, family socio- economic status, the severity and type of impairment, family size, sibling gender and age spacing, child-rearing practices, cultural heritage, and the availability of support systems -Grandparents: experience the same feelings as the parents. They, too, often go through stages of acceptance. Grandparents also experience a dual hurt: They are concerned and anxious not only about their grandchild but also about their own child, whom they may perceive as chronically burdened

Medical Evaluation: Educational Evaluations:

-Medical evaluation: Physician confirms diagnosis of physical or health condition -Educational evaluations: Team determines if the student's physical or health disability is affecting his or her educational performance ~Assessments will document deficits in areas such as academic functioning, adaptive behavior, motor development, language and communication skills, and social-emotional

Different Names that children with learning disabilities have been known by:

-Neurologically Impaired -Perceptually disordered -Dyslexic -Slow learner -Remedial reader -Developmental aphasia -Brain injury

Indiana Department of Education use of the term Cognitive Disability in Article 7:

511 IAC 7-41-3 Cognitive disability Sec. 3. (a) A cognitive disability: (1) is manifested during the developmental period; (2) is characterized by significant limitations in cognitive functioning; (3) is demonstrated through limitations in adaptive behavior; and (4) adversely affects educational performance.

Common Characteristics of Preschoolers who are At-Risk for Later Classification of a learning disability:

-Poor depth perception -Toe walking -Distractibility -Short attention span -Impulsiveness -Hyperactivity -Poor motor control -Delayed speech -Use of jumbled words -Limited vocabulary -Difficulty focusing -Memory problems -Immaturity -Difficulty following simple directions -Problems understanding

IQ testing is common in schools but is somewhat controversial. Cautionary flags and reasons for concern tend to focus on these issues:

-Potential for cultural bias Intellectual assessments are often criticized because of their highly verbal nature and reflection of middle-class Anglo standards. -Stability of IQ. An IQ test reports a person's performance only at a particular point time; intelligence is not static but capable of changing, and in some cases, the change can be significant. -Overemphasis on IQ scores. An IQ score is not the sole indicator of an individual's ability, nor is it a measure of the person's worth, yet IQ is often stressed at the expense of other factors, such as motivation or adaptive skills.

Tips for helping parents accept their child's disability:

-Relay a diagnosis with compassion. -Encourage parents to ask questions and express their emotions. -Know the resources available to assist the child and parents. -Try to determine each time you communicate with the parents their level of adjustment and assess what they have been able to internalize and understand regarding what you have discussed. -Reinforce the practice of parent participation in helping their child learn and develop. -Readily admit to unknowns and seek answers to parents' inquiries. -Understand and accept the stages of adjustment as being a normal process and support them.

Down syndrome:

A chromosomal abnormality frequently resulting in intellectual disabilities with accompanying distinctive physical features.

Assessing Intellectual Ability:

-Wechsler Intelligence Scale for Children, 4th Edition (WISC-IV) -Stanford-Binet Intelligence Scale (5th ed.) >those two tests represent a sample of an individual's intellectual skills and abilities. These data are usually summarized as an IQ score -Kaufman Assessment Battery for Children (often used for with children who are culturally and/or linguistically diverse)

Meeting Educational Needs, Physical/Health Monitoring: Teachers Must Know...

-What type of medical conditions each student has -How to monitor the student's physical or health impairment for problems -What to do if a problem occurs (e.g., seizure)

Characteristics of individuals with intellectual disabilities: -Learning Characteristics: >attention >memory >academic performance >motivation >generalization >language devleopment

-attention: diminished attention span, difficulty focusing on what is important, difficulty ignoring distractions -memory: short, long and working memory deficits -academic performance:deficits across all academic areas, reading comprehension is the weakest -motivation: learned helplessness, relies on others, believes outcomes are beyond personal control (fate, chance) -generalization: difficulty applying skills in new situations or settings, does not occur automatically -language development: speech disorders are a common secondary disability, language development occurs at a slower rate, vocabulary is limited

Intellectual deficits:

-classification based on IQ scores -long used by educators and psychologist -based on severity of impairment as determined by IQ -classification labels include mild, moderate, and severe

Cohesion: Adaptability:

-cohesion: Within a family, the degree of freedom and independence experienced by each member. >occurs on a continuum -finding balance between being overly protective and under-involved -adaptability: The ability of an individual or family to change in response to a crisis or stressful event.

Discrepancy Model:

-discrepancy between the student's assumed potential and theirachievement >Potential is determined by IQ test (IQ is in normal range) >Achievement is measured by standardized tests >>Iowa Test of basic skills >>Stanford Achievement test >>Wechsler Individual Achievement Test >>Student does not achieve at expected age and ability levels when compared to age-level norms on standardized assessment measures

Nita has a learning disability and is enrolled in a community college and has not performed well on her unit tests. What is an accommodation that may support her learning?

-extra time on exams -taking the exam in a distraction-free room - taking the exam in a different format

Is the concept of "mental age" out of date?

-today IQ is assessed with using a revised concept of IQ. Referred to as deviation IQ or standard scores -the test first assessed intelligence by concept of mental age: item passed by most children that age ex: someone who is 8 could have a mental age of 6 -the test was brought to the US and revised at stanford university--> added concept of IQ and their name to the test mental age/chronological ageX100= IQ

What time period did each of the following occur? 1. parents as recipients of professionals' decisions 2. families as collaborators 3. parents as the cause of the child's disability 4. parents as developers of educational and service programs 5. parents as teachers of their children 6. parents as political advocates 7. parents as founders of parent organizations and associations 8. Parents as educational decision makers 1. parents as the cause of the child's disability 2.parents as founders of parent organizations and associations 3.parents as developers of educational and service programs 4 parents as recipients of professionals decisions 5. parents as teachers of their children 6. parents as political advocates 7. parents as educational decision makers 8. families as collaborators

1. 1950s-1970s 2. mid-1980s to the present 3. 1880s-1950s 4. 1950s-1960s 5. late 1960s to mid/late 1980s 6. 1970s to the present 7. 1930s-1950s 8. mid-1970s to the present 1. 1880s-present

3 distinct periods in the history of parent-professional relationships: 1. Antagonistic and Adversarial Relationships -Eugenics movement 2. Working partnershiops 3. parent empowerment and family-centered relationships

1. Antagonistic and Adversarial Relationships: (mid 1940s-early 1970s) The *eugenics movement* : A campaign that sought to improve the quality of humankind through carefully controlled selective breeding. -it resulted in laws forbidding marriage between individuals with intellecutal disability and led to calls for their sterilization. -the goal of the eugenicists was to reduce the number of "unfit" parents and the number of inferior offspring -the actions and attitudes of both professionals and parents resulted in establishing barriers and an unfavorable atmosphere for working together 2. Working partnerships: *the passage of IDEA change the status of parents has changed from passive recipients of services and advice to active participants*--educational decision makers. -these new roles include active involvement in the identification and assessment process, program planning, and evaluation, as well as input on placement decisions. -the building of positive school home partnerships requires that family be viewed as a key partner in the education of the student with a disability 3. Parent empowerment and family-centered relationships: *families, not parents, should be the focal point of professionals' attention*. -one of the reasons for this shift was evolving recognition that partnerships should be limited exclusively to biological parents but can and should include other immediate and extended family members

Other Health Impairments (OHI) two categories: -characteristics of these students

1. Major Health Impairments 2. Infectious Disease -Students will typically NOT need special education services unless these conditions are severe. These impairments often result in more absences, fatigue, and decreased stamina

OHI categories: 1. Major Health Impairments 2. Infectious disease

1. Major Health impairments: two most common are seizure disorders and asthma -Seizure: a sudden, temporary change in the normal functioning of the brains electrical system due to excessive, uncontrolled electrical activity in the brain -Epilepsy: a chronic condition in which the person has recurring seizures -asthma: A lung disease with acute attacks of shortness of breath and wheezing. 2. Infectious disease: Several infectious diseases fall under the OHI label -Some are readily transmittable; others pose no threat to the school environment -Acquired immune deficiency syndrome (AIDS) is caused by human immunodeficiency virus (HIV), which destroys the immune system, leaving the person open to serious, life-threatening disease Children with AIDS will not initially need modifications but as the disease progresses they may need support

According to IDEA, students with physical impairments may qualify for special education services under 3 categories:

1. Orthopedic Impairment 2. Multiple disabilities 3. Traumatic Brain injury (TBI)

3 Factors that may affect how a family copes with and adapts to a member's disability:

1.How the information about the disability is shared with the parents -when such info is presented in a coldly clinical manner, without adequate sensitivity to the parents' emotions, their response can be quite negative. This is true even for mild disabilities 2.Families have different perceptions and feelings that influence their reactions to a child with a disability, some families may learn of the disability shortly after birth while other families may not find out for years (so age of finding out) 3.Stage theory has been used to describe the common stages that many families may experience as they respond to the news of their child's disability. Families may fluctuate between stages (pg.116)

School Performance of individuals with physical or health disabilities: 1. Type of disability 2. Functional effects of a disability 3. Psychosocial and environmental factors

1. Type of Disability -Students with orthopedic impairments: often have problems accessing materials -Students with health impairments: often have problems of endurance and stamina 2. Functional Effects of a Disability -Give an example of impact on student performance for each: Atypical movement and motor abilities: Sensory loss: Communication impairment: Fatigue, lack of endurance Health factors: Experiential deficits: Cognitive impairments, processing deficits: 3. Psychosocial and Environmental Factors -How can each of these affect school performances? Motivation: Self-concept: Self-advocacy: Behavior and emotional functioning: Social environment and social competence: Physical and technological environments: Learning and attitudinal environment:

Changing Perspectives of professionals toward families with a child with a disability (traditional and contemporary attitude): 1. vision 2. support and assistance 3. socialization 4. hope for the future 5. instructional emphasis 6. social support

1. Vision: -Traditional: Parents' greatest need (to which professional counseling and advice is geared) is to accept the burden of raising their child and to become realistic about his or her limitations and the fact that disability necessarily results in second-class citizenship. -Contemporary: Families need to be encouraged to dream about what they want for themselves and their son or daughter with a disability, and they need assistance in making those dreams come true. These dreams and future plans should lead to expectations that all members of the family are entitled to full citizenship. Vision replaces despair 2. Support and Assistance: -Traditional: Parents' difficulties in coping with the child are largely psychological or psychiatric in nature, and the proper interventions are psychiatric or psychological counseling. -Contemporary: Families can benefit from one another. One benefit that almost all families need is the emotional resiliency and information that other families have acquired about life with disabilities. 3. Socialization: -Traditional: Mothers need respite to alleviate the stress and burden of caring for their child. -Contemporary: Families need the child with disabilities to have friends and integrated recreational opportunities in order to respond to the child's needs for socialization, affection, and identity. 4. Hope for the Future: -Traditional: Mothers need clinical information about disability. -Contemporary: Families need information about and inspiration from people with a disability who are successfully integrated into community life. 5. Instructional Emphasis: -traditional: Mothers need training related to skill development and behavior management so they can be "follow-through" teachers for their child and implement home-based lesson plans. -contemporary: families need encouragement and ways to ensure that the child has a functional education taught in natural environments. This encouragement and help should assist families to enlist the support of the natural helpers in those environments (e.g., family, friends, store clerks, bus drivers, scout leaders). 6. Social Support: -Traditional: Many families are financially unable to meet their child's needs and should seek out-of-home placement -Contemporary: Many families need new policies to provide, for example, direct subsidies and new tax credits to help meet the financial demands associated with disability in the home and family setting

The federal government suggested that approximately ____________ students ages 6 to 21 were identified as having learning disabilities

2.33 million

At what age does an IEP have to include a transition plan?

A transition plan must be part of the IEP when the student turns 14

Types of Seizures: -absence seizures: -complex partial seizure: -tonic-clonic seizures:

Absence seizures: (formerly petit-mal): A type of epileptic seizure lasting for a brief period of time whereby the individual loses consciousness and stops moving, formerly known as a petit mal seizure -lasting for a brief period of time, loss of consciousness, stop moving, stare straight ahead, eyes may roll upward, appear trancelike Complex partial seizure: A type of epileptic seizure whereby the person exhibits purposeless motor activity for a brief period of time; consciousness is impaired. -impaired consciousness, involuntary motor movement, a brief period of time Tonic-clonic seizures: A convulsive seizure whereby the individual loses consciousness, falls, and begins making rhythmic jerking motions, formerly known as a grand mal seizure -(formerly grand-mal): convulsive seizure, loss of consciousness, falls, making rhythmic jerking motions

Suspected Etiologies of Learning Disabilities: -acquired -genetic -biochemical -environmental

Acquired trauma to the central nervous system -prenatal, perinatal, or postnatal injuries Genetic/hereditary influences -Family and twin studies seem to indicate that learning disabilities run in families Biochemical abnormalities -Current research does not support allergies or vitamin deficiencies as the cause of learning disabilities Environmental possibilities -Factors such as poverty, malnutrition, lack of access to health care and other factors may contribute to learning disabilities

Adaptations: -Types of adatations

Adaptations: instructional accommodations that do not lower achievement expectations Types: >Environmental arrangement >Communication >Instructional and curricular adaptations > Assistive technology for specific content areas > Class participation > Assignments and tests >Other adaptations

Who designed the first IQ test and why?

Alfred Binet- 1904, Paris -wanted to identify children who needed extra help before they failed -Though having an objective way to measure children's abilities could protect slow learners and poor children (Standford-Binet concept of IQ)

Barriers vs Benefits of RTI:

Barriers: -Interventions require coordinated efforts, not done by special educators only -Requires frequent data collection and analysis Benefits: -Ensures that the student receives appropriate instruction -Provides early intervening services to students who struggle academically -Reduces the time a student waits before receiving additional instructional assistance -Reduces the overall number of students referred for special education services and increase the number of students who succeed within general education -Identifies students with LDs

Adaptive Skill Areas: -Conceptual: -Social: -Practical:

Conceptual: -language (receptive and expressive) -reading and writing -money concepts -self-direction Social: -interpersonal -responsibility -self-esteem -gullibility -naivete -follows rules -obeys lawas -avoids victimization Practical: -activities of daily living: eating, transfer/mobility, toileting, dressing -instrumental activities of daily living: meal preparation, housekeeping, transportation, taking medication, money management, telephone use -occupational skills -maintains safe environments

Common etiologies resulting in physical and health disabilities: 1.Genetic and chromosomal defects 2.Teratogenic causes 3.Prematurity and complication of pregnancy 4.Acquires causes (trauma, child abuse, infection)

Chromosomal and genetic causes -The most common cause of physical and health disabilities -Hereditary conditions resulting from deficits in one or both parents' chromosomes or genes -About 60 genetic causes of deaf-blindness -Examples of genetic causes of deaf-blindness: >*CHARGE association* (pg494): 1 in 15,000 to 17,000 births, inherited disorder, genetic disorder, a cluster of physical anomalies -CHARGE ASSOCIATION: A rare genetic disorder resulting in deaf-blindness, a syndrome representing a cluster of physical anomalies present at birth >*Usher syndrome* : Between 1 and 4 out of 25,000 births, progressive vision loss, sometimes associated with intellectual disabilities -An inherited disorder resulting in deaf-blindness, deafness present at birth accompanied by progressive vision loss, sometimes associated with intellectual disabilities. Teratogenic causes -teratogens: Infections, drugs, chemicals, or environmental agents that can produce fetal abnormalities. -Outside causes such as infections, drugs, chemicals, or environmental toxins that can produce fetal abnormalities -Several prenatal infections can result in severe multiple disabilities in the unborn child -TORCH:Toxoplasmosis, Other, Rubella, Cytomegalovirus (CMV), Herpes -The effects of these infections on the fetus can vary from no adverse effect to severe disabilities or death -A baby who contract one of these infections may be born with cerebral palsy, blindness, deafness, intellectual disabilities or other abnormalities Prematurity and pregnancy complications -Infants who are born (a) premature or with (b) very low birth weight are at risk of having disabilities -Premature: an infant born before 37 weeks is considered premature (Normal gestation is 40 weeks) -Low birth weight: Less than 1,500 grams -Complications during the perinatal period: (Example) asphyxia - A decrease of oxygen in the blood -These infants can develop neurological conditions resulting in cerebral palsy, epilepsy, vision or hearing loss, deaf-blindness, psychosis, learning disability or intellectual disability Acquired causes Many physical, health & low-incidence disabilities are acquired after birth by infants, children and adults -List 5 possible causes: -Trauma, child abuse, infections, environmental toxins, and disease -Traumatic brain injury (TBI) is usually the result of trauma (e.g., child abuse, falls, accidents) -TBI rates are higher for males than for females -Deaf-blindness may be caused by meningitis

Approaches to Teaching academic skills: -cognitive training -Self-instruction -Direct instruction -mnemonic strategies -learning strategies

Cognitive training °Help students learn new ways to complete tasks and think about their learning self-instruction: A cognitive strategy for changing behavior; pupils initially talk to themselves out loud while performing a task and verbally reward themselves for success. Direct instruction: A teacher- directed instructional technique used to produce gains in specific academic skills; emphasizes drill and practice along with immediate feedback and reward. °Teacher-directed lessons that provide step-by-step explicit instruction Mnemonic strategies: A cognitive approach used to assist pupils in remembering material; the use of rhymes, pictures, acronyms, and similar aids to help in recall. °Aids with recall by creating an association that is easily remembered Learning Strategies: learning strategies: Instructional methodologies focusing on teaching students how to learn; designed to assist pupils in becoming more actively engaged and involved in their own learning °Teach students how to learn

Computer access for individuals with physical or health disabilities: -input adaptations -output adaptations

Computer Access: Individuals with physical or health disabilities may require a wide range of adaptations to use computers depending on the extent of their disabilities. -Input adaptations: alternative keyboards, word prediction program -Output adaptations: text-to speech, a large monitor, tactile printer

Developmental Period: Intellectual Functioning: Adaptive behaviors:

Developmental Period: typically extends from birth to age 16 or 18 Intellectual Functioning: IQ is the most common notion of intelligence (generally measured with IQ) Adaptive behaviors: Refers to an individual's ability to meet the social requirements of his or her community that are appropriate for his or her chronological age; it is an indication of independence and social competency. -Skills you need to function everyday

Dyslexia: phonological awareness:

Dyslexia: a severe reading disability; difficulty in understanding the relationship between sounds and letters. phonological awareness: Possible explanation for the reading problems of some students with learning disabilities; difficulty in recognizing the correspondence between specific sounds and certain letters that make up words.

History of Individuals with Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities: -Early History -Middle Ages -1800s -1900s

Early history -Many cultures did not value individuals who were viewed as being incapable of contributing to group survival -Babies were often abandoned to die -Individuals who later developed injury or illness forced to leave the group -Example: Trying to cure epilepsy by cutting a hole through the skull Middle Ages -Religious influences resulted in more humane care -View as "children of god" and received protection from the Church -Some disabilities were perceived as possessed by evil spirits 1800s -Physicians and researchers showed an increased interest in physical disabilities -1860s: first schools were opened for individuals with physical disabilities, in the form of residential institutions -First U.S. institution for children with physical disabilities (Industrial School for Crippled and Deformed Children) >Originally planned for treatment and training, >Over the years, many institutions degenerated into providing only custodial services >Residential institutions often became places to "protect" society from "undesirables" Early 1900s -Emergence of Public education for "crippled children" -Beattie v. State Board of Education (1919) stated that students with physical disabilities could be excluded from school because they produced a "depressing and nauseating effect" on other students

Lead poisoning is an example of which factor: A) Infections and intoxicants B) Environmental factor C) Neonatal complications D) Brain damage

Environmental factor

Etiology of physical and health disabilities:

Etiology of physical and health disabilities varies greatly according to the specific disease or disorder Common etiologies resulting in physical and health disabilities: 1.Genetic and chromosomal defects 2.Teratogenic causes 3.Prematurity and complication of pregnancy 4.Acquires causes (trauma, child abuse, infection)

Etiology of Intellectual disabilities: -prenatal -perinatal -postnatal

Etiology= one way of categorizing etiological factors is on the basis of time of onset: prenatal, perinatal, and postnatal Prenatal (before birth): events occurring before birth -Chromosomal, metabolic and nutritional disorders, maternal infections, environmental factors, unknown influences -ex: down syndrome, fragile X syndrome, PKU, AIDS Perinatal (during birth): events occurring at or immediately after birth -Gestational disorders, neonatal complications -ex: low birth weight, premature birth, anoxia, hypoxia Postnatal (after birth): events occurring after birth -Infections and intoxicants, environmental factors, brain damage -ex: lead poisoning, child abuse, neglect, head trauma

Functional Curriculum: Standard-based instruction: -What is the difference between the two?

Functional curriculum: Instruction for pupils in the skills they will require for successful daily living after leaving school. Real-life applications of reading and mathematics are taught. -*A curriculum that emphasizes practical life skills rather than academic skills* -Functional Academics: focus on future independence Independent living skills, Hygiene, community resources -Community-based instruction: Application of skills through real-life situations in the community -Functional curriculum: skills which significantly affect quality of life in the community. They are all grouped together as life skills. (students with autism have significant difficulty learning life skills) Standards-based instruction: general education curriculum -Standards based curriculum: refers to systems of instruction, assessment, grading and academic reporting that are based on students demonstrating understanding of mastery of the knowledge and skills they are expected to learn as they progress through their education -It's good to blend functional and general education curriculum

(Perinatal conditions) Gestational disorders: >low birth weight >premature birth Neonatal complications: >anoxia >hypoxia >birth trauma >breech presentation >precipitous birth

Gestational: -low birth weight: A term frequently used to describe babies who are born weighing less than 2,500 grams (5 lbs., 8 oz.). -premature births: Babies born prior to thirty-seven weeks of gestation age. Neonatal: -anoxia: loss of or inadequate supply of oxygen associated with the birth process and frequently resulting in brain damage. -hypoxia: Insufficient amount of oxygen to the brain; can result in brain damage. -birth trauma: Difficulties associated with the delivery of the fetus. -breech presentation: Fetus exits the birth canal buttocks first rather than the more typical headfirst presentation. -precipitous birth: Birth that occurs in less than two hours.

Effective Instructional Techniques: -High expectations -Task analysis -cooperative learning -scaffolding -inclusion strategies

High expectations -Teachers should have high expectations for all their students especially their students with disabilities Task analysis -A complex behavior or task is broken down and sequenced into steps - An instructional methodology whereby complex tasks are analyzed and broken down into sequential component parts; each part is taught separately and then as a whole. Cooperative learning -An instructional method that places small groups of students together in order to jointly accomplish a common goal -Instructional process whereby heterogeneous groups of students work together on an assignment. Scaffolding -Support is given to a student learning a new task and the support is withdrawn as the student becomes more independent and no longer needs the support. -A cognitive teaching strategy in which the teacher provides temporary support to a student who is learning a new task; supports are gradually removed as the pupil becomes increasingly competent with the activity. Inclusion strategies: -Modify instruction, materials, and assessments -Teach organizational skills -Monitor progress of all students -Collaborate with families

George was suspected of having a learning disability. His teachers provided a series of instructional interventions to support his academic progress. How will his teachers determine the efficacy of these interventions?

progress monitoring

Facilitating family and professional partnerships:

In order to establish meaningful and effective alliances with families with children who are disabled, it is recommended that professionals create partnerships built around the principles of honesty, trust, and respect. Service providers must be genuine and exhibit a caring attitude, using active listening when communicating with family members and other significant adults -Active listening -Establish an atmosphere of genuine caring -Awareness of both verbal and nonverbal messages and their significance -Involve families in decision-making processes and keep them informed -Explain educational terminology -Acknowledge feelings -Be accountable

Which of the following is not considered a common characteristic of persons with intellectual disabilities? A)Inability to learn B)Inability to believe in their ability to solve problems C)Deficits in attention D)Deficits in memory

Inability to learn

(Postnatal Factors) Infection and intoxicants: -lead poisoning -meningitis -encephalitis

Infection/intoxicants: -lead poisoning: An environmental toxin used at one time in the manufacture of gasoline and paint; ingestion of lead can cause seizures, brain damage, and impaired central nervous system functioning. -Meningitis: viral infection, causes damage to the covering of the brain known as the meninges -encephalitis: inflammation of the brain tissue

What emerging method of identifying a learning disability was supported with the reauthorization of IDEA 2004?

response to intervention

Levels of Supports: -intermittent -limited -extensive -pervasive

Levels of supports- Since the 1990s definitions have shifted to an emphasis on the level of supports that an individual needs rather than IQ score or level of impairment -intermittent support: support as needed -limited support: consistent but not daily -extensive support: daily support, ongoing, home and/or work -pervasive support: across all environments, intense, life-sustaining nature, could be for chronic medical condition

Assessing Adaptive Behavior:

Measured By: -Direct Observation -Structured interviews -Standardized Scales Informants Include: -Parents -Teachers -Caregivers -Other professionals Adaptive Skill Areas: Skill areas in which most people participate: communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure, and work

Classification of Intellectual Disabilities According to Measured Intelligence: -Mild retardation -moderate retardation -severe retardation -profound retardation

Mild: IQ= 55-70 -SD below mean=2 to 3 Moderate: IQ=40-55 -SD below mean= 3 to 4 Severe: IQ=25-40 -SD below mean= 4 to 5 Profound: IQ=Under 25 -SD below mean= more than 5

Characteristics of Students with multiple disabilities:

Multiple Disabilities is an umbrella term that refers to individuals with concomitant impairments whose needs cannot be met in a special education program designed solely for one impairment. List Examples: -Behavior disorders and muscular dystrophy -Cerebral palsy and seizures -Deafness and AIDS - Intellectual disability and spina bifida -Learning disabilities and asthma

Assessment Strategies: -Norm-referenced assessment -Criterion-referenced assessment -Curriculum-based assessment -Portfolio assessment -authentic assessment

Norm-referenced assessment: A standardized test on which a pupil's performance is compared to that of his or her peers. -An individual's performance is compared to the performance of a normative group (standardized test) -Compared to hypothetical average student determined by statistics of a group that already took the test (bell curve) Criterion-referenced assessment: An assessment procedure in which a student's performance is compared to a particular level of mastery. -Measures a student's ability to meet or master specific criteria -Related to learning outcomes -Demonstration of skills or knowledge Curriculum-based assessment: A formative assessment procedure for monitoring student progress in core academic subjects that reflect the local school curriculum. -Assessment of the curriculum that the child has been taught Portfolio assessment: A type of authentic assessment; samples of different work products gathered over time and across curriculum areas are evaluated -Displays students' progress over a period of time authentic assessment: An evaluation of a student's ability by means of various work products, typically classroom assignments and other activities.

Educational Perspective:

use of outdate terms to distinguish a children's level of ability to learn academic or employment skills

Assessment of Students with Learning Disabilities- IDEA requires a multidisciplinary evaluation that includes:

°Tests are administered by trained professional °Tests are reliable and valid °Tests are not discriminatory °Tests are administered in the student's native language °A single measure cannot be used to determine eligibility

Prevention of Intellectual Disabilities: -Primary -Secondary -Tertiary

Primary (before onset or occurrence) -Prenatal care, genetic testing, ultrasound Secondary (reduce risk factors) -Newborn screening such as PKU Tertiary (interventions) -Aimed at maximizing the quality of life for a person with a disability: early intervention programs, educational programs, supports and services

Stage Model of Parental Reaction to disability:

Primary Phase--> Secondary Phase--> Tertiary phase 1. Primary phase: shock, denial, grief and depression 2. Secondary phase: ambivalence, guilt, anger, and shame/embarrassment 3. Tertiary phase: bargaining, adaptation and reorganization, acceptance and adjustment -Shock:Parents are poorly prepared for the news (primary phase) -Denial: use this as a form of escape from the reality of the disability -Grief & Depression: parents mourn the loss of their "ideal child" or "perfect baby" -Ambivalence: emotional disorganization -Guilt: somehow, they may have contributed to their son/daughter's disability -Anger:hostility, frequently followed by the question "Why me" -Shame: embarrassment that parent may experience as a result of having a child with disabilities -Bargaining: parents seek to strike a deal with God, science, or anyone they believe might be able to help their child -Adaptation: reorganization also occurs, as parents become increasingly comfortable with their situation and gain confidence in their parenting abilities -Acceptance: adjustment are seen as the eventual goal that most parents aim for. It's a state of mind whereby a deliberate effort is made to recognize, understand, and resolve problems

How do we know if the intervention is working for the student?

Progress monitoring: scientifically based practice used to assess students' academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class

Prevalence for: -orthopedic impairments -traumatic brain injury -other health impairments -multiple disabilities -deaf-blindness

School-age children receiving special education by disability during the 2008-2009 school year: -Orthopedic impairments (62,371 children) -Traumatic brain injury (24,866 children) -Other health impairments (648,398 children) -Multiple disabilities (124,073 children) -Deaf-blindness (1,745 children)

Indiana Department of Education Article 7: Special Learning disability

Sec. 12. (a) "Specific learning disability" means a disorder in one (1) or more of the basic psychological processes involved in understanding or in using language, spoken or written (A) Reading disability (B) written expression disability (C) Math disability (D) Oral expression disability (E) Listening comprehension disability learning disability: A disability in which there is a discrepancy between a person's ability and academic achievement; individual possesses average intelligence. (^from the book definition)

Individuals with an approximate measured IQ of 25-40 are considered to have a A)Mild intellectual disability B) Moderate intellectual disability C) Severe intellectual disability D) Profound intellectual disability

Severe intellectual disability

Specialized Expanded Curriculum Areas:

Specialized Expanded curriculum areas often pertain to technology (e.g., using iPad as an augmentative communication device), adaptations for independent living (e.g., cooking, cleaning, shopping), and health care procedures needed

Students with Deaf-Blindness:

Students with deaf-blindness represent an extremely small population, which varies tremendously in needs, abilities and educational needs. -Students with deaf-blindness may exhibit: Cognitive deficits Physical impairments Complex health needs Additional considerations Speech and language impairments Social and behavior difficulties

Educational Setting for students with physical and health disabilities:

Students with physical and health disabilities are educated in a variety of settings, can range from a general education classroom to a homebound or hospital setting. -The appropriate setting is determined by the educational team, based on student assessments, educational goals, and planned interventions.

Disability and the family:

The entire family constellation is affected by the presence of a child with a disability. The various subsystems and individual family members are uniquely impacted. No two families are likely to deal with an exceptionality in quite the same way.

The number of students identified as having intellectual disabilities has decreased over the years. Why?

Test bias and diagnostic bias could have been the reason for diagnosing children with intellectual disability and now that researchers have brought light to the idea of test bias far less children are being diagnosed incorrectly.

Tiers in RTI:

Tier 1: Primary Intervention -largest/bottom of the triangle -preventive instruction in general education classroom -65-75% of students -5-10weeks Tier 2: Secondary Intervention -middle level -More intensive supplemental instruction -focused on specific areas of need -20-30% of students -8 weeks Tier 3: Tertiary Prevention -top tier -most specialized instruction -addresses specific needs of individual learner -5% of students -8 weeks

Characteristics of Students with Traumatic Brain Injury (TBI):

Traumatic brain injury: pg. 503 -Temporary or permanent injury to the brain from acquired causes (e.g., car accidents, accidental falls, gunshot wounds to the head) -Approximately 1.7 million people in the US experience a TBS each year -Often mild, varies by area of brain injury -May impair cognition and social/behavioral functioning -Added as a separate disability category under IDEA in 1990 -Students need to be assessed often because skill level improve over time

Stage theory model:

a hypothesized pattern of parent's reaction to the news that their chid has a disability -A stage theory model for explaining parental reactions to the diagnosis of a disability is constructed around the premise that parents experience a grief cycle similar to the stages of reaction to the death of a loved one

family systems model:

a model that considers a family as an interrelated social system with unique characteristics and needs •A family systems model considers the family to be an interactive and interdependent unit; whatever affects one family member has repercussions for the other members of the unit. •The Turnbull family systems model contains four interrelated components: family characteristics, family interactions, family functions, and family life cycle.

Cultural sensitivity:

a perspective adopted by professionals when working with families in which there is an awareness of and respect for the values, customs, and traditions of individuals and families

Mnemonics:

a strategy that is highly effective for students with SLD in all content areas is the use of mnemonics -ex: compass= Never Eat Soggy Waffels -students remember 2 to 3 times as much factual information -increase attention -use external memory (write it down) -minimize irrelevant info -organize info -increase practice -use picture or imagery

Etiology:

a term frequently used when describing the cause of a disability

active listening

a type of listening in which a person is attentive to the feelings as well as the verbal message being communicated

adaptive behavior:

adaptive behavior: The ability of an individual to meet the standards of personal independence as well as social responsibility appropriate for his or her chronological age and cultural group.

Which of the following characteristics are typical regarding individuals with intellectual disability? A)Attention deficits and memory problems B)Learned helplessness C)More likely than other students with disabilities to be educated in a self-contained classroom D)All of the above

all of the above

(Prenatal Contributions)Unknown Influences: anencephaly microcephaly hydrocephalus

anencephaly: Cranial malformation; large part of the brain fails to develop. microcephaly: A condition in which the head is unusually small, leading to inadequate development of the brain and resulting in intellectual disabilities. hydrocephalus: A condition in which the head is unusually large due to accumulation of excessive cerebrospinal fluid; brain damage is often minimized by surgically implanting a shunt to remove excess fluid.

Asthma:

asthma: A lung disease with acute attacks of shortness of breath and wheezing. -most common pulmonary disease of childhood -child needs to avoid triggers

Attention deficit hyperactivity disorder (ADHD):

attention deficit hyperactivity disorder (ADHD): A disorder characterized by symptoms of inattention, hyperactivity, and/or impulsivity. Frequently observed in individuals with learning disabilities.

augmentative and alternative communication (AAC):

augmentative and alternative communication (AAC): Symbols, aids, strategies, and techniques used as a supplement or alternative to oral language.

augmentative and alternative communication:

augmentative and alternative communication (AAC): Symbols, aids, strategies, and techniques used as a supplement or alternative to oral language.

(Prenatal Contributions) Chorionic villus sampling: Amniocentesis: Therapeutic abortion: Fragile X syndrome:

chorionic villus sampling (CVS): A diagnostic medical procedure used to detect a variety of chromosomal abnormalities, usually conducted in the first trimester of pregnancy. amniocentesis: A diagnostic medical procedure performed to detect chromosomal and genetic abnormalities in a fetus. therapeutic abortion: Elective termination of a pregnancy due to the presence of a birth defect. fragile X syndrome: A chromosomal abnormality leading to intellectual disabilities along with physical anomalies; believed to be the most common form of inherited intellectual disabilities.

Family-centered services are most often associated with A)Transition programs B)Elementary programs C)Special education services D)Early intervention programs

early intervention programs

Educable mentally retarded (EMR): Trainable mentally retarded (TMR):

educable mentally retarded (EMR):Classification of a person with mild intellectual disabilities who typically develops functional academic skills at a third- or fourth-grade level; IQ range generally between 50-55 and 70-75. trainable mentally retarded (TMR): Classification of a person with moderate intellectual disabilities who is capable of learning self-care and social skills; IQ range generally between 35-40 and 50-55

Environmentally at risk: Established risk: Biologically at risk:

environmentally at risk: Youngsters who are biologically typical yet encounter life experiences or environmental circumstances that are so limiting that there is the possibility of future delayed development. established risk: Youngsters with a diagnosed medical disorder of known etiology and predictable prognosis or outcome. biologically at risk: Young children with a history of pre-, peri-, or postnatal conditions and developmental events that heighten the

Motivation: external locus of control learned helplessness outer-directedness

external locus of control: The belief that the consequences or outcomes of a person's actions are the result of circumstances and situations beyond one's control rather than a result of one's own efforts. learned helplessness: A lack of persistence at tasks that can be mastered; a tendency to expect failure. -when a student waits for others to do tasks that they are capable of doing themselves. -when students do not persist at tasks they are capable of doing. They give up easily. >It develops--> when students with disabilities are provided more assistance than they need by their parents, teachers, caregivers, etc. -when students are not given the opportunity to perform skills or parts of skills that they can do for themselves. Others such as parents, teacher, caregivers, provide too much assistance or do not allow the student to attempt tasks. outer-directedness: A condition characterized by a loss of confidence in one's own capabilities and a reliance on others for cues and guidance.

familiality study: heritability study:

familiality study: A method for assessing the degree to which a particular characteristic is inherited; the tendency for certain conditions to occur in a single family. heritability study: A method for assessing the degree to which a specific condition is inherited; a comparison of the prevalence of a characteristic in fraternal versus identical twins.

family-centered early intervention:

family-centered early intervention: A philosophy of working with families that stresses family strengths and capabilities, the enhancement of skills, and the development of mutual partnerships between service providers and families

(Prenatal Contributions)Environmental Contributions: FAS FASD pFAS

fetal alcohol syndrome (FAS): Results from mother's consumption of alcohol while pregnant; mild to moderate intellectual disability is common, along with physical deformities. A leading cause of intellectual disability, although completely preventable. fetal alcohol spectrum disorder (FASD): A term describing a group of conditions that can occur when a woman consumes alcohol while pregnant. partial fetal alcohol syndrome (pFAS): A less severe and more subtle form of fetal alcohol syndrome; caused by drinking alcohol while pregnant.

functional academics: community-based instruction:

functional academics: The application of life skills as a means of teaching academic tasks; core of many instructional programs for students with mild or moderate intellectual disabilities. community-based instruction: A strategy for teaching functional skills in the environment in which they would naturally occur rather than in simulated settings.

What is the most common location for the delivery of services for students with learning disabilities?

general education classroom

Rosa's Law:

is a United States law which replaces several instances of "mental retardation" in law with "intellectual disability -requires federal government to replace the term mental retardation with intellectual disability (signed by president barack obama in 2010)

Level of Support: Natural Supports: Formal Supports:

level of support: A classification scheme for individuals with intellectual disabilities that is based on the type and extent of assistance required to function in various areas. natural supports: Assistance rendered by family members, friends, teachers, and coworkers. formal supports: Assistance provided by government social programs, habilitation services, or advocacy groups.

Low-Incidence Disabilities:

low-incidence disabilities: A special education category representative of students with disabilities that occur relatively infrequently. -Low-Incidence disabilities that can include physical or health disabilities, such as (a) deaf-blindness, (b) traumatic brain injury and (c) multiple disabilities. The term "Low-incidence disabilities" generally refers to a disability that occurs infrequently. The students who have the three impairments listed above account for only about 2.5 percent of all students receiving special education services. -Low-incidence disabilities: a special education category representative of students with disabilities that occur relatively infrequently -Many students have various physical or health condition. Only when those with physical or health disabilities that interfere with learning require special education services.

Educational Placements of School-Age Students with Learning Disabilities:

majority are taught in regular classrooms (68.2%)

Normalization: Deinstitutionalization:

normalization: A principle advocating that individuals with disabilities should be integrated, to the maximum extent possible, into all aspects of everyday living. deinstitutionalization: A movement whereby persons with intellectual disabilities are relocated from large institutions into smaller, community- based, group living settings.

orthopedic impairment: multiple disabilities: traumatic brain injury: other health impairment: deaf-blindness:

orthopedic impairment: A physical disability that occurs from congenital anomalies, diseases, or other causes that adversely affect a child's educational performance.The term includes impairments caused by disease (e.g., clubfoot, absence of some member, etc.), impairments caused by (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures). multiple disabilities: Concomitant impairments that result in such severe educational needs that a student cannot be accommodated in a special education program solely on the basis of one of the impairments. traumatic brain injury: An acquired injury to the brain caused by an external force that results in a disability or psychosocial impairment that adversely affects 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 functions; 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. other health impairment: A chronic or acute health problem that results in limited strength, vitality, or alertness and adversely affects educational performance. deaf-blindness: Concomitant hearing and visual impairments.the combination of which causes such severe communication and other developmental and educational needs that students cannot be accommodated in special education programs solely for children with deafness or children with blindness

Students with health disabilities may qualify under the category of ______________.

other health impairment (OHI)

Why are parents considered a valuable resource for professionals?

parents typically have a greater investment in their children, not only of time but also emotion. Generally no one else will know the child as well as the parents do; their experiences predate and exceed those of the professional

(Prenatal Contributions)Metabolic and Nutritional Disorders: Phenylketonuria (PKU): Galactosemia:

phenylketonuria (PKU): An inherited metabolic disorder resulting from the inability of the body to convert phenylalanine to tyrosine; can be detected at birth and controlled by diet; left untreated, consequences are often severe. galactosemia: An inborn error of metabolism that makes infants unable to process galactose, resulting in a variety of physical problems in addition to intellectual disabilities; dietary intervention reduces potential for problems.

Response to Intervention (RTI):

response to intervention (RTI): A strategy used for determining whether a pupil has a learning disability. The student is exposed to increasing levels of validated instructional intervention; responsiveness to the instruction is assessed; a lack of adequate progress typically leads to a referral for possible special education services. -States have the option to use a discrepancy model to determine eligibility or they may implement RTI strategies. -Indiana uses this model. In most cases an IQ test is no longer given to determine if SLD is present. -RTI is generally a process that increases the levels of instructional interventions provided in the regular classroom. -fairly new concept -provides instructional support without waiting for a special education label -students who do not meet with success with interventions may have a learning disability -RTI IS NOT A SPECIAL EDUCATION INITIATIVE > a framework for organizing instruction for ALL students > a process designed to intervene early and prevent academic difficulties >a process that documents increasing levels of support have been provided to at-risk students prior to referral to special education

(Prenatal Contributions)Maternal Infections: rubella syphilis acquired immune deficiency syndrome (AIDS) Rh incompatibility toxoplasmosis cytomegalovirus

rubella: A viral disease also known as German measles; contact in first trimester of pregnancy often results in a variety of significant impairments. syphilis: A venereal disease; infection of the mother in the last trimester of pregnancy can cause intellectual disabilities in the child. acquired immune deficiency syndrome (AIDS): An infectious disease caused by HIV (human immunodeficiency virus) that destroys the immune system, leaving the person open to serious, life-threatening diseases. Rh incompatibility: A condition that results when a woman who is Rh negative carries an Rh-positive fetus. Mother's body will produce antibodies that can affect babies resulting from future pregnancies; often leads to intellectual disabilities and other impairments if mother does not receive an injection of Rho immune globulin. toxoplasmosis: A maternal infection resulting from contact with parasites; especially devastating if exposure occurs during third trimester of pregnancy. cytomegalovirus (CMV): A common virus that is part of the herpes group; if initial exposure occurs during pregnancy, severe damage to the fetus often results.

self-determination: self-advocacy:

self-determination: Self-advocacy efforts by an individual with a disability; expression of desire to live one's life according to one's own wishes; assuming personal control over one's life. self-advocacy: Speaking out for one's personal preferences; protecting one's own interests.

What is the most common placement for students with cognitive disabilities? DOUBLE CHECK THIS

separate class (48.8%)

Memory: -short term -working

short-term memory: The recall of information after a brief period of time. working memory: The ability to retain information while also engaging in another cognitive activity.

Intellectual disability:

significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance -persons with an intellectual disability can be taught how to live independently 2010 AAIDD definition: The term mental retardation is replaced by the more contemporary label, intellectual disabilities -emphasizes the abilities and assets rather than deficits or limitations -Intellectual disabilities are viewed as a state of functioning rather than an inherent trait. -maximize support services so as to allow persons with intellectual disabilities to participate fully in all aspects of daily life

Specialized Instructional Strategies:

specialized instructional strategies: Teaching techniques specifically designed for a particular special education population to assist with learning specific material. Teachers should know how to implement Specialized instructional strategies for students with physical and health disabilities. -Examples: strategies including using special techniques for teaching phonics to students with complex communication needs, adapting assessment procedures, utilizing the student's reliable means of response, using alternative approaches for learning the writing process when alternative access keyboarding is slow, and supporting chronically ill and terminally ill children

standard deviation:

standard deviation (SD): A descriptive statistic that expresses the variability and distribution of a set of scores relative to the mean.

When transition planning IEP teams must consider:

student and family preferences, student's age and years in school, rate of learning, current and future settings, other skill needs, home and self-care skills needed to live independently employment approaches: -sheltered workshop: A structured work environment for persons with disabilities in which vocational and social skills are often the focus of attention; may be a temporary or permanent placement. -supported competitive employment: At a work site for typical workers, individuals with disabilities are employed and work alongside their typical peers but receive ongoing assistance from a job coach -job coach:An individual who supervises a person with a disability for all or part of the day to provide training, assistance, or support to maintain a job.

How has the role of parents of children with disabilities changed over time?

today parents are seen as collaborators and equal partners with professionals, but this was not always the case. The contemporary role of parents and families in the alliance with professionals has been an evolving one. Turnbull characterize these shifting roles and responsibilities as a pendulum swinging back and forth across several dimensions: -from regarding parents and other family members as part of the child's problem to regarding them as partners in addressing the challenges of exceptionality -from insisting on passive roles for parents to expecting active partnership roles for families -from regarding families as consisting only of a mother-child dyad to recognizing the preferences and needs of all members of a family -from responding to family needs in a general way to individualizing for the family as a whole and for each member of the family

Transition Plan:

transition plan: An individualized plan with identified goals and objectives used to prepare the student in making the transition from high school to work (or college); also known as an individualized transition plan (ITP). addresses: -community acceptance and supports -preventative medical care -medical and technological support -terminal illnesses

Transition:

transition: A broad term used to describe the movement of an individual from one educational environment to another, from one class to another, or from one phase of life (high school) to another (independent adulthood).

Prevalence of LD:

•Learning disabilities make up the largest category within special education, accounting for about 40 percent of all individuals receiving services. •Government figures indicate that about 2.33 million pupils are identified as learning disabled. -Estimated at 3.4% of the school population -Largest category of individuals with a disability, at 4 out of 10 students (39.5%) in special education

Characteristics of individuals with learning disabilities:

•Persons with learning disabilities are a very heterogeneous population. •The primary characteristics of students with learning disabilities are deficits in academic performance. •Reading is the most common problem encountered by children identified as learning disabled. •Some individuals who are learning disabled have difficulty attending to tasks, and some exhibit excess movement and activity or hyperactive behavior. This condition is often identified as attention deficit hyperactivity disorder (ADHD). -Disorders of attention -Hyperactivity -Poor motor abilities -Information-processing problems -Lack of cognitive strategies needed for efficient learning -Memory difficulties -Oral language difficulties -Poor gross and fine motor skills -Psychological processing deficits -Quantitative disabilities -Reading disorders -Social/emotional challenges -Written language problems

Recommendations for Providing Families with Culturally Sensitive Services:

➜➜ Provide information using the family's desired language and preferred means of communication—written notes, telephone calls, informal meetings, or even audio recordings. ➜➜ When appropriate, recognize that extended family members often play a key role in a child's educational development. Give deference to key decision makers in the family. ➜➜ Use culturally competent interpreters who are not only familiar with the language but also knowledgeable about educational issues and the special education process. ➜➜ Seek cultural informants from the local community who can assist teachers in understanding culturally relevant variables such as nonverbal communication patterns, child-rearing strategies, gender roles, academic expectations, medical practices, and specific folkways that might affect the family's relationships with professionals. ➜➜ Attend social events and other functions held in the local community. ➜➜ With the help of other parents or volunteers, develop a survival vocabulary of key words and phrases in the family's native language. ➜➜ Address parents and other caregivers as "Mr.," "Ms.," or "Mrs.," rather than using first names. Formality and respect are essential, especially when speaking with older members of the family. ➜➜ In arranging meetings, be sensitive to possible barriers such as time conflicts, transportation difficulties, and child care issues. ➜➜ Conduct meetings, if necessary, in family-friendly settings such as local community centers or houses of worship. ➜➜ Invite community volunteers to serve as cultural liaisons between the school and the pupil's family