Students with Disabilities and Other Special Learning Needs

Question 1

Autism

Answer 1

disorder characterized by extraordinary difficulty in social responsiveness

Question 2

Deaf-Blindness

Answer 2

Simultaneous significant hearing loss and vision loss.

Question 3

Hearing impairment

Answer 3

partial or complete loss of hearing

Question 4

Intellectual Disability

Answer 4

Significant limitations in intellectual ability and adaptive behavior.

Question 5

Learning Disability

Answer 5

Disorder related to processing information that leads to difficulties in reading, writing and computing.

Question 6

Multiple Disabilities

Answer 6

Simultaneous presence of two or more disabilities such that none can be identified as primary

Question 7

Orthopedic Impaiment

Answer 7

Significant physical limitation that impairs the ability to move or complete motor activities

Question 8

Other Health Impairment (OHI)

Answer 8

disease or disorder so significant that it negatively affects learning

Question 9

Developmental delay

Answer 9

nonspecific disability category that states may choose to use as an alternative to specific disability labels for student up to age 9.

Question 10

Traumatic Brain Injury (TBI)

Answer 10

Potentially affecting learning, behavior, social and language skills.

Question 11

Visual Impairments (including blindness)

Answer 11

condition in which an individual has an inability or limited ability to receive information visually, so much that it intervenes with learning.

Question 12

Assistive Technology

Answer 12

Devices and software to assist students with disabilities

Question 13

Response to Intervention (RTI)

Answer 13

Create it as a new frame work for labeling students with learning disabilities. It came forth in response to criticisms of the traditional discrepancy model, which was considered a problematic method for determining whether a child qualifies as having a learning disability

Question 14

School-wide PBIS

Answer 14

Emphasis on schoolwide systems of support to include practice strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. It is an application of a behaviorly based system approach to enhance the capacity of school families and communities to the sign effective environment that improve the link between research validated practices and the environment in which teaching and learning of curse