characteristicsgroupgrid

**Be sure to provide citation information and references!**


**Learning Disabilites** || Health Issues:// No physical characteristics or health issues || ||
 * //Federal Definition of the Disability – Major Components, Including Incidence and etiology//: a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an inperfect ability to listen, think, speak, read, write, spell || ||
 * //Typical Physical Characteristics of the Disability
 * //Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning:// most with learning disabilites have issues with their executive functioning wihich is a set of mental processes that helps people to connect past experiences with present action. || ||
 * //Common Communication and/or Behavior Issues & Needs//: may acquire a sense of leaned helplessness- assume theirs nothing they can do to improve the situation || ||
 * //References: [|www.dpi.state.wi.us/sped] ; [|www.ncld.org/ld-basics]// || ||

Health Issues:// There are no physical characteristics of the disability || || ** || -Federal government uses this term for classification purposes, IDEA points out that this must be a severe condition that will impede their ability to communicate and grasp material in the class - .11% of the student population -causes include down syndrome, measles, herpes virus called cytomegalovirus, otitis media(infection), noise pollution, other factors, or may be unknown -classify hearing loss by dB sysem || || Health Issues May be indicators that a student needs to be tested: frequent ear infections, mouth breathing, lethargic, problems with linguistic skills chart pg 92 || || usually 3-4 years behing peers in grade level although have the same cognitive abilities the difficulty comes from trying to understand the auditory parts of teaching causes them to constantly have to play the "catch up" game reading is the most affected area Example from the text: "the average student who is deaf will be on a fourth grade reading level when they graduate high school" impacts socialization skills because other students have difficulty communication with them, which can impact their ability to make friendships || || major communication problems in speech and language because students can't hear so it makes it difficult for them to know the correct voice inflection to use or how to pronounce something may lip read || || text pages 89-93, especially chart pg 90-91 Helpful online links for additional information Comparison of deaf cultures to other culture, remember deaf people associate themselves as part of a culture not an impairment [|deaf culture] A company that specializes in creating media for the deaf gives details about sign language [|sign language] National Institute for the Deaf- gives a lot of helpful terminology [|National Institute for the Deaf] || || ** || varying degrees of blindness- examples are blind, functionally blind, or have low vision Snellen chart used to determine level of blindness .04% of school population Causes: various problems with the biological functioning with the function of the eye, many can be corrected with surgery || || Health Issues sensitivity to light, problem with seeing none otherwise chart pg 96 good for identifying students who might be having difficulty seeing || || may have delays in acquiring information when young because have to learn how to manipulate the environment around them but no actual intellectual difference could impact social skills becacuse would not be able to detect many signs of body language || || could have repetitive movements called stereotypic behaviors that might make them appear awkward may use canes, other people, or guide dogs to help with movement || || Resources related to research and other things going on in the blind community [|blindness] Good for explaining blindness to students in school [|School] || || ** || Two accepted definitions: One is by IDEA which defines the term as "significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behaviors and manifested during the developmental period that adversely affects a child's educational performance." The second definition that is accepted is by the 2002 AAMR which classifies students with this disorder as having "a disability characterized by significant limitations both in intellectual functioning and in adaptive skills. This disability originates before 18." The concepts of intelligence, adaptive behavior, and developmental gap are important criteria to use when attempting to identify someone with this disability. constitutes 9% of the student population, with 90% of people with the disability capable of high functions There are many causes of this disabiliy including a variety of medical conditions listed in a chart on pg 59 of the text, but often the cause may be unknown. -info taken from our book || || Health Issues - The most important thing to note here is the "impaired cognitive functioning" which means that students have significantly lower than normal IQ scores. These students may or may not have medical conditions like prenatal conditions, perinatal conditions, or postnatal conditions. Each student presents this disability differently, but will learn more slowly. || || - Delays in language development mat take place. Children with MR/ID are slower to use words, put words together, and speak in complete sentences. Their social development is sometimes slow, because of cognitive impairment and language deficiencies. They may use sign language before they can communicate verbally. Behavioral issues include explosive outbursts, temper tantrums, and physically aggressive behavior. ||
 * Emotional/ Behavioral Disabilites** ||
 * //Federal Definition of the Disability – Major Components, Including Incidence and etiology:// (1) the student exhibits social, emotional or behavioral functioning that so departs from generally accepted, age appropriate ethnic or cultural norms that it adversely affects a child's academic progress, social relationships, personal adjustment, classroom adjustment, self-care or vocational skills; (2) the behaviors are severe, chronic, and frequent, occur at school and at least 1 other setting, and the student exhibits at least 1 of 8 characteristics or patterns of behavior indicative of EBD; (3) the IEP team used a variety of sources of information including observations and has reviewed prior, documented interventions; and, (4) the IEP team did not identify or refuse to identify a student as EBD solely on the basis of another disability, social maladjustment, adjudicated delinquency, dropout, chemically dependency, cultural deprivation, familial instability, suspected child abuse, socio-economic circumstances, or medical or psychiatric diagnostic statements. || ||
 * //Typical Physical Characteristics of the Disability
 * //Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning:// the student exhibits social, emotional or behavioral functioning that so departs from generally accepted, age appropriate ethnic or cultural norms that it adversely affects a child's academic progress, social relationships, personal adjustment, classroom adjustment, self-care or vocational skills; (2) the behaviors are severe, chronic, and frequent, occur at school and at least 1 other setting, and the student exhibits at least 1 of 8 characteristics or patterns of behavior indicative of EBD || ||
 * //Common Communication and/or Behavior Issues & Needs:// arise negative feelings and induce negative behavior in others, not popular with peers, not leaders of peers, academic failure, social rejection or alienation || ||
 * //References:// [|//www.ncld.org/ld-basics//] || ||
 * Deaf/ Hard of Hearing
 * Deaf/ Hard of Hearing
 * Federal Definition of the Disability – deaf community does not like the use of the term "impairment" because there is nothing mentally wrong with them
 * Typical Physical Characteristics of the Disability
 * Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
 * Common Communication and/or Behavior Issues & Needs
 * References
 * Blind/Vision
 * Blind/Vision
 * Federal Definition of the Disability – defined for legal purposes by the government as "an impairment in vision that even with correction adversely affects an individual's educational performance"
 * Typical Physical Characteristics of the Disability
 * Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
 * Common Communication and/or Behavior Issues & Needs
 * References pg 94-97 of the text
 * Mental Retardation (mild/moderate)
 * Mental Retardation (mild/moderate)
 * Federal Definition of the Disability – the correct term for this disability has now been changed to intellectual disability or a student having cognitive impairments
 * Typical Physical Characteristics of the Disability
 * Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning - Children with intellectual disability can and do learn new skills, but they develop more slowly than children with average intelligence and adaptive skills. There are different degrees of Intellectual disability, ranging from mild to profound ||
 * Common Communication and/or Behavior Issues & Needs
 * Common Communication and/or Behavior Issues & Needs

(2006, October). //Mental Retardation/Intellectual Disability//. Retrieved from [] . || - Is an 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 educational performance. The term is applied 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 injuries to the brain that are congenital or degenerative. It also does not apply to brain injuries brought on by birth trauma || . Health Issues Include: Seizures, spasticity or paralysis, poor coordination, physical weakness & fatigue, headaches, and vision or hearing problems. || - People with TBI can suffer from long and short term memory problems, attentional disorders, organizational and planning difficulties, uneven academic abilities, impaired oral and written language, problem solving and abnormal reasoning deficits, and perseveration. ||
 * References: textbook especially pages 52-59
 * References: textbook especially pages 52-59
 * TBI** ||
 * < Federal Definition of the Disability – Major Components, Including Incidence and etiology
 * TBI** ||
 * < Federal Definition of the Disability – Major Components, Including Incidence and etiology
 * Typical Physical Characteristics of the Disability
 * Typical Physical Characteristics of the Disability
 * Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
 * Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning

Words they need to express an idea or explain themselves through speaking and/or writing can be difficult to initiate. It may be an effort for them to understand both written and spoken messages. They also may have trouble taking turns in conversation, maintaining a topic of conversation, using an appropriate tone of voice, interpreting the subtleties of conversation (e.g., the difference between sarcasm and a serious statement), responding to facial expressions and body language, and keeping up with others in a fast-paced conversation. Behavioral issues ranges from emotionally labile (mood swings), depression, and hyperactivity to aggression, sexual inappropriateness, and elopement (running away). || [] [] Book, page 102 / ||
 * Common Communication and/or Behavior Issues & Needs
 * Common Communication and/or Behavior Issues & Needs
 * References
 * References

Autism || Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance. Autism-No single cause; no single cure**. Autism is likely the result of a variety of factors, such as: genetic, infectious, neurological, metabolic, immunologic, and environmental. || Health Issues No specific physical characteristics are associated with autism. Symptoms and health issues include, impaired reciprocal social interaction, such as poor use of body language and nonverbal communication, such as eye contact, facial expressions, and gestures; impaired communication, such as a delay in, or the total lack of, the development of spoken language or speech; and restricted repertoire of interests, behaviors, and activities, such as insisting on following routines and sameness, resisting change. || Children with autism often themselves experiencing difficulty performing and staying on task when constant changes, distractions, and constant interaction takes place. Typical learning characteristics include visual learning, haptic modality (hands on), categorizing, and talking to themselves in order to stay on task. Autism suffers also do not develop socially as other children do. || The communication problems of autism vary, depending upon the intellectual and social development of the individual. Some may be unable to speak, whereas others may have rich vocabularies and are able to talk about topics of interest in great depth. Despite this variation, the majority of autistic individuals have little or no problem with pronunciation. Most have difficulty effectively using language. Many also have problems with word and sentence meaning, intonation, and rhythm. Behavioral symptoms include: Aggressive or self-injurious behavior, noticeable extreme underactivity or overactivity, throwing tantrums, short attention span, abnormal responses to sensory stimuli (expressing oversensitivity or undersensitivity to pain), abnormalities in eating or sleeping, not responding to normal teaching methods, playing in odd or unusual ways, having inappropriate attachment to objects, having no apparent fear of dangerous situations ||
 * Federal Definition of the Disability – Major Components, Including Incidence and etiology
 * Typical Physical Characteristics of the Disability
 * Typical Physical Characteristics of the Disability
 * Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
 * Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
 * Common Communication and/or Behavior Issues & Needs
 * Common Communication and/or Behavior Issues & Needs

[] [|http://www.emedicinehealth.com]__ /autism/article_em.htm __ . ||
 * References
 * References