final Flashcards

Question

Based on Needed Support -intullectual classification

Answer 1

Intermittent – As needed ● Limited – supports are characterized by constancy - time required might be limited ● Extensive – daily – regular involvement ● Pervasive – constant and of high frequency ● Formal Supports – organization based ● Natural Supports – family based

Answer 2

Intermittent – As needed ● Limited – supports are characterized by constancy - time required might be limited ● Extensive – daily – regular involvement ● Pervasive – constant and of high frequency ● Formal Supports – organization based ● Natural Supports – family based

Answer 3

Relational, nonlinear, transactional process between a sender and receiver,

Answer 4

encoder vs decoder sender and reciver oral, written, visual

Answer 5

* How thoughts are expressed * Need to have motor ability to speak, use the correct words, and put the words in order * May include accompanying use of gestures, intonation, grammar

Answer 6

-Ability to understand a message * Hearing the message, comprehend the message * Understand intonation, gestures included with oral message

Answer 7

-Speech- physical production of sounds that take the form of words - Language- represents symbolic systems that gives meaning to the things we speak, write, read, understand

Answer 8

system of sounds

Answer 9

form and structure of words, grammatical endings

Answer 10

Word order

Answer 11

Social use of language

Answer 12

First develops crying as a means to communicate * Cooing and babbling * First words around 12 months * Simple phrases/sentences as early as 30 months * Gestures, eye gaze, grunts and squeals are a way toddlers communicate

Answer 13

Little to no verbalizations by 12-15 months * No first words * Limited to no gestures * Lack of pointing or only communicates via pointing

Answer 14

Speech and Language Impairment” * Can be difficulty with expressive/receptive language, articulation, voice, fluency or a combination

Answer 15

* Hearing loss * Environmental (lack of stimulation) * Developmental conditions * Many unknown causes

Answer 16

educed intelligibility or an inability to use the speech mechanism which significantly interferes with communication and attracts adverse attention

Answer 17

A student has an abnormal voice which is characterized by persistent, defective voice quality, pitch, or loudness

Answer 18

A student has a fluency disorder when the flow of verbal expression, including rate and rhythm adversely affects communication between the student and listener

Answer 19

- social, cognitive, and linguistic influences on pragmatic

Answer 20

Physiological * Unusual pitch, loudness, or other features from the voices of the same gender, cultural group, and age * Noticeable and divert attention from the speaker’s message hypernasality-too much nasal hyponasality-not enough air through the nose

Answer 21

Does the disability adversely impact The student’s progress in the general Education curriculum? – If it does impact the student’s progress they can receive special education services * If the student is succeeding in the general education setting – Might not qualify for special education services – Or might be provided services through a 504

Answer 22

Social Impairments are hallmarks features of ASD * Nonverbal and Verbal Communication include – gestures & facial expressions * Students with ASD – Nonverbal – Limited Functional Speech – Overly Formal Speech * Difficulty managing

Answer 23

* Social Impairments are hallmarks features of ASD * Nonverbal and Verbal Communication include – gestures & facial expressions * Students with ASD – Nonverbal – Limited Functional Speech – Overly Formal Speech * Difficulty managing Phrases or terms * Repetitive speech * Stereotypic behaviors or self stimulation – Some self injurious Echolalia Inflexibility Fixated Interests Sensory Sensitivities hypo/hyper responsive

Answer 24

* Language disorders * ADHD * Intellectual disabilities * Mental Health – ODD, anxiety, etc. * Medical – epilepsy * Savant syndrome

Answer 25

High-functioning ASD might not be identified early Diagnosed approximately 3-10 years old more severe--diagnosed earlie

Answer 26

early intervention is critical * 18 months ideal – Age of 3 start preschool – Speech – Occupational Therapy – Behavioral Therapy – Learning strategies – Study Skills assistance ]

Answer 27

Communicated a sense of hopelessness and despair. “inflexibly incapacitating” or “extremely debilitating

Answer 28

The adaptive fit between the person and the environment is a two way proposition. * First – what is the capability of the individual to cope with the requirements of family, school, and community environments * How can we adjust that environment to make the appropriate accommodations * Dynamic process – ever changing * Only with on going suppor

Answer 29

Effective educational programs for students with severe and multiple disabilities include continual opportunities for interaction with their nondisabled peers. This requires: Placement of students in general education schools and classrooms. Systematic organization of opportunities for interaction between students. Specific instruction in valued post-school outcomes.

Answer 30

Intellectual/cognitive disabilities ● Emotional and behavioral disabilities ● Learning disabilities ● ADD/ADHD ● Visual impairment ● Cerebral palsy ● Autism ● Orthopedic involvement ● Other physical disabilities ● CHARGE

Answer 31

-developmental checklist -academic or behavioral asssment -environmental assessment -test using norms are usally not useful because there are virtually no test with norms for deaf children with disabilites

Answer 32

the configuration of the hearing loss * the type and severity of the additional disability * the age of onset of each disability * the age when the child starts receiving appropriate educational interventions are provided * deaf children with moderate disabilities are often educated as students with a hearing loss for several years before the additional difficulties are recognized, thus delaying the services they need

Answer 33

vision loss” encompasses people with a wide range of conditions, including:those who have never experienced sight those who had normal vision prior to becoming partially or totally blind those with a restricted field of vision

Answer 34

speech and language – at a disadvantage because they are unable to visual associate words with objects * rely on hearing and touch for input * speech might develop at a lower rate * academic – maybe significantly delayed * issues with – organization, decoding, reading comprehension

Answer 35

to become proficient must learn 263 different configurations it is not a tactile reproduction of the standard english alphabet a separate code for reading and writing

Answer 36

A disability resulting from damage to the brain evidence by motor problems, physical weakness, lack of coordination, and speech disorders. * Group of chronic conditions that affect muscle coordination and body movement * Individuals with cerebral palsy are considered to be multidisabled

Answer 37

spastic-tense, contracted muscles(most common) athetoid-constants, uncontrolled motion of limbs, head and eyes ataxtic-poor sense of balance, often causing fials and stumbels rigity- tight musccles that resit effort effort to make them move tremor-uncontroble shaking,interfering, with coordination

Answer 38

-An abnormal opening in the spinal column * Classified as spina bifida occulta or spina bifida cystica * Also called neural tube defects * occurs at 26-27 days gestation * Most frequently occurring permanently disabling birth defect

Answer 39

normal spine spina brifida occulta meningocele myelomeningocele

Answer 40

The spinal cord is traumatized or severed * Described in general terms * Paraplegia * Quadriplegia * Hemiplegia

Answer 41

About 450,000 people live with spinal cord injury in the US * Average age now is 38 years old * 5% of SCIs occur in children

Answer 42

Genetic diseases marked by * progressive weakness, * degeneration, * death of skeletal or voluntary muscles which control movement * Heart, organs, and involuntary muscles also involved in some forms * May affect muscles of hips, legs, shoulders, and arms progressively * fatty tissues that gradually replaces muscle tissue * Seriousness influenced by heredity, age of onset, the physical location and nature of onset, and the rate at which the condition progresses

Answer 43

- A variety of disabilities in brain function that are characterized by brief disturbances in the normal electrical functioning of the brain – A seizure: cluster of behaviors that occur in response to abnormal neurochemical activity * Classification schemes – Tonic/clonic seizures – Absence seizures

Answer 44

* About 2,000,000 people in the US have some form of seizure disorder * 50 percent appear before 10 years of age * The specific cause of epilepsy is unclear * Perinatal factors * Tumors * Head trauma * Infections * Vascular disease * Alcoholism * Maternal injury * Toxic agents

Answer 45

* Inherited, systemic, generalized disorder of the secretion glands that begins at conception * Abnormal secretions obstruct the functions of the lungs, pancreas, and sweat glands

Answer 46

Abnormality of the hemoglobin molecule found within the red blood cells * Blood oxygen level decreases, the red blood cells go through a distortion process called sickling * Anemia Sickled cells block microvascular channels, which can cause extreme pain May affect any organ system in the body Significant negative effects on physical growth and development

Answer 47

* 1 in 500 African‑American infants has sickle cell anemia * 7 -10% of African Americans carry the sickle cell gene * 1 in 1,000 to 1,400 Hispanics is born with SCA * Caused by various combinations of genes that are inherited by the child

Answer 48

An acquired injury to the brain * Caused by an external force * Total or partial functional disability, psychosocial impairment, or both * Adversely affects educational performanc

Answer 49

Applies to open and closed head injuries resulting in impairments in one or more areas: * Cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual, and motor abilities; psychosocial behavior, physical functions, information processing and speech

Answer 50

Possible disabilities as a result of brain injury: * Information processing * Social behaviors * Memory capacities * Reasoning & thinking * Speech & language skills * Sensory & motor abilities

Answer 51

Definition ● Limited ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn from experience

Answer 52

● Mild intellectual disabilities are not identified until they enter elementary school at age 5 or 6 ◦ Often attributed to immaturity ● Moderate to severe intellectual disabilities – significant, multiple disabling conditions, including sensory, physical, and emotional problems

Answer 53

2006 Name Change ◦ AAMR – American Association on Mental Retardation ◦ AAIDD – American Association on Intellectual and Developmental Disabilities

Answer 54

AAIDD – Definition ● Intellectual disability characterized by significant limitations both in intellectual function and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 18.

Answer 55

Major dimensions of AAIDD definition * Intellectual abilities * Adaptive behavior * Participation, interaction, and social roles * Physical and mental health * Environmental context * Age of onset (Hardman, 2017, p. 207)

Answer 56

Intellectual Abilities ● Include – reasoning, planning, solving problems, thinking abstractly, comprehending complex ideas, learning quickly, and learning from experience ● Assessed by standardized intelligence tests ● Normative Sample – score compared with the average of the other people who have taken the test ● Statistical average intelligence 100 ● More than 2 standard deviations from 100 = ▪ Sub-average general intellectual functioning ▪ IQ measured 70-75 and lower

Answer 57

A collection of conceptual, social and practical skills that have been learned by people in order to function in their everyday lives. (Hardman, 2017, p. 207)

Answer 58

Participation, Interactions, and Social Roles ▪ Adaptive behavior ▪ Person can interact within environment ▪ Principle of normalization ▪ Making the patterns and conditions of everyday life and of mainstream society available to persons with disabilities ▪ Availability of needed supports ▪ To participate in community life (Hardman, 2017, p.

Answer 59

Physical and Mental Health ● Functioning level for people with intellectual disabilities is significantly affected by the effects of physical and mental health ◦ Health Limitations ⚫Epilepsy ⚫Cerebral Palsy

Answer 60

Environmental Context ● Is the term for the interrelated conditions in which people live their lives ● Immediate social setting ▪ Person and family ● Neighborhood, community or organizations that provide services and supports ● Overarching patterns of culture and society

Answer 61

Age of Onset ● Before 18 ● Diagnosed at birth or during childhood and adolescence ● Substantial functional limitations in at least three areas of major life activity ◦ Self-care, language, learning, mobility, self- direction, capacity for independent living, economic self-sufficiency

Answer 62

Definition into Practice ● Limitations in a person’s functioning must be considered within the context of community environments typical of the individual’s age, peers, and cultures ● Valid assessment considers diversity and differences due to culture, language, communication, sensory factors, and behavior Identification Intellectual and Developmental

Answer 63

Classification ▪ Severity of the Condition ▪ Educability Expectations ▪ Medical Descriptors ▪ Classification Based on Needed Support

Answer 64

Severity of the Condition ● Skills that differ from “normal” ◦ Mild ◦ Moderate ◦ Severe ◦ Profound ● Adaptive skills –important for independent lifestyle

Answer 65

Classification – Educability expectations (Not used in CA) ▪ Educable (IQ 55 to about 70) ▪ 2nd – 5th grade achievement in academics ▪ Social adjustment skills allow independence with intermittent or limited support in community ▪ Partial or total self-support with paid job possible ▪ Trainable (IQ 40 to 55) ▪ Learning self-care skills ▪ More extensive support

Answer 66

Classification - Medical descriptors ▪ Fetal alcohol syndrome ▪ Chromosomal abnormalities ▪ Down Syndrome ▪ Metabolic disorders ▪ Phenylketonuria (PKU) , thyroid dysfunction ▪ Infections ▪ Syphilis, rubella

Answer 67

Classification – Based on Needed Support ● Intermittent – As needed ● Limited – supports are characterized by constancy - time required might be limited ● Extensive – daily – regular involvement ● Pervasive – constant and of high frequency ● Formal Supports – organization based ● Natural Supports – family based

Answer 68

Prevalence ▪ About 7% of all students with disabilities are classified with intellectual disabilities between the ages of 6-21 ▪ 90% with mild intellectual disabilities ▪ Affects about 1 in 10 families ▪ 7 to 8 million in the U.S.

Answer 69

Characteristics ▪ Learning and Memory ▪ Self-Regulation ▪ Adaptive Skills ▪ Academic Achievement ▪ Motivation ▪ Speech and Language ▪ Physical Development

Answer 70

Characteristics – Learning and Memory ▪ Intellectual deficit that translates to a difference in the rate and efficiency in which people acquire, remember, and use knowledge ▪ Abstract concepts ▪ Generalization ▪ Memory problems ▪ Difficulty focusing on relevant stimuli

Answer 71

Characteristics - Self Regulation ▪ The ability to rehearse a task is related to self-regulation or the ability to regulate one's own behavior ▪ Efficient learning strategies ▪ Information processing theories - processing information from sensory stimuli into motoric output ▪ Underdevelopment of metacognitive processes Characteristics - Academic Achievement Math ▪ Significant delays in the area mathematics ▪ Perform poorly in mathematical computations ▪ Unable to apply concepts ▪ Children with moderate and severe intellectual disabilities can be taught functional academics

Answer 72

Characteristics - Motivation ▪ History of failure and fear of taking risks ▪ Learned helplessness ▪ Experiences should have a high probability of success Characteristics – Speech and Language ▪ Delayed speech and language development ▪ Articulation, voice, and stuttering problems ▪ Functional communication priority ▪ Severity of speech and language problems is positively correlated with the severity of the intellectual disability

Answer 73

Characteristics – Physical Development ▪ There is a relationship between the severity of the intellectual disability and the extent of physical problems for the individual. ▪ Severe-profound impacts all areas of life ▪ Genetic syndromes may include other health issues for individuals with mild disability ▪ Heart defects, respiratory

Answer 74

Causation ● Metabolic disorders ◦ Phenylketonuria (PKU) ◦ Galactosemia ● Postnatal brain disease ◦ Neurofibromatosis ◦ Tuberous sclerosis Causation ▪ Cause may be unknown – Overall 30% ▪ Mild can be 75% of all cases ▪ Sociocultural Influences ▪ Biomedical Factors ▪ Behavioral causes ▪ Unknown prenatal influences ▪ anencephaly, hydrocephalus

Answer 75

causation - Biomedical ▪ Chromosomal Abnormalities ▪ Metabolism and Nutrition ▪ body’s inability to process certain substances ▪ substances become poisonous and damage tissue in CNS ▪ PKU Phenylketoruria ▪ Postnatal Brain Disease ▪ Neurofibromatosis, tuberous schlerosis

Answer 76

Chromosomal abnormalities ▪ Typically severe and visually evident ▪ Williams syndrome r ▪ rare, 7th pair of chromosomes ▪ Fragile X ▪ 23rd pair of chromosomes ▪ Down syndrome ▪ Trisomy 21 ▪ Age of father greater than 55 can be factor Causation - Behavioral Causes Infection and Intoxication ▪ Congenital rubella ▪ Fetal Alcohol syndrome – major cause of preventable intellectual disabilities ▪ Toxoplasmosis ▪ Intoxication ▪ Fetal alcohol syndrome ▪ Prematurity, low birth weight ▪ Anticonvulsants ▪ Encephalitis

Answer 77

vCausation - Behavioral Causes Traumas or Physical Accidents ▪ Exposure to excessive radiation ▪ Trauma during birth process ▪ Anoxia – lack of oxygen

Answer 78

Educational Supports And Services ▪ The Elementary School Years ▪ Motor Skills ▪ Self-Help Skills ▪ Social Skills ▪ Communication Skills ▪ Academic Skills Educational Supports And Services ▪ Transitioning from School to Adult Life ▪ Personal independence and participation in the community ▪ Employment preparation ▪ Sheltered workshop vs. community work setting Inclusive Education ▪ US Dept of Ed (2011) ▪ 94% students with intellectual disabilities in general education schools for entire day. ▪ 11% of students in general education classroom for 80% of their day ▪ 53% more than half school day outside of gen ed ▪ 4.1% in special schools ▪ 1% attend private special schools

Answer 79

COMMUNICATION DEFINED * Relational, nonlinear, transactional process between a sender and receiver * Medium can be oral, written, visual

Answer 80

SPEECH AND LANGUAGE * Speech- physical production of sounds that take the form of words * Language- represents symbolic systems that gives meaning to the things we speak, write, read, understand LANGUAGE ELEMENTS * Phonology- system of sounds * Morphology- form and structure of words, grammatical endings * Syntax- Word order * Syntax+Morphology=Grammar * Semantics- Meaning * Pragmatics- Social use of languag

Answer 81

DELAYED SPEECH MARKERS * Little to no verbalizations by 12-15 months * No first words * Limited to no gestures * Lack of pointing or only communicates via pointing REASONS FOR SPEECH DELAY * Hearing loss * Environmental (lack of stimulation) * Developmental conditions * Many unknown causes SPED SERVICES * Classified under IDEA as “Speech and Language Impairment” * Can be difficulty with expressive/receptive language, articulation, voice, fluency or a combination

Answer 82

APHASIA * Loss of a skill due to a non-traumatic injury (i.e. stroke) or a traumatic one (gunshot wound, accident) * Acquired injury * Fluent vs dysfluent aphasia * Fluent- speaks without struggle but has word mistakes * Dysfluent- trouble accessing words to speak, sounds choppy CAUSES * Neurological damage prenatally or at birth * Oxygen deprivation * Deficient learning opportunities

Answer 83

IDENTIFICATION * Parents typically refer first * Doctor referrals * History of delayed language milestones * Collaboration with a multi-disciplinary team IDENTIFICATION * Parents typically refer first * Doctor referrals * History of delayed language milestones * Collaboration with a multi-disciplinary team * Considerations for bilingual students- rule out difference or disorder * Culturally relevant assessments- prevent over identification of a disorder * IEP (if qualified) includes goals, services, statements of skills/present levels

Answer 84

SERVICE DELIVERY * May vary depending on child’s needs * Can be pull-out therapy in a separate room * Push in to a classroom * Consultation/collaboration with a team AAC * Use of alternative or additional method to communicate other than verbal speech * May be high tech or low tech RISK FACTORS * Believed to develop due to: * Structural issues * Neurological issues * Functional issues

Answer 85

NTERVENTIONS * Physical abnormalities must be addressed first * Can address impairments while physical abnormalities are being corrected FLUENCY DISORDERS * Stuttering, stammering * Cluttering- overly rapid, disorganized speech * Usually presents itself in childhood * May be accompanied by associated motor movements like grimacing, eye blinking, fist clenching * Children experience anxiety and stress along with it * 5-8% of people experience stuttering at some point in their lives, 1-3% of children have childhood fluency disorder

Answer 86

FLUENCY * Occurs when child’s speech and language does not meet verbal demands * Genetic basis, 3 types of genes discovered in 2010 that cause stuttering * Nuerogenic stuttering occurs after a brain injury FLUENCY TREATMENT * Behavioral therapy- teaching strategies to use fluent patterns * Altering pace- speak slowly, breath support * Other treatment can include modeling, self-monitoring, counseling, group support * 65-85% of children diagnosed overcome this disorder PRAGMATIC LANGUAGE DISORDERS * Difficulty using verbal and non-verbal communication * Difficulty communicating effectively, maintaining social relationships, academic/occupational performance impaired * Turn taking, joint attention, greeting, flexibility in communication * Difficulty following conversational rules * Difficulty understanding messages that are not explicitly stated * Communication barriers not explained by low structural language performance or cognitive ability

Answer 87

CAUSES-SCD * Similar to “high functioning” autism (low support ASD) * Family history of communication disorders * ADHD * Intellectual delays ASSESSMENT * Multi-disciplinary team * Standardized assessments * Multiple observations in different settings INTERVENTIONS * 3 components- social, cognitive, and linguistic influences on pragmatics * Teaching appropriate interactions * Conversational turn taking, mechanics of conversation, matching style to context, managing topics * One on one therapy * Small group instruction * Does not need to be taught just by the SLP

Answer 88

VOICE AND RESONANCE DISORDERS * Physiological * Unusual pitch, loudness, or other features from the voices of the same gender, cultural group, and age * Noticeable and divert attention from the speaker’s message QUALITIES * Hypernasality- too much nasal air * Hyponasality-not enough air through the noise, “stuffed up” CAUSES * Structural abnormalities- paralysis of vocal cords, trauma, surgery * Neurological issues * Functional problems- learned behaviors

Answer 89

INTERVENTIONS * Identify root cause, may be done through a video scope with an SLP * Usually with a team of ENT included

Answer 90

DEFINITIONS - Historical Historical Descriptions of Severe Disabilities Communicated a sense of hopelessness and despair. “inflexibly incapacitating” or “extremely debilitating” Terminology Today – fine line based upon educational need with an emphasis on supporting the student in an inclusive setting.

Answer 91

DEFINITIONS - TASH Focuses on three factors: * The relationship of the individual with the environment (adaptive fit) * The need to include people of all ages. * Extensive “ongoing support” in life activities.

Answer 92

Adaptive Fit * The adaptive fit between the person and the environment is a two way proposition. * First – what is the capability of the individual to cope with the requirements of family, school, and community environments * How can we adjust that environment to make the appropriate accommodations * Dynamic process – ever changing * Only with on going support

Answer 93

TASH People with disabilities excluded from the mainstream of all ages, races, creeds, national origins, genders and sexual orientation who require ongoing support in one or more major life activities in order to participate in an integrated community and enjoy a quality of life similar to that available to all citizens. Support may be required for life activities such as mobility, communication, self-care, and learning as necessary for community living, employment, and self sufficiency.

Answer 94

DEFINITIONS - IDEA The IDEA Definitions of Severe and Multiple Disabilities * IDEA does not include the term “severe disabilities” as one of the 13 categorical definitions. * Individuals with severe disabilities may be subsumed under any one of IDEA’s categories, including the categories of multiple disabilities and deaf-blindness.

Answer 95

DEFINITIONS- IDEA cont. Multiple disabilities are concomitant impairments that may combine to cause such severe educational problems that they cannot be accommodated in special education programs solely for one of the impairments. Deaf-Blindness is a dual sensory impairment resulting from concomitant vision and hearing difficulties that cannot be accommodated in a program for children with blindness or children with deafness.

Answer 96

PREVALENCE – Severe and Multiple Disabilities Estimates - no more that 0.1 to 1% of the general population. 4 out of every 1,000 130,000 between 6 and 21 served in the school system Accounts for about 2% of the over all 7 million students PREVALENCE – Multiple Disabilities U.S. Dept. of Ed (2007) estimated that 131,682 students between the ages of 6 and 21 were served multiple disabilities. 2% of the over 7 million students considered eligible for services under IDEA. (Hardman, 2010, pg. 309)

Answer 97

PREVALENCE – Deaf- blind The USDOE also reported 1,600 students between the ages of 6 and 21 were labeled deaf-blind. Overall, about 14,000 individuals in the United States are identified as deaf-blind. CAUSATION – Severe and Multiple Disabilities ... prenatal May be the genetic or metabolic problems (e.g. Rh incompatibility). Most identifiable causes are genetic in origin. Other causes involve prenatal conditions such as poor maternal health, drug abuse, infectious disease, advanced maternal age, radiation exposure, and venereal disease.

Answer 98

CAUSATION – Severe and Multiple Disabilities .... postnatal Postnatal factors associated with poisoning, accidents, malnutrition, physical and emotional neglect, and infectious diseases are known contributors.

Answer 99

CHARACTERISTICS – Multiple and Severe Disabilities Mirrored by definitions People whose life needs cannot be met without substantial support from others, including family, friends, and societ

Answer 100

intelligence and Academic Achievement learning and memory diminished, functional approach needed Adaptive Skills needed Personal independence – eating, dressing, hygiene, living in community Social interaction – communicating needs CHARACTERISTICS – Multiple and Severe ...Academics

Answer 101

CHARACTERISTICS – Multiple and Severe ...Speech and Language Speech and Language Skills in Academics Significant deficits and delays Correlated to severity of intellectual disabilities Functional systems integral part of instruction signing, picture cards, communication boards, gesturing Communication skills must be applied across multiple settings.

Answer 102

CHARACTERISTICS – Multiple and Severe ...Physical Significant physical and health care needs Higher incidence of heart disease, epilepsy, respiratory problems, diabetes, and metabolic disorders. Poor muscle tone – spasticity, athetosis, hypotonia spasticity = involuntary contraction of muscles athetosis = constant contorted twisting motions in wrists and fingers Hypotonia = poor muscle tone CHARACTERISTICS - Multiple and Severe ... Health May need assistance with: catheterization gastronomy tube feeding (g-tube feeding) respiratory ventilation

Answer 103

CHARACTERISTICS – Multiple and Severe ...Vision and Hearing Sensory impairments occur more frequently in people with severe disabilities than in the general population CHARACTERISTICS – Deaf-blind Difficulty with communication Distorted perceptions: Difficulty in imaging the whole picture or relating one element to the whole; Anticipation: Difficulty in knowing what is going to happen next, lacking the context normally provided through "overseeing" or "overhearing" information and cues; Motivation: The motivating factors may be missing from a situation, going unseen or unheard; Incidental learning: First hand experiences are much more effective than incidental observation group experiences

Answer 104

EDUCATIONAL SUPPORTS AND SERVICES Assessment Identifying the Disability Assessing for Instruction School Accountability – students are required to take state assessments EDUCATIONAL SUPPORTS AND SERVICES Assessment Identifying the Disability Assessing for Instruction School Accountability – students are required to take state assessments SERVICES AND SUPPORTS FOR PRESCHOOL-AGE CHILDREN Goals for preschool programs serving children with severe disabilities should blend the principles and elements of DAP, multicultural education, and special education and should include: Maximizing the child’s development in a variety of important developmental areas. Developing the child’s social interaction and classroom participation skills. Increasing community participation through support to family members and other care-givers. Preparing the child for inclusive school placements and providing support for transition into elementary school

Answer 105

THE ELEMENTARY SCHOOL YEARS Self-determination Parental Involvement Teaching Functional Skills Assistive Technology and Augmentative Communication THE ADOLESCENT YEARS Outcomes important in the transition planning process for students with severe disabilities include: Establishing a network of friends and acquaintances. Developing the ability to regularly use community resources. Securing a paid job. Establishing independence and autonomy in making lifestyle choices.

Answer 106

INCLUSIVE EDUCATION Effective educational programs for students with severe and multiple disabilities include continual opportunities for interaction with their nondisabled peers. This requires: Placement of students in general education schools and classrooms. Systematic organization of opportunities for interaction between students. Specific instruction in valued post-school outcomes.

Answer 107

WHO ARE DEAF CHILDREN WITH DISABILITIES? * IMPLIES A HEARING LOSS COMBINED WITH A DISABILITY GENERALLY NEEDING SERVICES BEYOND THOSE PROVIDED FOR A CHILD WITH ONLY A HEARING LOSS. * EXAMPLES: 2 References Jones, T., Jones, K.,& Ewing, K. (2006). Students with multiple disabilities. In D. Moores & D. Martin (Eds.) Deaf Learners: Developments in curriculum and instruction (pp 127-144) Washington, DC.: Gallaudet University Press ● Intellectual/cognitive disabilities ● Emotional and behavioral disabilities ● Learning disabilities ● ADD/ADHD ● Visual impairment ● Cerebral palsy ● Autism ● Orthopedic involvement ● Other physical disabilities ● CHARGE

Answer 108

HOW MANY DEAF CHILDREN HAVE ADDITIONAL DISABILITIES? * MANY DEAF STUDENTS WITH ADDITIONAL DISABILITIES ATTEND SCHOOLS WITHOUT PROGRAMS FOR DEAF CHILDREN AND MAY BE OVERLOOKED IN DEMOGRAPHIC COUNTS. * THERE ARE ESTIMATES OF ABOUT 20% TO 50% OF ALL DEAF AND HARD OF HEARING CHILDREN HAVE ACCOMPANYING DISABILITIES. * 2009-2010 SCHOOL YEAR CENTER'S ANNUAL SURVEY OF DEAF AND HARD-OF-HEARING CHILDREN AND YOUTH REPORTED 37,828 CHILDREN IN SPECIAL EDUCATIONAL PROGRAMS ACROSS THE U.S. * OF THE 37,828 STUDENTS 18,087 WERE REPORTED AS HAVING ONE OR MORE "EDUCATIONALLY SIGNIFICANT" DISABILITIES IN ADDITION

Answer 109

HOW ARE DEAF CHILDREN WITH MULTIPLE DISABILITIES IDENTIFIED AND DIAGNOSED? * DEVELOPMENTAL CHECKLISTS * ACADEMIC OR BEHAVIORAL ASSESSMENTS * ENVIRONMENTAL ASSESSMENTS * TESTS USING NORMS ARE USUALLY NOT USEFUL BECAUSE THERE ARE VIRTUALLY NO TESTS WITH NORMS FOR DEAF CHILDREN WITH DISABILITIES

Answer 110

WHAT ARE THE EDUCATIONAL NEEDS OF DEAF CHILDREN WITH DISABILITIES? * SOME FACTORS AFFECTING EACH CHILD'S NEEDS INCLUDE: * THE CONFIGURATION OF THE HEARING LOSS * THE TYPE AND SEVERITY OF THE ADDITIONAL DISABILITY * THE AGE OF ONSET OF EACH DISABILITY * THE AGE WHEN THE CHILD STARTS RECEIVING APPROPRIATE EDUCATIONAL INTERVENTIONS ARE PROVIDED * DEAF CHILDREN WITH MODERATE DISABILITIES ARE OFTEN EDUCATED AS STUDENTS WITH A HEARING LOSS FOR SEVERAL YEARS BEFORE THE ADDITIONAL DIFFICULTIES ARE RECOGNIZED, THUS DELAYING THE SERVICES THEY NEED

Answer 111

WHAT ARE THE EDUCATIONAL NEEDS OF DEAF CHILDREN WITH DISABILITIES? * SOME FACTORS AFFECTING EACH CHILD'S NEEDS INCLUDE: * THE CONFIGURATION OF THE HEARING LOSS * THE TYPE AND SEVERITY OF THE ADDITIONAL DISABILITY * THE AGE OF ONSET OF EACH DISABILITY * THE AGE WHEN THE CHILD STARTS RECEIVING APPROPRIATE EDUCATIONAL INTERVENTIONS ARE PROVIDED * DEAF CHILDREN WITH MODERATE DISABILITIES ARE OFTEN EDUCATED AS STUDENTS WITH A HEARING LOSS FOR SEVERAL YEARS BEFORE THE ADDITIONAL DIFFICULTIES ARE RECOGNIZED, THUS DELAYING THE SERVICES THEY NEED

Answer 112

VISION LOSS * THE TERM “VISION LOSS” ENCOMPASSES PEOPLE WITH A WIDE RANGE OF CONDITIONS, INCLUDING: * THOSE WHO HAVE NEVER EXPERIENCED SIGHT * THOSE WHO HAD NORMAL VISION PRIOR TO BECOMING PARTIALLY OR TOTALLY BLIND * THOSE WITH A RESTRICTED FIELD OF VISION

Answer 113

BLINDNESS * LEGAL BLINDNESS – AS DEFINED BY THE SOCIAL SECURITY ADMINISTRATION (2012), MEANS * THAT VISION CANNOT BE CORRECTED TO BETTER THAN 20/200 IN THE BETTER EYE OR * THAT THE VISUAL FIELD IS 20 DEGREES OR LESS. 8

Answer 114

PARTIAL SIGHT (LOW VISION) * VISUAL ACUITY GREATER THAN 20/200 BUT NOT GREATER THAN 20/70 IN THE BETTER EYE AFTER CORRECTION * VISION SPECIALIST - ASSIST A STUDENT WITH A VISION LOSS TO MAKE THE BEST POSSIBLE USE OF THEIR REMAINING VISION.

Answer 115

CLASSIFICATION * REFRACTIVE EYE PROBLEMS - VISUAL DISORDERS THAT OCCUR WHEN THE REFRACTIVE STRUCTURE OF THE EYE FAIL TO PROPERLY FOCUS LIGHT RAYS ON THE RETINA. * MUSCLE DISORDERS – MUSCULAR DEFECT OF THE VISUAL SYSTEM OCCUR WHEN ONE OR MORE OF THE MAJOR MUSCLES WITHIN THE EYE ARE WEAKENED IN FACTION, RESULTING IN A LOSS OF CONTROL AND AN INABILITY TO MAINTAIN TENSION. * RECEPTIVE EYE PROBLEMS- DISORDER ASSOCIATED WITH THE RECEPTIVE STRUCTURES OF THE EYE OCCUR WHEN THERE IS A DEGENERATION OF OR DAMAGE TO THE RETINA AND THE OPTIC NERVE.

Answer 116

PREVALENCE * ABOUT 20% OF CHILDREN AND ADULTS HAVE A VISION LOSS, BUT MOST CAN BE CORRECTED AND DO NOT INTERFERE WITH DAILY LIVING. * 1 IN 3,000 CHILDREN ARE CONSIDERED LEGALLY BLIND * 3% OF THE TOTAL POPULATION HAVE A SIGNIFICANT VISION LOSS THAT WILL REQUIRE SOME TYPE OF SPECIALIZED SERVICES OR SUPPORTS. * ABOUT 5% OF CHILDREN HAVE A SERIOUS EYE DISORDER * AT AGE 65 IT INCREASES TO 20% * ABOUT 24,000 STUDENTS BETWEEN 6 AND 21 RECEIVE SERVICES

Answer 117

CAUSATION * VISION LOSS MAY BE ASSOCIATED WITH BOTH GENETIC AND ACQUIRED DISORDERS. PAGE 340 * LEADING CAUSE OF ACQUIRED IN CHILDREN WORLDWIDE IS VITAMIN A DEFICIENCY. * VISION LOSS AFTER BIRTH MAY BE DUE TO SEVERAL FACTORS. TRAUMA, INFECTIONS, INFLAMMATIONS, AND TUMORS. * MOST COMMON CAUSE OF PREVENTABLE BLINDNESS IS TRACHOMA, EFFECT MORE THAN 150 MILLION PEOPLE. PAGE 341 * MOST COMMON WITH ADULTS IS MACULAR DEGENERATION. ABOUT 165,000 PER YEAR

Answer 118

CHARACTERISTICS * SPEECH AND LANGUAGE – AT A DISADVANTAGE BECAUSE THEY ARE UNABLE TO VISUAL ASSOCIATE WORDS WITH OBJECTS * RELY ON HEARING AND TOUCH FOR INPUT * SPEECH MIGHT DEVELOP AT A LOWER RATE * ACADEMIC – MAYBE SIGNIFICANTLY DELAYED * ISSUES WITH – ORGANIZATION, DECODING, READING COMPREHENSION * SOCIAL DEVELOPMENT – LESS LIKELY TO INITIATE A SOCIAL INTERACTION AND/OR HAVE FEWER OPPORTUNITIES TO SOCIALIZE WITH OTHER CHILDREN * ORIENTATION AND MOBILITY – ORIENTATION TO OBJECTS OR PEOPLE * MOVEMENT THROUGH ENVIRONMENT

Answer 119

EDUCATIONAL ASSESSMENT AND INSTRUCTIONAL CONTENT * IEP TEAM MUST FOCUS ON USING WHAT VISION THE STUDENTS HAS IN CONJUNCTION WITH THE OTHER SENSES * VISUAL EFFICIENCY SCALE – ASSESSES THE OVERALL FUNCTIONING OF INDIVIDUALS TO DETERMINE HOW THEY USE SIGHT * FUNCTIONAL APPROACH LOOKS AT THE INDIVIDUALS REMAINING VISION, ATTENTION, AND PROCESSING 17

Answer 120

EDUCATIONAL NEEDS * SAME AS THEIR HEARING COUNTERPARTS * MANY INSTRUCTIONAL METHODS USED WITH THEIR HEARING COUNTERPARTS ARE APPROPRIATE FOR STUDENTS WITH VISION LOSS * MOBILITY, ORIENTATION, AND DAILY LIVING SKILLS NEED TO BE ADDED TO DAILY CURRICULUM * LEARNING LANDMARKS * LEARNING THE LAYOUT * KNOWING EXITS, BATHROOMS, * UNDERSTANDING EMERGENCY PROCEDURES 18

Answer 121

COMMUNICATION * AUDITORY AND TACTILE STIMULI PROVIDES AND INTEGRATED SENSORY APPROACH * BRAILLE SYSTEM * TO BECOME PROFICIENT MUST LEARN 263 DIFFERENT CONFIGURATIONS * IT IS NOT A TACTILE REPRODUCTION OF THE STANDARD ENGLISH ALPHABET A SEPARATE CODE FOR READING AND WRITING * AUDITORY * READING MACHINES * E-READERS EDUCATION LRE * RANGE FROM PUBLIC SCHOOL PLACEMENT IN THE GENERAL EDUCATION SETTING TO ALTERNATIVE CLASSROOMS SUCH AS RSP ROOMS, PART-TIME SPECIAL EDUCATION, TO FULL TIME SPECIAL EDUCATION * FLEXIBLE PLACEMENT – RANGE FROM GENERAL EDUCATION CLASSROOM TO RESIDENTIAL PLACEMENT

Answer 122

HEALTH CARE AND SOCIAL SERVICES * INITIAL SCREENING * PREVENTION – BLINDNESS IS HEREDITARY * PRENATAL CARE – POOR NUTRITION, USE OF DRUGS, AND EXPOSURE TO RADIATION * AT ABOUT 6 MONTHS – OBSERVATION OF EYE MOVEMENTS, AND RESPONSE TO VISUAL STIMULI * 1 TO 5 VISUAL EVALUATIONS SHOULD BE CONDUCTED * DRUG THERAPY * CORNEAL TRANSPLANT 22TREATMENT * OPTICAL AIDS – MAGNIFYING THE IMAGES * SURGERY * MUSCLE EXERCISES * DRUG THERAPY * CORNEAL TRANSPLANT

Answer 123

Historical Developments * Measurements of intelligence * Mental age * IQ tests * One dimensional (previously) * See chart Definitions * Definitions vary (see p. 409) but typically include * High accomplishment * Outstanding ability/capacity in some area * intellectual, * Creative/artistic * leadership * problem solving * High ability vs. high achieving

Answer 124

Bright vs. Gifted * knows the answer * is interested * is attentive * has good ideas * works hard * answers the questions * top group * listens with interest * learns with ease * 6-8 repetitions for mastery * asks the questions * is highly curious * is mentally & physically involved * has wild, silly ideas * plays around, yet tests well * discusses in detail, elaborates * beyond the group * shows strong feelings and opinions * already knows * 1-2 repetitions for mastery Multiple intelligences * Linguistic * Logical-mathematical * Spatial * Bodily-kinesthetic * Musical * Interpersonal * Intrapersonal

Answer 125

Prevalence * Due to varying definitions, prevalence is unclear * Ranges from 3 to 25% Characteristics * Reflect characteristics from advantaged environments * More males than females * Risk-taking * Intense reactions * Frustration * Self-criticism * perfectionism * See chart on p. 413

Answer 126

Origins of Giftedness & Assessment * Nature vs. nurture * Star Model–dynamic & static dimensions * Assessment * Teacher nomination * Intelligence & Achievement Tests * Creativity Tests Service delivery * Acceleration * Enrichment * Special programs and schools * Career and Education Guidance * Mentoring * Career Choices and challenges

Answer 127

Problems and Challenges of Giftedness * Expectations * Socio-emotional needs * understanding their differences * Appreciating their uniqueness * Understanding and developing relationship skills * Role models * Females * Need to foster independence * Self-efficacy, competitiveness, risk taking generally not encouraged

Answer 128

'Fostering Giftedness in Diverse Cultures * Trained teachers * embrace and celebrate diversity * Provide extracurricular cultural enrichment * Recognize different learning styles * Provide counseling * Mentoring * Culturally responsive classrooms * Foster parent support groups * Foster community connections * Proved supportive and stimulating tutoring * Give access to significant role models * Begin early

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