Disability Awareness

Criteria used in determination of eligibility as defined in

federal and state law.

Who are Children with Disabilities?

To be eligible to receive special education services, a child must have been determined to have one or more of the disabilities listed in federal regulations or in state law or both. The child must have an educational need for special educational services.

Speech Impairment (SI)

• A communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment, which adversely affects a child’s educational performance.

Educational Implications

• Early intervention• Pull-out, integrated, collaborative,

or consultative services with speech pathologist

• Use of technology to assist in communication

Orthopedic Impairment (OI)

• A severe orthopedic impairment which adversely affects a child’s educational performance.

• Includes impairments caused by congenital anomaly, disease and impairments from other causes such as cerebral palsy, amputations, and fractures.

Other Health Impaired (OHI)

• Having limited strength, vitality or alertness, due to chronic or acute health problems.

• According to Office of Special Education and Rehabilitative Services’ clarification of l991, ADD may also be classified under OHI

Educational Implications

• Use of adaptive equipment in classroom, as needed

• Organization of classroom to facilitate free and appropriate access

Mental Retardation (MR)

• Significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period, which adversely affects a child’s educational performance.

Educational Implications

• Use concrete materials that are interesting , age-appropriate and relevant

• Present information and instructions in small, sequential steps and review frequently

• Provide prompt and consistent feedback

Deafness (AI)

• A hearing impairment which is so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, which adversely affects educational performance.

Hearing Impairment (AI)

• A hearing impairment, whether permanent or fluctuating, which adversely affects a child’s educational performance but which is not included under the definition of deafness.

Educational Implications

• Amplification systems• Services of an interpreter for

students who use manual communication

• Favorable seating to facilitate speech reading

• Captioned films/videos

Visual Impairment (VI)

• A visual impairment which, even with correction, adversely affects a child’s educational performance.

• Includes both children with partial sight and those with blindness.

Educational Implications

• Early intervention• Technology utilization in form of

computers, low vision optical and video

• Large print materials• Braille• Books on tape

Deaf-Blindness (DB)• Simultaneous hearing and visual

impairments, the combination of which causes such severe communication and other developmental and educational problems that a child cannot be accommodated in special education programs solely for children with deafness or blindness.

Educational Implications

• Touch cues• Finger spelling• Signed English• Braille writing and reading• Orientation and mobility training

Traumatic Brain Injury (TBI)

• An injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial maladjustment, or both, which adversely affects educational performance.

• Does not include brain injuries that are congenital or degenerative or induced by birth trauma.

Educational Implications

• Give student more time to finish tests

• Give directions one step at a time• Show student how to perform new

tasks• Have consistent routines• Show student how to use

assignment book to help organize

Multiple Disabilities (MD)

• Simultaneous impairments, the combination of which causes such severe educational problems that the child cannot be accommodated in a special education program solely for one of the impairments.

• Does not include children with deaf/blindness.

Educational Implications

• Adaptive aids and equipment in the classroom

• Use of computers and assistive technology communication systems in the classroom

• Regular education modifications

Emotional Disturbance (ED)

• Exhibition of one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance:– inability to learn which is not explained

by other defined disability conditions

Emotional Disturbance

– Inability to build or maintain satisfactory interpersonal relationships

– inappropriate types of behaviors or feeling under normal circumstances

– a general pervasive mood of unhappiness under normal circumstances

– tendency to develop physical symptoms or fears associated with personal or school problems.

Educational Implications

• Implementation of behavior intervention plans

• Need for coordination of services between school, home and therapeutic community

• Social skills development• Psychological or counseling

services available

Learning Disabled (LD)

• A disorder in one or more of the basic psychological process involved in understanding or in using language, spoke or written, which may manifest in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations.

Learning Disabled

• The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

Educational Implications

• Break tasks into smaller steps• Give directions verbally and in

writing• Give student more time to finish

schoolwork or tests• Teach organizational skills

Autism (AU)

• A developmental disability significantly affecting verbal and non-verbal communication and social interaction, generally evident before age three, that adversely affects educational performance.

Educational Implications

• Structured and predictable classroom environment

• Develop programs with parents so that learning activities and experiences can be generalized over several environments

• Limit complexity of verbal directions and/or pair with visuals

GROUP ACTIVITY

• Each group will brainstorm a list of additional educational strategies that can be used with the disability topic given their table