SED Chapters 13 and 14

Traumatic Brain Injury

Can be caused by a direct blow to the head as a result of a sport injury, car accident, or a fall Closed brain injury - bouncing around of the brain inside of the skull Open head injury - When the skull is fractured, the membrane around the brain is penetrated, and the brain is damaged

Big Idea Approach

Can be implemented at the spur of the moment to effectively include a student in a learning activity

Sickle Cell Disease

Causes normal, round, red blood cells to become sickle shaped These cells are inflexible and can block small blood vessels Educators may need to help students avoid extreme heat and cold, drink enough fluids, and use relaxation strategies to cope with pain Students may struggle with learning and memory as well as behavioral and social issues More common in African American students

Tonic-clonic seizure

Child often senses the seizure is coming by sensing an odd smell, taste, or sound Student usually stiffens, loses consciousness, and falls Students arms and legs usually jerk and contract Does not usually require medical attention

Effects of Traumatic Brain Injury

Cognitive skills -Student might have difficulty with reasoning, problem solving, memory, and organization Processing ability -Speed at which a student can interpret info received through all the senses -i.e. if someone is speaking to a student while music is playing, the student with the TBI may become confused and frustrated Language -Some students may experience speech and language disorders -May have difficulty comprehending language and speaking fluently Academic achievement -Levels of achievement drop -May struggle to regain lost skills and learn new ones Emotions Behavior

Teacher's Response toStudents Returning to school

Collaborate with parents, sped teachers, and medical professionals If parents agree, a rep from the hospital can address the class about common misunderstandings and the student's current health Teachers should set clear expectations, monitor students' levels of understanding, adjust assignments, and prepare for inconsistencies in behavioral, social, and emotional performance

Collaborative Approaches for Educating Students

Collaboration with families and among the professionals and staff are both important Family knows the student best and has the info needed to guide them in the development of an effective individualized program -Unique cultural considerations, beliefs and religious preferences come from the family

Oral language of students with severe and multiple disabilities

Communicating orally may be difficult because of intellectual and physical challenges May not rely on speech to communicate needs, or may have speech which is difficult to understand May use nonverbal communication such as facial expressions, body gestures, manual signs, pictures, and objects May have extreme difficulty in processing oral language Teachers can make the processing easier by presenting small segments and clarifying their words with gestures, pictures, or objects

Diplegia

Either both legs or both arms are affected

Tetraplegia

Formerly called quadriplegia Both arms and both legs, the trunk of the body, and the neck are affected

HIV and AIDS

HIV = Human Immunodeficiency Virus -A virus that can take over a cell's own genetic material and produce more diseased cells -Students with HIV are more susceptible to illnesses -Transmitted through blood and other body fluids AIDS = Acquired Immune Deficiency Syndrome -A collection of illnesses, including cancers, that only people with HIV can get -Most kids with AIDS became infected during their mother's pregnancy when they were sharing needles -Now more students are getting AIDS because of having unprotected sex, especially male-to-male No cure for HIV AIDS but students can take medication to help and may or may not need special ed

Literacy of students with severe and multiple disabilities

Have been thought of as being incapable of acquiring literacy skills Have been proven to be able to learn more than people think May recognize familiar or frequently used letters and words --> teachers should focus instruction on this to ensure meaningful access Motivation is important in teaching literacy skills

When a student dies

Helping students: -Students may want to express anger, withdrawal, aggression, anxiety, fear, guilt, or physical symptoms -Be honest in explaining what happened, while keeping in mind their developmental stages -Find a way to allow students to express their grief Helping yourself: -Learn different tasks of grieving - understanding, grieving, commemorating Develop rituals to say goodbye to the student, such a s creating a memory book Give yourself time and permission to grieve

Inclusive Education

Inclusion - an increasingly research-based practice with numerous benefits for students -Highly important for students with severe and multiple disabilities and holds the expectation of: -Systematic instruction -Physical placement -Numerous support services -Curricular adaptations -Differentiated outcomes Teachers learn about curriculum and individualizing instruction More support available to all students in a given classroom as sped educators and related services provide support to all Students without disabilities gain a greater understanding and acceptance of those who have disabilities

Mixed cerebral palsy

Involves hearning loss, learning disabilities, receptive and expressive communication disorders, seizure disorders Student's physical limitations may affect their ability to complete daily activities (i.e. controlling bladder, swallowing food/water, breathing)

Prevalence of Traumatic Brain Injuries

Most common cause of disability and death among US citizens under the age of 21 Children 0-4 and young adults 15-19 are at the highest risk Occurs in car accidents, falls, assaults, child abuse/shaken bab syndrome

Educational Implications of students with severe and multiple disabilities

Need more time to learn and practice new skills Typically have difficulty understanding abstract concepts Info should be taught in concrete ways to help understanding of concepts Typically have difficulty generalizing info or skills learned to different settings, tasks, materials, and people Teachers should teach a specific skill in a direct and systematic way by breaking it into small steps -Provide assistance, using words, demonstrations, even physical guiding -Reward correct responses -Teach within natural context -Teach across many settings, tasks, and people

Special services

Not all students need special ed accommodations For others, they will only be successful if they have accommodations -Access to education -Mobility around classroom -Communication -Aids for learning -Assistive technology

Spinal cord injury

Occurs when there is a break, severe bruise, or other damage to the spinal cord that affects motor and sensory functions Caused by: -Car accidents -Acts of violence (esp. gunshot or knife wound) -Falls Sports injuries (2/3s from diving) About 80% of all spinal cord injuries happen to males

Partial seizures

Only affect part of the brain Include involuntary twitching or rapid eye blinks Simple partial seizures: the child is aware of the action but unable to stop it Complex partial seizures: the child does not remember the action (may occur during sleep)

Absence seizure

Only lasts a few seconds Often mistaken for daydreaming

Paraplegia

Only the legs are affected

Positive Behavior Supports

Positive behavior supports for students with severe and multiple disabilities are not significantly different from those for other students Behavior motivation plan designed, implemented and evaluated -Goal should be to enable students to get their needs met in appropriate ways Focus is to modify the environment as needed, while simultaneously teaching prosocial and other adaptive skills Student might be taught to ask for help or take a break to lessen frustration

Type 2 diabetes

Preventable; brought on by obesity Not all students with type II diabetes qualify for sped

Ataxic Cerebral Palsy

Rare, balance and motor coordination are affected

Cognitive Characteristics of students with severe and multiple disabilities

Severe or profound range of cognitive delay due to heavy emphasis on verbal skills and unfamiliar out-of-context environment IQ scores of students with severe disabilities usually fall within 25 to 40 and 0 to 25 for students with profound disabilities

Behavior characteristics of students with severe and multiple disabilities

Share some behavioral characteristics with students without disabilities Also may disrupt others, destroy property, harm themselves or others Behaviors range in severity and intensity from minor off-task behaviors to loud crying/screaming or hitting others or themselves

Considering Cultural Diversity

Some families see a child with a disability as a gift from God but others see it as punishment for some act in the past Sped programs in the US tend to focus on promotion independence and self0sufficiency -Traditional Latino families place less emphasis on these goals and child may enter school still reliant on others to help with feeding, dressing, etc. Need to work with families to create goals that work with the culture and wants of the family

Spina Bifida

Split or divided spine When some children are born, the bones of their spinal column are not closed properly Three types: -Spina Bifida Occulta -Meningocele -Myelomeningocele Likely to have various seizure disorders and trouble controlling bladder and bowels 70% or more of the cases are preventable Less than 18 out of every 100,000 children have spina bifida

Atonic and tonic seizures

Student falls to the floor because muscles have stiffened or lost muscle tone

Athetoid Cerebral Palsy

Students cannot control their muscles and might have sudden and unexpected twisting motions or other movements

Making the Core Curriculum meaningful

Students with severe and multiple disabilities need to experience the same curriculum as their peers without disabilities ***Students need to be exposed to a curriculum that may appear beyond their level -However, curriculum must be relevant and meaningful to the student to motivate them to learn Teachers must be flexible in developing accommodations

Meaningful and Individualized curriculum

Students with severe and multiple disorders are diverse and have differing needs Meaningful curriculum which is relevant to each student must be provided according to goals, interest, and limitations Curriculum must be age appropriate and not reflect the activities of much younger children ***Students with severe disabilities are often relegated to a life skills curriculum that consists of only nonacademic skill instruction -Grooming -Socializing -Food prep -Dressing skills -Home care The above are important skills but should be addressed as they occur naturally, not as isolated lessons

Spastic Cerebral Palsy

Students' muscles are stiff and movements are hard -Most common, affects about 80% of people who have cerebral palsy

Myoclonic

Sudden, brief muscle jerks Can be mild or severe and occur in clumps and in the morning

Neurological disorder

Termed orthopedic impairment by IDEA, most educators refer to students with neurological disorders as having physical disabilities Includes many different types of disorders Some physical and health disabilities are congenital, present at birth May occur because of a genetic problem, heredity, or an environmental influence during the pregnancy (i.e. drug or alcohol use by mother) Other physical disabilities acquired during or shortly after birth or later in life due to an accident, illness, injury, env factors

Hemiplegia

The arm, leg, and the trunk of the body on the same side are affected

Asthma

The most common chronic illness among children Certain triggers cause airways to swell and produce mucus which makes it difficult to breathe Hereditary - if one parent has asthma, the child has a 50% chance of having it as well Most students can control asthma with medication Only students with severe asthma are likely to receive special education

Generalized seizures

Types: -Tonic-clonic seizure -Absence seizure -Atonic and Tonic seizures -Myoclonic seizure

Math and students with severe and multiple disabilities

Typically able to learn how to match or recognize numbers and are able to learn better when math is applied in their everyday activities

Social and Emotional characteristics of students with severe and multiple disabilities

Typically display social and emotional skills far behind those of other students their age Not likely to acquire communication and language skills on their own through day to day interaction Instead need direct instruction in how and when to use language or alternative forms of comm to initiate and respond to others Still desire and benefit from social relationships

Cancer

Uncontrolled division of abnormal cells 2 most common types: -Leukemia -Brain tumors Radiation ma lead to problems in cognitive functioning Some cancers have genetic links but most have unknown causes

Epilepsy

A central nervous system disorder, called a seizure disorder Comorbid with other disorders - Half of children who have cerebral palsy and an intellectual disability also have epilepsy Occurs when damage to the brain leads to uncontrollable and sudden bursts of electrical activity which may be seen as seizures 2 Categories: partial and generalized

Diabetes

A metabolic disorder in which the body cannot properly break down sugars and store them Children must monitor their diets and receive injections of insulin Two types

Monoplegia

A neurological disorder in which only one limb is affected

Cerebral Palsy

A neurological disorder involving muscle control, posture, and movement Not progressive Student's brain cannot consistently tell the muscles what to do Includes: -Spastic cerebral palsy -Athetoid Cerebral Palsy -Ataxic Cerebral Palsy -Mixed Cerebral Palsy

Myelomeningocele

A type of Spina Bifida which occurs when the spinal cord and its covering protrude from opening to the spine Nearly always severe

Meningocele

A type of spina bifida which usually does not lead to significant disabilities

Spina Bifida Occulta

A type of spina bifida which usually does not lead to significant disabilities

Type 1 diabetes

AKA juvenile diabetes Not preventable Requires kids to change eating habits and monitor their blood sugar levels May need a 504 plan