EXAM #2 Flashcards
(113 cards)
1
Q
INTELLECTUAL DISABILITIES WHAT IS IT?
Rosa’s Law (Pub. L. 111-256) is a _
A
United States law which replaces “mental retardation” in law with “intellectual disability
2
Q
Intellectual Disabilities is a characterized by _
A
- significant limitations in intellectual functioning
- significant limitations in adaptive behavior, as expressed in conceptual, social, and practical adaptive skills
- Must originate before the age of 18
3
Q
Classification of Intellectual Disabilities by
IQ Level:
_ imitations: IQ 50-55 to 70-75
A
Mild
4
Q
Classification of Intellectual Disabilities by
IQ Level:
_ limitations: IQ 35-40 to 50-55
A
Moderate
5
Q
Classification of Intellectual Disabilities by
IQ Level:
_ limitations: IQ 20-25 to 35-40
A
Severe
6
Q
Classification of Intellectual Disabilities by
IQ Level:
_ limitations: IQ below 20-25
A
Profound
7
Q
Intellectual Disabilities:
- There are over 300
million worldwide
- _ of those reside in the United States
A
7.5 million
8
Q
Intellectual Disabilities:
_ of adults with mental disability live independently or with family members, while 8% live in an institution or group home
A
92%
9
Q
Intellectual Disabilities:
In about 40 to 60% of children born with mental disability, the cause is _
A
unknown
10
Q
Compared to Other Disabilities:
Intellectual disabilities are 7 times more prevalent than _
A
deafness
11
Q
Compared to Other Disabilities:
Intellectual disabilities are 9 times more prevalent
than _
A
cerebral palsy
12
Q
Compared to Other Disabilities:
Intellectual disabilities are 15 times more prevalent
than _
A
total blindness
13
Q
Compared to Other Disabilities:
Intellectual disabilities are
35 times more prevalent
than _
A
muscular dystrophy
14
Q
Intellectual disabilities causes:
- There are about 400 known causes
- Most prevalent known cause is _
A
fetal alcohol syndrome
15
Q
Intellectual disabilities causes:
Most prevalent _ cause is Down Syndrome and Fragile X Syndrome
A
genetic
16
Q
1 in _ Baby’s born with Down syndrome
A
697
17
Q
It’s caused by an error in cell division during prenatal growth results in an extra third chromosome 21
- It’s called Trisomy 21
A
Down syndrome
18
Q
There are more than _ people living with Down syndrome in the U.S
A
400,000
19
Q
Down syndrome causes:
_ Instability- Spinal issues
A
Atlantoaxial
20
Q
Down syndrome:
In 1983, the average life expectancy of a person with Down syndrome was a mere 25-years-old
- Today, it’s _
A
60 years old
21
Q
Down syndrome:
40% of the children have
_ defects
A
congenital heart
22
Q
Intellectual Disabilities -Learning Characteristics:
Limited support needs
- learning rate is 40% to 70% of those without intellectual disabilities
A
Intermittent
23
Q
Intellectual Disabilities -Learning Characteristics:
Pervasive support needs
- usually incapable of traditional schooling
- Need to master basic life skills and communication skills
A
Extensive
24
Q
Intellectual Disabilities - Social and Emotional
Characteristics:
More frequent _ to social and emotional situations
A
inappropriate responses
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Intellectual Disabilities - Social and Emotional
Characteristics:
- Difficulty learning from _, do not fully comprehend what is expected of them, so respond inappropriately
past experiences
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Intellectual Disabilities - Social and Emotional
Characteristics:
- Difficulty generalizing information _
“No Gray Area”
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Intellectual Disabilities - Physical and Motor
Characteristics:
Differ least in _ domain
- The greater the intellectual deficit, the
greater the lag in development
- Walk and talk later; slightly shorter
- more susceptible to physical problems and illnesses
physical and motor
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Intellectual Disability - Instructional Organizational Methods:
Learning styles
- community-based instruction
- Partial Participation
- Peer instruction and cross-age tutoring
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Intellectual Disability - Instructional Methods:
Use _ teaching methods
concrete
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Intellectual Disability - Instructional Methods:
Be as black and white as you can, nothing _
vague
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Intellectual Disability - Instructional Methods:
_ teaching- Keeping track of what works and what doesn’t for a student
Data-based
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Intellectual Disability - Instructional Methods:
Moving from familiar to unfamiliar
- Trouble connecting past info with new info even if similar
- New info given in _
small increments
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Intellectual Disability - Instructional Methods:
Be consistent so students know what to expect
Consistency and predictability
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Intellectual Disability - Instructional Methods:
ID students have very little choice allow them to take some control
Choice making
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Intellectual Disability Instructional Methods:
Make as little as possible and only when it benefits the student
Activity modifications
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Intellectual Disability Instructional Methods:
Students have trouble transfer information from classroom to _
real life
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Intellectual Disability Instructional Methods:
In WCSD _
- Select activities that are popular and available in the community
- Employ teaching methods appropriate to the cognitive development stage
“Comprehensive Life Skills”
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Special Olympics Components
- Year-round
- Training and competition
- Olympic-type sports
- Individuals with intellectual disabilities
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Why Special Olympics is Unique:
No _ to athletes or families
fees charged to
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Why Special Olympics is Unique:
Sport opportunities for all _
ability levels
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Why Special Olympics is Unique:
Divisions for _
equitable competition
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Why Special Olympics is Unique:
_ for all participants
Awards
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Why Special Olympics is Unique:
_ draw for advancement to higher levels of competition
Random
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If a student is not eligible for special education under IDEA, they may still be covered under
Section 504 of the _
Rehabilitation Act of 1973
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A student may have a _ that addresses unique educational needs, including those in physical education
504-accommodation
plan
46
Most accommodations in 504 plans don’t change what the student learns rather, they _
- It’s an access law
remove barriers to learning
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Some examples under _
- sitting in a certain place or with a certain desk or chair in the classroom
- extra time on tests and assignments
- use of speech-to-text (dictation) for writing
- adjusted class schedules
- verbal (out loud) testing
- allowing visits to the nurse's office
Section 504
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Key differences between Section 504 and IDEA:
1. _ does not require written plans
Section 504
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Key differences between Section 504 and IDEA:
2. Parents have few rights and safeguards under _
Section 504
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Key differences between Section 504 and IDEA:
3. The school does not have to invite the parent to the meeting when the _ is developed
504 plan
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Key differences between Section 504 and IDEA:
4. _ protections follows the child after she/he leaves the public school system
- _ does not
- Section 504
- IDEA
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The special Education Process:
Step #1
The referral
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The special Education Process:
Step #2
An assessment
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The special Education Process:
Step #2 - An assessment
- For APE we are going to focus on the _
TGMD-2
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The special Education Process:
Step #3
The eligibility meeting
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The special Education Process:
Step #3 - The eligibility meeting
- For Special Education the student must fit in _ and it must affect their learning
1 of the 13 disability
categories
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The special Education Process:
Step #4
The IEP
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Special education students (aged 3-21)
must have an _ that outlines the child’s special
education
individualized
education program
(IEP)
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Who is the IEP team?
- Parent(s)
- At least 1 special education teacher
- At least 1 regular education teacher
- LEA representative
- Person knowledgeable of evaluation procedures and results
- Others as determined by parents or school
- Student, if over 14; younger if appropriate
60
IEPs:
Specific States and local districts may require additional information
- However, IDEA requires _ components for the IEP document and for this class that is all you are
going to be responsible for knowing
“nine”
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IEPs:
I.
- Includes statements of how disability affects
the child’s progress in general curriculum.
- Consists primarily of test results.
- Uses standardized and alternative assessments.
- Establishes that the child has a unique need and includes classroom-based information
Present levels of academic achievement and functional performance
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IEPs:
II.
- These goals state what a student is expected to achieve each year
- Measurability requires specificity
- Six elements ensure specific, meaningful, measurable annual IEP goals
Statement of measurable
annual goals (and if appropriate, short-term objectives benchmarks)
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IEPs:
III. Description of _
measuring and reporting progress toward annual goals to parents
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IEPs:
IV.
Some examples would include
- study guides and advanced organizers
- Use supplementary materials
- Scan tests and class notes into computer
- adapted equipment—such as a pencil grip, special seat, or cut-out cup for drinking;
- a one-on-one aide
Statement of special education and related services and supplementary aids
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IEPs:
V.
- The expectation is that the child will participate in regular class with peers
without disabilities to maximum extent possible.
- IEP must explain when and why child will not be with nondisabled peers
Statement of participation in regular settings and activities
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IEPs:
VI.
- Assumption is made that child will take the same
assessments as students without disabilities
- If they cannot it must say why an alternative is
appropriate for this child
Statement of alternative assessment accommodations
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IEPs:
VII.
- Projected beginning date, frequency, location, and duration of special education and related services and modifications listed in IEP must be specified
Schedule of services and modifications
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IEPs:
VIII.
- By age 16, list annual measurable transition goals necessary for child to move from school-based to community-based programs when he or she ages out of required special education
- Includes preparation for physical activity participation in the community
Transition services
69
IEPs:
IX.
- Beginning at least one year prior to the student reaching 18 years old the IEP must include a statement that the student has been informed that his or her rights
Transfer of rights at age of majority
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In the 1980’s about one out of every 2,000 children had _
autism
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Today, it’s estimated 1 in 54 children in the U.S. has an _
autism spectrum disorder, or ASD
72
Between 2000 and 2010, the number of children in the autism category more than _ from 93,624 in 2000 to 419,647 a decade later
tripled
73
The total number of children labeled as having an “intellectual disability” fell from 637,270 to 457,478
- Same students different _
label
74
History of ASD:
_ described the traits of 11 children he was studying as early infantile autism
Dr. Leo Kanner
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History of ASD:
Dr. Leo Kanner
- His study showed that these children demonstrated three unique characteristics
1. They lacked social instinct
2. They obsessed over certain topics
3. They had a “need for sameness” or a “resistance to (unexpected) change
76
History of ASD:
Dr. Hans Asperger, an Austrian pediatrician, described similar characteristics
- He identified the children as having _ in 1944
Asperger syndrome
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History of ASD:
Many thought _ research was far superior to Kanners
Dr. Hans Asperger
78
5 Autism Spectrum Disorders (ASD)
1. Autism
2. Asperger syndrome
3. Rett’s disorder
4. Childhood disintegrative disorder
5. Pervasive developmental disorder, not otherwise specified (PDD-NOS)
79
Autism - Communication
- Nonverbal
– Echolalia
– High pitch
– Unusual statements or jingles
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Autism - Social interaction
- Isolated
– Avoidance of eye contact
– Limited signs of attachment
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Autism - Repetitive activities
(stemming)
– Rocking back and
forth
– Hand flapping
– Head banging
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Autism - Resistance to change
Need for sameness
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Autism - Sensory responses
– Extreme sensory overload
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Aspergers - communication
- High vocabulary
– May persist on a topic
– Very literal
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Aspergers - Social interaction
– No understanding of social norms of behavior
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Aspergers - Interests and behaviors
– Has trouble changing a topic of interest
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Aspergers:
Normally Asperger's = Normal _
IQ or maybe even on the high side
88
- It’s very rare
- Only affects girls
- Onset between 6 and 18 months of life
- Excessive hand wringing
- Severe developmental
delays
Rett's
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Is reserved for individuals who have clear difficulty
- relating to others
- communication problems
- repetitive behaviors,
But who do not meet the criteria for any other PDD
PDD-NOS
90
ASD Causes:
- Most common is fragile X syndrome
– Parents with one child with an ASD have a 2% to 3% chance of having another child with ASD
Genetic link
91
ASD Causes:
- Problems with neurotransmitters in the brain
- The brain starts out small and then grows rapidly in first year
Neurological link
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ASD Causes:
- AMA vehemently denies any connection
Vaccination link (No factor)
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Incidence:
Males are _ more likely to have an ASD than
females
four times
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Incidence:
ASD is now the _ childhood disability condition
second largest
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Physical and Motor Characteristics:
- Rett’s disorder, CDD
severe motor impairments
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Physical and Motor Characteristics:
- Asperger syndrome
clumsy
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Physical and Motor Characteristics:
- Autism
inconsistent results
98
Applied behavior analysis
- Systematically apply _ to improve behaviors
- These can relate to social behaviors or skill development
interventions
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Applied behavior analysis
- Variety of interventions; most known as _
- All of which focus on consistency
discrete trial training
100
Programs: TEACCH
- Developed by _ at UNC in the 1970s
Eric Schopler
101
Programs: TEACCH
Model based on the culture of _
– Structured teaching
– Visual prompts
– Organizing the physical environment
– Developing daily work schedules
autism
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Programs: Gray’s Social Stories & Comic Strip Conversations
- Social stories are written according to specific guidelines to describe a _
situation, event or activity
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Programs: Gray’s Social Stories & Comic Strip Conversations
- Comic strips are _ such as drawings or symbols
visual representations
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Programs: Gray’s Social Stories & Comic Strip Conversations
- They are used to _
illustrate a story
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ASD Physical Education Assessment:
- Tester needs to consider the _, _, and _
- Allow time for familiarity with the learner
- Use clear and consistent cues
learner, the task, and the environment
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ASD Physical Education Activity Selection:
- Consider the _ of the learner
needs and interests
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ASD Implications for Physical Education:
- Supports the visual learning style of students with ASD
- Uses photos, drawings, and symbols
- Aids in predictability
Picture/communication board
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ASD Implications for Physical Education:
- Include set beginning and end points
- Reduce the need for verbal directions
- Provide clear understanding and interpretation of the environment
Routines and structure
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ASD Implications for Physical Education:
Learning modalities
- Types of learners _
- Auditory
- Motor or kinesthetic
- Visual
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ASD Implications for Physical Education:
Learning modalities
- Students with ASD tend to learn best using _
visual cues
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ASD Applied Behavior Analysis:
- Reward students with a reinforcer that can be traded in for a desired object or privilege
- Encourage students to participate in a less preferred activity before they participate in a more preferred activity
Token Economy
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ASD Inclusion:
- Provide a continuum of placement options suited to the _ of the learner with an emphasis on inclusion
best interest
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ASD Inclusion:
- Utilize the _ to obtain the necessary support to
ensure success
IEP
