SLP ASD PD Flashcards
(285 cards)
1
Q
It is a neurodevelopmental disorder
Spectrum disorder which vary among individuals
A
Autism spectrum disorder
2
Q
What are the types of ASD
A
Autistic disorder
Asperger syndrome
Pervasive developmental disorder
Rett disorder
Childhood disintegrative disorder
3
Q
Have my mild symptoms of autistic disorder
A
Asperger syndrome
4
Q
Development is normal for 2 to 10 years followed by sudden regression
It’s the sudden loss of skills
A
Childhood disintegrative disorder
5
Q
Development appears normal for ffirst 5 months
Rare and mostly in girls
A
Rett disorder
6
Q
A typical autism or PDD-NOS
MEET SOME CRITERIA BUT NOT ALL
A
Pervasive developmental disorder
7
Q
Sometimes called classic autism
Usually have significant language delays school and communication challenges and unusual behaviors and interest
A
Autistic disorder
8
Q
What are the common developmental therapy of people with ASD
A
Speech and language therapy
Occupational therapy
9
Q
Improve responses to sensory input that may be restrictive or overwhelming
Manage sensory sensitivities
A
Sensory integration therapy
10
Q
Improve physical skills such as fire movements of the fingers or larger movements of the trunk and body
Motor skills
A
Physical therapy
11
Q
A
12
Q
In educational approaches
What is Treatment and Education of Autistic and Related Communication- Handicap Children
TEACCH
A
thrive on Consistency in visual learning
13
Q
According to pharmacological approaches
A
There are no medications
Both treat occurring symptoms that can help people with ASD function better
14
Q
In psychological approaches
One psychological approach that focus on learning in the connection between thoughts feelings and behaviors
A
Cognitive-behavior therapy
15
Q
Often used to supplement more traditional approaches
They might use special diets herbal supplements animal therapy chiropractic or therapy
A
Complementary and alternative treatment
16
Q
What are the educational consideration for ASD
A
Speech and language therapy
Occupational therapy
Use picture along with demonstrations
Limit verbal instructions
Provide visual cues in written instruction
Limit destructions
Use positive rewards for positive behaviors
Individualized education plan
Collaboration with families
Professional development for teachers
17
Q
A
18
Q
Affects brain development and processing
Influence how individuals perceive and interact with the world
A
Neurodevelopmental impact
19
Q
Students with asd challenge in verbal and nonverbal communication
A
Communication difficulties
20
Q
Make a positive difference by identifying and managing source of sensory overload
A
Limiting sensory overload
21
Q
It is essential to ensure that you are clear and direct when providing student feedback asking questions or giving direction
Avoid metaphorical or abstract language and choose a simple strip word wording to minimize the risk of a misunderstanding
A
Providing appropriate feedback for students with asd
22
Q
Comprehension strategies children with school reading compression is more likely to struggle with low self esteem and feelings of inadequacy and may even be in danger of attendance and dropout problems
A
Focusing on autism rating
23
Q
Applied behavior analysis or aba is a form of therapy that is used to help children with asd manage or eliminate problem behaviors
A
Using rewards and incentives
24
Q
Adjustment based on sensory and behavioral needs
Creating structured and predictable learning environments
A
Environmental and curriculum adaptation
25
Providing daily and weekly schedule to create consistency
Preparing students in advance for change in routines
Clear and structured schedules
26
Picture schedules in visual aids help in understanding daily task
Visual communication boards for nonverbal students
Use of visual supports
27
Specific organization to reduce destruction
Quite spaces for self regulation
Classroom arrangement
28
Sensory friendly classroom with calming activities
Use of cozy corners for self regulation
Sensory-oriented activities
29
Are those that impaired normal physical function they may be orthopedic neuromotor or musculoskeletal impairments
May affect either temporarily or permanently
Physical disabilities
30
Due to damage that happens to the brain after birth
They can be caused through a wide range of factors including a blow to the head stroke alcohol dogs infection disease such aid or cancer or a lock of oxygen
Acquired brain injury
31
Inherited genetic condition which affects the body's respiratory digestive and reproductive system
It specifically affects the mucus and sweet glands in the body causing mucus to be thick and sticky
Cystic fibrosis
32
Incomplete formation to the spine and spinal cord in utero
It can cause the spinal cord nerves to be exposed in the surface of the back instead of being inside of canal or bone surrounded by muscles
Spina bifida
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Typically due to an injury to the developing brain before or during birth caused by reduced blood supply and lack of oxygen to the brain
Illness during pregnancy such as rubella
Cerebral palsy
34
When the myelin steath protective tissue around nerve fibers in the body becomes damaged causing random patches or scars
Multiple sclerosis
35
Group of genetic disorder that lead to progressive and irreversible weakness and loss of muscle mass
Muscle get bigger over time
Muscular dystrophy
36
Neurological condition where a person has a tendency to have recurring seedure due to suddenburse of electrical activity in the brain
Epilepsy
37
Neurological disorder which involves involuntary and repetitive vocalization sounds and movements called tics
uncontrolled movement and sound
tourette syndrome
38
Short stature or abnormal skeletal growth which can be caused by over 300 genetic or medical condition
It is generally defined as an adult height of 4 ft 10 in or last with the average height of someone
Dwarfism
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Some parts of the body are smaller while other parts are average or above average
Disproportionate dwarfism
40
The body is averagely proportion and all parts of the body are small to the same degree
Proportionate dwarfism
41
Common forms of rehabilitation of physical disabilities or
Physiotherapy and occupational therapy
42
What are the educational consideration of physical disabilities
Therapy and intervention as well as care programs with support their needs
Enroll in sped schools or mainstream schools
43
Condition that affects mobility physical capacity stamina or dexterity
Can be present from birth or acquired through accidents injuries illness or medical treatment side effects
Physical disability
44
Are rare genetic disorder leading to brittle bones due to collagen deficiency
Osteogenesis imperfecta
45
Partial or complete absence of a limb congenital or acquired
Limb deficiency
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Joint inflammation causing pain stiffness and limited mobility
Arthritis
47
In arthritis they usually wear and tear and it's called
Osteoarthritis
48
This kind of arthritis that autoimmune disorder or the immune system attacking the body
Rheumatoid
49
A genetic disorder affecting connective tissues impacting the heart spine and limbs
Marfan syndrome
50
A verse defect where the foot is twisted inward and downward
Can lead to mobility tissue if untreated
Club foot
51
A viral infection damaging this one according causing paralysis
Mostly eradicated due to vaccination
Poliomyelitis
52
A congenital defect where the lip or palate does not fully close
CLeft lip or cleft palate
53
What are the educational consideration of physical activities part 2
Physical therapist
Occupational therapist
Speech therapist
Psychologist
Guidance counselor
54
Enhances self care communication and daily lives activities
Occupational therapy
55
Conduct assessment for educational planning
Psychologist
56
Provides emotional family support
Guidance counselor
57
Works on speech and language impairments
Speech therapist
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Focus is on posture mobility and physical exercises
Physical therapist
59
Encourage student engagement in social and behavioral development
Participatory and active listening
60
Helps with language comprehension and memory support
Use of Objects of reference
61
Includes the use of sign language voice output devices in visual aids
Alternative and augmentative communication or AAC
62
Encourage participation in sports arts and skills development
Extracurricular activities
63
Enhances mobility coordination and social interaction
Role of physical education
64
Foster learning environment that supports emotional and cognitive goals
Social emotional integration
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term used when a person has certain limitations in cognitive functioning and skills, including communication, social and self-care skills. These limitations can cause a child to develop and learn more slowly or differently than a typically developing child.
Intellectual disability
67
According to the American Association of Intellectual and Developmental Disabilities, an individual has intellectual disability if he or she meets three criteria:
A. IQ is below 70-75
B. There are significant limitations in two or more adaptive areas (skills that are needed to live, work, and play in the community, such as communication or self-care)
C. The condition manifests itself before the age of 18
68
Types of Intellectual Disability
Down’s Syndrome
Fragile X Syndrome
Fetal Alcohol Syndrome
Prader-Willi Syndrome (PWS
69
is an intellectual disability caused by exposure to alcohol during pregnancy. Women who drink alcohol during pregnancy expose their children the risk of this disability.
Fetal Alcohol Syndrome
70
It is an intellectual disability stemming from having a part of or an extra copy of chromosome 21 in the DNA. It is the most common chromosomal cause of mild to moderate intellectual disabilities in children
Down’s Syndrome
71
It is the most prevalent form of inherited developmental and intellectual disability. This genetic disorder results from a change or mutation in the X chromosome. The disability affects the development of a person, more so in the areas of learning and behavior.
Fragile X Syndrome
72
It is a genetic disorder occurring due to a problem with a part of chromosome 15. Babies born with the disability are poor feeders at infancy. Still, the feeding habit changes at the age of two, where the kids’ hunger becomes insatiable, making them unable to control their appetite.
Prader-Willi Syndrome (PWS
73
TREATMENT
Occupational Therapy
Speech Therapy
Physical Therapy
74
EDUCATIONAL CONSIDERATIONS
Access to General Education
Supplementary aids and services
Teach Adaptive Skills
Transition planning
75
Meaningful and purposeful activities;
Self-care (e.g., grooming, dressing, feeding, bathing);
Employment activities and skills;
Leisure activities (e.g., knitting, playing games);
Domestic activities (e.g., cooking, cleaning, laundry).
Occupational Therapy
76
Enhances quality of life by maximizing mobility and self-locomotion;
Provides adaptive solutions to mobility problems;
Increases sensory integration
Physical Therapy
77
Improves communication skills;
Improves receptive and expressive languages skills;
Improves speech articulation;
Improves vocabulary
Speech Therapy
78
are supports that may include instruction, personnel, equipment, or other accommodations that enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate.
Supplementary aids and services
79
Many children with intellectual disabilities need help with adaptive skills, which are skills needed to live, work, and play in the community. Teachers and parents can help a child work on these skills at both school and home.
Teach Adaptive Skills
80
It’s important that students with intellectual disabilities be involved in, and make progress in, the general education curriculum. That’s the same curriculum that’s learned by those without disabilities. Be aware that IDEA does not permit a student to be removed from education in age-appropriate general education classrooms solely because he or she needs modifications to be made in the general education curriculum.
Access to General Education
81
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It’s extremely important for families and schools to begin planning early for the student’s transition into the world of adulthood. Because intellectual disability affects how quickly and how well an individual learns new information and skills, the sooner transition planning begins, the more can be accomplished before the student leaves secondary school.
Transition planning
83
including blindness means an impairment in vision that, even with correction, adversely affects a child’s educational performance. It means that a person's eyesight cannot be corrected to a “normal” level. Vision impairment may be caused bVisual Impairmenty a loss of visual acuity, where the eye does not see objects as clearly as usual
Visual Impairment
84
Classification of Visual Impairment
Low Vision
Partially Sighted
Legally Blind
Totally Blind
85
It is the complete absence of any visual perception, an individual cannot see anything, including light.
Totally Blind
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It is a term used to describe individuals who have some vision but are not able to see clearly, often requiring accommodations in educational settings or daily life
Partially Sighted
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It refers to a significant visual impairment that cannot be fully corrected with glasses, contact lenses, medication, or surgery, impacting daily life and requiring specialized support and adaptations.
Low Vision
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It is a legal definition of vision loss that limits some activities. It is defined as having 20/200 vision or less in your better eye, even with corrective lenses. It can also be defined as having a visual field of less than 20 degrees
Legally Blind
89
TREATMENT
Control of diabetes
Cataract surgery
Magnification systems
Glaucoma Medications
90
EDUCATIONAL CONSIDERATION
● Move about safely and independently, which is known as orientation and mobility (O&M).
● Use assistive technologies designed for children with visual impairments.
● Use what residual vision they have effectively and efficiently.
● Read and write in Braille, if determined appropriate by the IEP team of the child after a thorough evaluation.
91
refers to an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of deafness.
Hearing Impairment
92
defined as “a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification”, had adversely affects a child’s educational performance
Deafness
93
Types of Hearing Impairment
Sensorineural Hearing Loss
Conductive Hearing Loss
Mixed Hearing Loss
94
A combination of both sensorineural and conductive hearing loss. They may have a sensorineural hearing loss and then develop a conductive component in addition
Mixed Hearing Loss
95
This type of hearing loss occurs in the outer or middle ear where sound waves are not able to carry all the way through to the inner ear. Sound may be blocked by earwax or a foreign object located in the ear canal; the middle ear space may be impacted with fluid, infection or a bone abnormality; or the eardrum may have been injured.
Conductive Hearing Loss
96
This type of hearing loss occurs when the inner ear or the actual hearing nerve itself becomes damaged. This loss generally occurs when some of the hair cells within the cochlea are damaged.
● The most common type of hearing loss.
● It can be a result of aging, exposure to loud noise, injury, disease, certain drugs or an inherited condition.
Sensorineural Hearing Loss
97
Hearing aids
● Cochlear or brainstem implants
● Bone-anchored hearing aids
● Other assistive devices
Technology
98
Make sounds louder. They can be worn by people of any age, including infants. Babies with hearing loss may understand sounds better using hearing aids. This may give them the chance to learn speech skills at a young age.
Hearing aids
99
sends sound signals directly to the hearing nerve
A cochlear implant
100
implant directly stimulates the hearing pathways in the brainstem, by passing the inner ear and hearing nerve
An auditory brainstem
101
This type of hearing aid can be considered when a child has either a conductive, mixed or unilateral hearing loss and is specifically suitable for children who cannot otherwise wear ‘in the ear’ or ‘behind the ear’ hearing aids
Bone-Anchored Hearing Aids
102
It is a kind of device that helps people with hearing loss hear in background noise.
● It is the same type of signal used for radios. FM systems send sound from a microphone used by someone speaking to a person wearing the receiver.
Frequency Modulation/FM System
103
Many television programs, videos, and DVDs are captioned. Television sets made after 1993 are made to show the captioning.
● Captions show the conversation spoken in soundtrack of a program on the bottom of the television screen.
Captioning
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Text messaging
● Telephone amplifiers
● Flashing and vibrating alarms
● Audio loop systems
● Infrared listening devices
● Portable sound amplifiers
● TTY (Text Telephone or teletypewriter
Other devices
105
may also help make the most of a person’s hearing. This is especially true for a conductive hearing loss, or one that involves a part of the outer or middle ear that is not working in the usual way.
Medical and Surgical
106
Learning Language with HI
sign Language
107
Parents of children with recently identified hearing loss can seek different kinds of support. Support is anything that helps a family and may include advice, information, having the chance to get to know other parents that have a child with hearing loss, locating a deaf mentor, finding childcare or transportation, giving parents time for personal relaxation or just a supportive listener.
Family Support Services
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EDUCATIONAL CONSIDERATIONS
with HI
IEP
109
is a neurobiologically-based developmentally disability in children and adults with a persistent pattern of problems in the areas of inattention , hyperactivity and impulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development.
ADHD ( Attention Deficit Hyperactive Disorder
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Symptoms of adhd
INATTENTIVE
HYPERACTIVE
IMPULSIVE
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TYPES OF ADHD
Predominantly Inattentive Type
Predominantly Hyperactive-Impulsive
Type
Combined Type
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Provide individualized special education services to meet the unique needs of the child and is governed under the Federal law known as the Individuals with Disabilities Education Act (IDEA).
IEPs
113
Provides services and changes to the learning environmentto meet the needs of the child as adequately as other students & and is part of Section 504 of the Rehabilitation Act.
504 Plan:
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Inability to attend to critical or relevant features of a task. Diminished attention span. Difficulty ignoring distracting stimuli.
1.ATTENTION
115
disabilities have always been in our classrooms, but professionals have often failed to identify these pupils and recognize their special needs. Over the years these children have been known by a variety of confusing and sometimes controversial labels, including neurologically impaired, perceptually learner, remedial reader, and hyperactive. Obviously, our understanding of what the term "learning disability" means has proven to be problematic.
LEARNING DISABILITIES
116
Difficulty with short-term memory is common-recalling directions in sequence presented seconds earlier Long-term retrieval (recalling telephone numbers) is similar to peers without intellectual disability. Limitations in ability to selectively process and store information
2.MEMORY
117
History of and a generalized expectancy for failure-learned helplessness: effort is unrewarded; failure is inevitable. Evidence outer-directedness, a loss of confidence, and a distrust of one's own abilities, reliance on others for cues and guidance.
3.MOTIVATION
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Difficulty applying knowledge or skills to new tasks, situations, or settings Teachers must explicitly plan for generalization; typically it does not occur automatically
4.GENERALIZATION
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Generally exhibit difficulties in all academic areas, with reading the weakest, and problem-solving difficulties in arithmetic.
ACADEMIC DEVELOPMENT
120
Typically lacking in social competence. Rejection by peers and classmates is commonpoor interper-sonal skills. Frequently exhibit socially inappropriate or immature behavior-difficulty establishing and maintaining friendships.
SOCIAL DEVELOPMENT
121
Follow the same sequence of language acquisition as their typical classmates, albeit at a slower rate. Strong correlation between intellectual ability and language development: the higher the IQ, the less pervasive the language difficulty.
LANGUAGE DEVELOPMENT
122
TYPES OF LEARNING DISABILITIES
Dyslexia
Dyscalculia
Dysgraphia
Dyspraxia
123
It is also known as developmental reading disorder. It is characterized by delay and difficulty in reading even with good eye sight and normal or above-average intelligence. The person has a problem in any part of the reading process such as identifying speech sounds, oral reading with expression and reading comprehension. It can also hinder a person's ability to write, spell, and sometimes speak
DYSLEXIA
124
125
Students with dyscalculia struggle to learn mathematics despite having good home and school environment. This condition is assumed to be the result of different brain function. Dyscalculia is less known than dyslexia. Researchers suggest that an individual may experience both dyslexia and dyscalculia at the same time. Also, these two conditions can exist even without the other being present
DYSCALCULIA
126
The term comes from the Greek word. Dys means impaired and graphia means handwriting. The person who has this condition has a messy handwriting and they struggle with spelling. It is difficult for them to put their ideas into a written form.
problems in writing
DYSGRAPHIA
127
It also known as developmental coordination disorder (DCD).
It is a common disorder that affects movement and coordination.
can also affect fine motor skills, such as writing or using small objects.
DYSPRAXIA
128
refers to students with high intellectual or academic ability
GIFTED
129
is the field that studies this population for gifted
Gifted education
130
Means that all students attend and or welcome by their neighborhood schools in age appropriate regular classes in our supposed to learn contribute in participate in all aspects of the life of the school
Inclusive education
131
A document that aligns the basic rights and freedom that all people are entitled to
Universal declaration of human rights 1948
132
During the 1950s the courts would often rule in the school's favor
Public schools did not have to accept any child with disability
Department of public welfare versus haas 1950
133
A landmark decision of the us supreme court that rule that us state establishing racial segregation republic schools are unconstitutionalized
Brown versus board of education
134
This act protected and provided for students who were in need by providing free and reduce launch and easy access to school resources
Elementary and secondary education act 1970
135
A landmark class action lawsuit that established the right of children with disabilities to receive a free public education
PARC vs pennsylvania board of education
136
Special education should be integrated into general education
All the teachers are required to teach special education minimum of one unit
Warnok report
137
Referson imperment in hearing weather permanent or factwating that adverslay effect the child's educational performance but that is not included under the definition of deafness
Hearing imperment
138
Define as a hairing imprimentary is so severe that the childish empire in processing linguistic information through hearing with or with the out amplification had adverseally affects a childs educational performance
Muslim uses sign language or visual communication
Deafness
139
What are the types of hearing impairment
Sensorineural hearing impairment
Conductive hearing loss
Mix hearing loss
140
A combination of both sensory neural and conductive hearing loss they may have a sensory neural hearing loss and then develop a conductive component in addition
Meaning both middle ear and the inner ear are affected
Mixed hearing loss
141
Happens when sound can pass through the outer or middle ear it may be caused by ear wax fluid or infections and can often be treated with medicine or surgery
Conductive hearing loss
142
Happens when the inner ear or hearing nerve is damaged that this makes sounds muffled or unclear especially in noisy places it is usually permanent
Sensory neural hearing loss
143
The lost generally occurs when some of the hair cells with in the cochlea are damage
Sensorineural hearing loss
144
What is the most common type of hearing loss
Sensory neural hearing loss
145
Sensory neural hearing loss is not medically or surgically treatable however many people with this type of loss find that ____ beneficial
Hearing aids
146
Common in children who may have recurrent ear infection or who insert foreign objects into their ear canal
Conductive hearing loss
147
What are the treatment for hearing impairment
Early intervention and special education
Early hearing detection and intervention (EHDI) program
Technology
Bone-Anchored Hearing Aids
Other assistive devices
Medical and surgical
Learning language
Family support services
148
Hearing loss can affect a child's ability to develop speech language and social skills the earlier a child who is deaf or hard of hearing starts getting services the more likely the child speech language and social skills were reach their full potential
Research shows that early intervention services can greatly improve a child's development
Early intervention 0 to 3 years old
149
In early intervention always remember that start intervention before or no later than
6 months
150
Works to identify infants and children with hearing loss promotes timely follow up testing and services or interventions for any family whose child as a hearing loss
Early hearing detection and intervention (EHDI) PROGRAM
151
Instruction specifically designed to address the educational related development needs of older children with disabilities or those who are experiencing developmental delays services for this children are provided with the public school system
Customized learning programs
Special education 3 to 22 years old
152
This does not cure hearing loss but may help a child with hearing loss to make the most of their residual hearing
Technology
153
It makes sounds louder
Hearing aids
154
Send vibration through the bone
Suitable for children who cannot otherwise where in the ear or behind the ear hearing aids
Bone anchored hearing aids
155
It is severe to profound hearing loss
Send sound signals directly to the hearing nerve
Cochlear implant
156
Directly stimulates the hearing pathways in the brain stem by passing the inner ear and hearing nerve
Auditory brainstem implant
157
What are the other devices
Frequency modulation or FM system
CAPTIONING
TEXT MESSAGING
TELEPHONE AMPLIFIERS
FLASHING AND VIBRATING ALARMS
AUDIO LOOP SYSTEM
INFRARED LISTENING DEVICES
PORTABLE SOUND AMPLIFIERS
TTY OR TEXT TELEPHONE OR TELETYPEWRITER
158
It is a wireless device
It sends sound from a microphone used by someone speaking to a person wearing the receiver
Frequency modulationv
159
It is a subtitle
Captioning
160
This can help specially with people with conductive hearing loss
Medical and surgical
161
One of the best way for people with hearing impairment is to learning the language which is
Sign language
162
Support is anything that helps the family and may include advice information having the chance to get to know other parents that have a child with hearing loss locating a deaf mentor
Family support services
163
Many classroom are now equipped with technology such as interactive whiteboards and sound fields application system if you have access to this technologies or anything similar ensure that you've been crave on how to best use them to compliment your teaching
Make use of available technology
164
Students of airing impairment required visual cues support in their learning to assist their understanding of content and of course so do children who have englishes the second language teachers can use visual symbolize such as providing lesson outlines main points and any direction on iwb or display board so help those students
Use visual stimulus
165
You're always variables as to where a student who as a hearing impairment should sit in the classroom
Sitting arrangement
Consider classroom arrangement
166
Students who have a hearing impairment find it very difficult to concentrate when there is a background noise
Remember that even if your student or students use assistant hearing technology they do not hear in the same way that their peers to
Keep on necessary noise to a minimum
167
Impairment invasion that even with correction adversely affects a child's educational performance
Visual impairment
168
Refers to a significant visual impairment that cannot be fully corrected with classes contact lens medication or surgery
Low vision
169
It is a term used to describe individuals who have some vision but are not able to see clearly often requiring accommodation and educational settings or daily life
Partially sighted
170
A legal definition of vision laws that limit some activities it is defined as having 20/200 vision or less in your better eye
Legally blind
171
Complete absence of any visual perception and individual cannot see anything including light
Totally blind
172
What are the treatment of visual impairment
Control of diabetes
Cataract surgery
Magnification system
Glaucoma medications
173
This is achieved using appropriate lines reading telescopes or surgical system
A tool or device that helps people with low efficiency objects more clearly by making them appear larger
Magnification system
174
Usually a artificial lens is placed within the eye as a replacement of the damage and clouded lens
Cataract surgery
175
This prevents progression of diabetic and resulting visual impairment to some extent
Control of diabetes
176
Medication in eye drops are prescribed to control glaucoma this may contain drugs like latanoprost, afluprost, travopost which are analogues
Glaucoma medication
177
Children with visual impairment need to learn the same subjects and academic skills as their sighted peers
Correct
178
Children learn best through real world experiences in which they can have a direct first hand understanding of something and not just a verbal explanation
Provide a variety of hands on, meaningful experiences
179
Most common developmental disability
Intellectual disability
180
According to the american association of intellectual and developmental disabilities
3 criteria
IQ below 70-75
Significant limitations in two or more adaptive areas
The condition manifests itself before the age of 18
181
Move about safely and independently also know as
Orientation and mobility
182
Term used when a person has certain limitations in cognitive functioning and skills including communication social and self care skills
Intellectual disability
183
What are the types of intellectual disability
Down syndrome
Fragile x syndrome
Fetal alcohol syndrome
Prader-Willi Syndrome
184
An intellectual disability steaming from having a part of or an extra copy of chromosome 21 in the dna
Down syndrome
185
What is the other name of down syndrome
Trisonomy 21
186
It is an intellectual disability caused by exposure to alcohol during pregnancy
Fetal alcohol syndrome
187
It is the most prevalent form of inherited developmental and intellectual disability
This genetic disorder results from a change or mutation in the x chromosome the disability affects the development of a person more so in the areas of learning and behavior
Fragile x syndrome
188
It is a genetic disorder carrying due to a problem with a part of chromosome 15
Babies born with disability are poor feeders attention
Babies born with disability are poor feeders at infancy still the feeding habit changes at the age of two where the kids hunger becomes insatiable making them unable to control their appetite
Prader - Willi Syndrome
189
What are the treatments in the intellectual disability
Occupational therapy
Speech therapy
Physical therapy
190
Meaningful and purposeful activities like self care employment activities and skills domestic activities
Occupational therapy
191
Enhances quality of life by maximizing mobility and self locomotion
Provides adaptive solution to mobility problems
Physical therapy
192
Improves communication skills
improves receptive and expressive language skills
Improves speech articulation
Speech therapy
193
It's important that students with intellectual disabilities be involved and make progress in the general education curriculum
That's the same curriculum that's learned by those without disabilities be aware that idea does not permit a student to be removed from education in age appropriate general education classroom solely because he or she needs modification to be made in the general education curriculum
Access to general education
194
Supports that may include instruction personnel equipment or other accommodation that enable children with disabilities to be educated with non-disable children to the maximum extent appropriate
Supplementary aids and services
195
It's extremely important for families in schools to begin planning early for the students transition into the world of adulthood
Because intellectual disability affects how quickly and how will an individual learns your information and skills the sooner transition planning begins the more can be accomplished before the student leave secondary school
Transition planning
196
Many children with intellectual disabilities need help with adaptive skills which are skills needed to live work and play in the community
Teachers and parents can help a child work on the skills at both school and home
Teach adoptive skills
197
is a process that involves the active
participation of students, families, educators, and other
community members in the planning, implementation, and
evaluation of educational programs and services that meet the
needs of all students. It is a way to ensure that all students have
an opportunity to learn and participate in their school
community’s life.
inclusive education
198
⮚Prior to 1950s there weren't any laws that protected student
with disabilities. ⮚Students with disabilities were not welcomed in public
schools. Many students who faced learning challenges often
dropped out of school.
1940
_________________________
Early Foundations of Special Education
199
⮚During the 1950s the courts would often rule in the schools
favor. ⮚Public schools did not have to accept any child with
disabilities. ⮚In 1958 the Supreme Court of Illinois ruled that public
schools did not have to accept any student with disabilities
due to there lack of ability to learn in the typical classroom
setting.
1950
_________________________
Department of Public Welfare v. Haas
200
inclusive in the philippines
the interest to educate filipinoo children with disabilities was expressed through Mr. Fred Atkinson, the general sperintendent of education
1902
201
inclusive in the philippines
SpEd was formally started in the country by establishing the Insular School for the deaf and blind in manila
1907
202
who was the general superintendent of education who got interest of filipino children with disability
Mr. Fred Atkinson
203
Special classes for the deaf in regular class were implemented
1956
204
The bUreau of public schools of the department of education and culture created the special education section of the special subjects and service education
1957
205
Some private college and universities started to offer special education courses on graduate school curriculum
1960
206
DECS Issued order no. 114 that directed regional officers to organize the regional special education council (RECS)
1993
207
DECS order no. 33 Implementation of administrative order no. 101 directing the Department of Public works and highways, the DECS and the CHED to provide architectural facilities or structural features for disabled persons in all state college, universities and other buildings.
1999
208
DECS order no. 11 s.. 2000 recognized SPED centers in the Philippines
2000
209
An ongoing mobile teacher- training program by the Department of Education an the University of the Philippines trains regular and SPED teachers on how to educate children with special needs
2002
210
SPED act of ? identifies ten groups of children with special needs
2007
211
DepEd order the wing had 217 SPED center to the needs of children with special abilities. The department issued braille textbooks to help especially visually impaired children
2009
212
SPED act of ? An act establishing at least one SPED center for each school division and at least three SPED centers in big school division for children with special needs guidelines for government financial assistance and other incentives and support
2010
213
DEpED has increased the funding for its SPED program and is set to open new centers
2012
214
DepEd organized a National Conference for SPED teachers to sharpen their skills
2013
215
How the Philippines Is Moving Towards Inclusive
Education
program,
which provides
training and support
to teachers, parents,
and school
administrators on
how to best meet the
needs of all
students.
“Inclusive Education
for All”
216
How the Philippines Is Moving Towards Inclusive
Education
Policy in the creation
of Special Education
(SPED) schools.
true
217
How the Philippines Is Moving Towards Inclusive
Education
The Department of
Education (DepEd) has
been working with the
United Nations
Educational, Scientific
and Cultural
Organization (UNESCO)
to train teachers to
include students with
disabilities in their
classrooms.
true
218
How the Philippines Is Moving Towards Inclusive
Education
The policy that
promotes inclusive
education is
the Alternative Learning
System (ALS), which
provides non-traditional
learning opportunities
for students who have
dropped out of school
or cannot attend regular
classes due to health or
other reasons
true
219
How the Philippines Is Moving Towards Inclusive
Education
Policy Guidelines on
the K to 12 Basic
Education Program
includes a policy
framework on
inclusive education.
true
220
How the Philippines Is Moving Towards Inclusive
Education
Republic Act No.
11650, dated March
11, 2022, titled
“Instituting a Policy
of Inclusion and
Services for
Learners with
Disabilities in
Support of Inclusive
Education Act.
true
221
The act of including someone or something as part of a
group, list, etc. or a person or thing that is included.
The idea that everyone should be able to use the same
facilities, take part in the same activities, and enjoy the
same experiences, including people who have a disability or
disadvantage.
inclusion
222
when all students, regardless of
any challenges they may have, are placed in age-appropriate
general education classes that are in their own
neighborhood schools to receive high-quality instruction,
interventions, and supports that enable them to meet
success in the core curriculum.
inclusive education
223
This means that inclusion is strongly linked to the concept
of equal opportunities to include as many people as
possible to participate or be represented.
Inclusion can also be understood as a process that tries to
involve and value differences between individuals and
groups.
inclusion
224
The school and classroom operate on the premise that students
with disabilities are as fundamentally competent as students
without disabilities.
All students can be full participants in their classrooms and in the
local school community.
Much of the movement is related to legislation that students
receive their education in the least restrictive environment
(LRE)
inclusive education
225
what is LRE
least restrictive environment
226
Characters of evidence based inclusive schools
Inclusive education acknowledges
the fact that all students are
valuable and deserve the same
quality of education. It believes
that their differences should not
come in the way that leads them
to receive a quality education.
Values all children
227
characters of evidence based inclusive school
Every child has the right to education.
But often it is observed that children
with disabilities find themselves out of
school because schools are not equipped
with the right knowledge and expertise
to attend to their needs. Inclusive
education acknowledges student rights
and works to provide quality education
to every student.
acknowledge every child's right to education
228
characters of evidence based inclusive schools
Inclusive education believes in
crushing social and cultural
barriers that hinder people from
coming together. By bringing
children from varied backgrounds
and abilities under one roof, it
teaches students to embrace
diversity and respect each other.
embrace diversity
229
characters of evidence based inclusive schools
By creating a least restrictive
learning environment, inclusive
education ensures students with
varying levels of ability can learn
and develop just like other
children. As they are not made to
sit in special ed classrooms, they
too feel a part of the community.
provide least restrictive learning opportuinity
230
characters inclusive schools
It is often found that students who feel
out of place in their classrooms do not
participate as much as they should due to
their insecurities. Inclusive education
encourages student participation through
relevant student-centered activities
where every child gets a chance to
participate and feel included.
encourage students participation
231
characters inclusive school
Inclusive education is not about including
differently-abled students in regular
classrooms just for 1-2 hours. In fact, it is
about providing the support they need
within the premises of a regular
classroom. Instruction is designed and
delivered to suit students with different
abilities. Of course, it needs a lot of
preparation on the part of the school,
but that is what inclusive education is all
about.
addresses individual student needs within the same classroom
232
characters inclusive school
When all students are given the
opportunity to study and interact in the
same classroom, they develop a sense of
belongingness, which boosts their selfconfidence. Having kids of all
backgrounds in the same classroom
promotes cross-cultural friendships and
bring all kids closer.
aims to boost self-confidence in children
233
character inclusive school
Principals, teachers, special education
teachers, and paraprofessionals all
have a role to play in inclusive
education. All these professionals
come together to devise effective
plans and strategies for student
learning. Through their collaborative
teaching efforts, they ensure quality
education for their students.
promotes collaborative teaching
234
characters inclusive school
In an inclusive classroom, teachers have a
responsive approach to the learning
needs of every student. They utilize
appropriate teaching practices and
provide tailored support to meet
individual student’s needs so they can
comprehend lessons in a better way
has a responsive approach to student needs
235
characters inclusive school
Assistive technologies are very
useful in an inclusive classroom. It
provides the necessary support
students need to learn and thrive
in school. Tools like color
overlays, adaptive pencil grips, and
interactive applications make
learning more viable for students
who need a little extra support.
uses assistive technology
236
characters inclusive school
A positive teacher-parent partnership is
essential for providing the best quality
education to students. As parents are
better aware of their child’s learning
challenges and needs, they can provide
valuable feedback. Inclusive education
welcomes parents to suggest strategies
that can help teachers in assisting their
children in the classroom.
encourages parent involvement
237
characters inclusive school
In an inclusive classroom, teachers
make seating arrangements in a way
that students get a chance to mingle
with each other. This is usually
achieved by grouping students and
making them sit together. It allows
students to bond and form longlasting friendships.
seating arrangements
238
5 dimensions of inclusive classroom
1. A sense of
community and
social acceptance
2. An appreciation
of student
diversity
3. Attention to
curricular needs
4. Effective
management and
instruction
5. Personnel
support and
collaboration
239
Types of Collaborative Efforts:
4
Collaboration-Consultation
Co-Teaching
Teacher Assistance Teams
Peer Support Systems – T
240
teams provide support to general
education teachers.
teacher assistive teams
241
Two general education teachers work
together to identify effective solutions to classroom situations.
peer support system
242
general education teacher requests the
services of the special education teacher to help generate ideas for
addressing an ongoing situation.
collaboration consultation
243
– general and special education teachers work together
in providing direct service to students.
co-teaching
244
Students with special needs require personnel supports to
allow them to benefit from placement in inclusive settings.
Collaboration occurs when more than one person works
voluntarily toward a common goal, frequently related to the
success of students.
5. Personnel
support and
collaboration
245
Four elements provided by teacher to meet the wide range of needs of students:
– including physical, procedural,
instructional, and behavior management.
successful classroom management
246
“supported education”;
supports include accommodations and modifications to enhance
learning and acceptance in the general education curriculum.
appropriate accommodative practices
247
– must be able to handle behavior problems,
provide extra support during instruction, modify assessment
techniques, and orchestrate social interaction.
instructional flexibility
248
– key elements of effective
instructional practice: daily review, specific techniques for presenting
new information, guided practice, independent practice, and
formative evaluation.
effective instructional technique
249
“What the student needs to learn?”
Teachers must seriously look at the curriculum and ask what
students are learning and how students with disabilities can
access the curriculum
attention to curricular needs
250
Diversity simply means recognizing the group of individual
differences that we see in our students.
Students learn tolerance and the ability to accept differences in
each other, as well as having opportunities to benefit from
cooperative learning and other alternative instructional
strategies.
an appreciation of student diversity
251
Every student is valued and nurtured.
Students with special needs are truly included in their
classroom communities only when they are appreciated by
their teachers and socially accepted by their classmates.
a sense of community and social acceptance
252
In 1954 segregation in school was declared unconstitutional
and was eliminated in the case of ?
. ⮚This ruling lead to legislation fighting to provide a free public
education for all students including those with disabilities.
Brown v. Board of
Education.
253
what year the Pennsylvania Association for Retarded Children
(PARC) v. Commonwealth of Pennsylvania the state was told
that it was illegal to deny a child of Free and Appropriate
Public Education (FAPE).
1971
254
wo signed the signed into play No Child
Left Behind (NCLB).
President George W. Bush
255
Defined as those who demonstrate an advanced ability or potential in one or more specific areas when compared to others of the same age, experience or environment.
These gifted individuals excel in their ability to think, reason and judge, making it necessary for them to receive special educational services and support to be able to fully develop their potential and talents.
exceptional bright / gifted
256
Gifted children come from all different racial and ethnic backgrounds, as well as economic status.
true
257
Advanced thinking and comprehension above their
age peers
Emotional intensity at a young age
Heightened sense of self awareness
Highly developed curiosity
Excellent memory
Common Characteristics and Traits:
258
Areas of giftedness
He or she uses advanced vocabulary, readily comprehends new ideas, thinks about information in complex ways, or likes to solve puzzles or problems
intellectual (cognitively) gifted
259
areas of gifted
He or she shows unusual abilities in one or more area (math, reading, etc.), has exceptional memorization ability, acquires knowledge quickly, or enjoys talking with experts in the field of his or her interest
academically gifted
260
areas of gifted
He or she has an unusual ability for expressing self, feelings, or moods through art, dance, drama, or music, exhibits creative expression, or has an unusual ability for seeing and observing things in detail.
artistically gifted
261
area of gifted
He or she comes up with several solutions to a given problem, creates and invents in unusual and imaginative ways, and/or has a vivid imagination
creatively gifted
262
area of giftedness
He or she assumes responsibility and follows through, uses judgment in decision making, sets goals and accomplishes them, can organize self and others, and has self-confidence.
gifted in the area of leadership
263
is one of the most common neurodevelopmental disorders of childhood.
* It is usually first diagnosed in childhood and often lasts into adulthood.
* Children with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active.
* It is a disorder that includes difficulty staying focused and paying attention, difficulty controlling behavior and hyperactivity.
ADHD
264
* ADHD is not considered a learning disability but research indicates that from 30-50 percent of children with ADHD also have a
SPECIFIC LEARNING DISABILITY
265
* ADHD is not considered to be a learning disability. It can be determined to be a disability under the Individuals with Disabilities Education Act (IDEA), making a student eligible to receive special education services. However, ADHD falls under the category
other health impaired
266
characters of adhd
* Short attention span for age (difficulty sustaining attention)
* Difficulty listening to others
* Difficulty attending to details
* Easily distracted
* Forgetfulness
* Poor organizational skills for age
* Poor study skills for age
inattention
267
characters of adhd
* Seems to be in constant motion; runs or climbs, at times with no apparent goal except motion
* Has difficulty remaining in his/her seat even when it is expected
* Fidgets with hands or squirms when in his or her seat; fidgeting excessively
* Talks excessively
* Has difficulty engaging in quiet activities
* Loses or forgets things repeatedly and often
* Inability to stay on task; shifts from one task to another without bringing any to completion
hyperactivity
268
characters of adhd
* Often interrupts others
* Has difficulty waiting for his or her turn in school and/or social games
* Tends to blurt out answers instead of waiting to be called upon
* Takes frequent risks, and often without thinking before acting
impulsivity
269
* Children with ADHD tend to be self-focused, so they may not recognize others’ needs, desires, or social cues. This does not mean these children are inherently selfish or rude. Rather, from a neurological standpoint, they may be centered on a signal focal point or idea. To others, this can appear to be impulsiveness or trouble with interrupting and taking turns.
impulsive
270
* Children with ADHD may struggle with waiting their turn in the classroom or on the playground. They tend to be self-focused on what they believe to be important and have trouble with external rules and cues.
trouble taking turns
271
* A characteristic of this disorder is that a child has trouble processing and expressing their emotions. This can lead to outbursts as these children attempt to express how they feel.
emotional turnoil
272
* Because children with ADHD are self-focused, they may have trouble looking outside of themselves and following the typical structure of games or conversations. As a result, they may interrupt or “speak out of turn” to express themselves (even if the other person has not finished talking). It is not because these children are intentionally rude – it has more to do with them feeling that what they have to say is important.
interrupting
273
* Similarly, children with ADHD may have a hard time interpreting “quiet time” or settings for quiet play. Internally, their minds are in constant motion or “on the go,” so they may try to express themselves with noise.
problems playing quietly
274
* Children on the hyperactive end of the spectrum may struggle with “fidgeting.” Because their minds are in constant motion, they may have a harder time sitting still.
inability to sit still
275
* ADHD can cause trouble focusing on the issue at hand. This can even occur if the person is speaking to them directly. For example, a child might make an effort to focus but have a hard time repeating instructions or remembering the second and third steps.
trouble focusing
276
* Children on the inattentive end of the spectrum may have problems finishing tasks. These children are often genuinely interested in a lot of things, but inattentiveness makes it difficult to follow through with all instructions or fully complete tasks. This can become a problem in areas like studying, completing homework assignments, or finishing chores.
problems finishing tasks
277
* Children with ADHD may demonstrate a high number of “careless mistakes” in areas like schoolwork or housework. Rather than laziness or low intelligence, it can instead be a sign of inattentiveness.
high prevalence of careless mistakes
278
* These children may avoid or dislike activities that require strenuous mental effort (such as ongoing classwork or homework). It does not mean they are lazy. Rather, because they have a hard time focusing, these activities require a sustainable effort to successfully complete.
dislike of tasks that require sustained mental effort
279
* Problems with organizations are one of the telltale signs of children struggling with ADHD. These children can have a hard time keeping track of required tasks and activities. This can pose a problem with successful performance in school or with self-help/adaptive requirements.
problems staying organized
280
* Those on the inattentive or combined part of the spectrum can suffer from chronic daydreaming. These children may get lost in a daydream or staring off into space – even as other children are actively playing or doing schoolwork around them.
daydreaming
281
* Another red flag is that children with ADHD can show the same traits across various settings. They do not “act out” in school simply because they do not like it. Rather, they tend to display the same traits in school, at home, during sports practice, and so on.
inattentiveness / hyperactivity across various settings
281
* Because of inattentiveness, children with ADHD can be forgetful. They can forget not only schoolwork and chores, but also where they placed items like books and favorite toys.
forgetfulness
281
types
* A child with ADHD can display restlessness in the form of running, jumping, or climbing in inappropriate situations. These children consistently struggle to resist the urge to release their energy, even against their own better judgment.
hyperactive-impulsive type
281
* This is the most common type of ADHD.
* It is characterized by impulsive and hyperactive behaviors as well as inattention and distractibility.
* It is when a person persistently presents with symptoms of both inattention and hyperactivity-impulsivity. A person's behavior may indicate this subtype if they meet sufficient criteria for both the inattentive and hyperactive-impulsive subtypes.
combined type
281
type
* This type of ADHD is characterized predominately by inattention and distractibility without hyperactivity.
* It is sometimes called as Attention Deficit Disorder (ADD).
* It is a subtype of ADHD that often manifests as limited attention span, distractibility, forgetfulness, or procrastination.
* People with inattentive ADHD make careless mistakes because they have difficulty sustaining focus, following detailed instructions, and organizing tasks and activities. They are easily distracted by external stimuli, and often lose things. They may leave projects unfinished and appear not to listen when you speak.
inattentive- distractible type
