MGW Appalachian State University What is a disability? …and what test results might we need?

MGWAppalachian State University

What is a disability?

…and what test results might we need?


Number of students identified and served under IDEA: 2000-2001

Specific Learning Disability 2,884,116

Speech/Language Disorders 1,097,389

Intellectual Disability 613,156

Emotional Disturbance 476,369

Other Health Impairments 295,627

Multiple Disabilities 122,842

Autism Spectrum Disorders 80,326

Orthopedic Impairments 73,113

Hearing Impairments 71,000


Developmental Delay 28,917

Visual Impairments 26,074

Traumatic Brain Injury 14,943

Deaf-Blindness 1,328


Specific Learning Disability

• Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, – that may manifest itself in an imperfect ability to listen,

think, speak, read, write, spell, or to do mathematical calculations,

– including conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.


• The term does not include learning problems that are primarily the result of visual, hearing, motor handicaps, mental retardation, emotional disturbance, environmental, cultural, or economic disadvantage (U. S. Department of Education, 1999).


• A discrepancy between expected and actual achievement

• ….in one or more areas as noted in the definition: speaking, writing, thinking, spelling, reading, listening, and mathematics.

• A learning disability is not primarily the result of sensory, motor, intellectual, or emotional handicap, poor teaching, cultural difference, or the lack of opportunity to learn.

It is associated with language processes.


• What test results do we need?


Intellectual Disability

• Intellectual disability refers to substantial limitation in present functioning. It is characterized by significantly subaverage intellectual functioning, existing concurrently with related limitations in two or more of the following applicable adaptable skills areas: communication, self care, home living, social skills, community use, self direction, health and safety, functional academics, leisure, and work.

• Mental retardation manifests before age 18.




ASD

• Persons labeled with Autism Spectrum Disorders (ASD) demonstrate mild to severe deficits in – 1) social interaction, – 2) verbal and nonverbal communication, and – 3) repetitive behaviors or interests.


ASD

• They will often have unusual responses to sensory experiences, i.e., certain auditory, visual, or tactile input.

• They will present in each individual child differently. For instance, a child may have little trouble learning to read but exhibit extremely poor social interaction.

• Each child will display communication, social, and behavioral patterns that are individual but fit into the overall diagnosis of ASD.


• Some conditions in the spectrum are known as Pervasive Developmental Disorders, high functioning autism, Asperger’s syndrome, Rett’s Syndrome, Childhood Disintegrative Disorder, Fragile X Syndrome, and non-verbal learning disorders.


Possible Indicators of Autism Spectrum Disorders]

• Does not babble, point, or make meaningful gestures by 1 year of age

• Does not speak one word by 16 months

• Does not combine two words by 2 years

• Does not respond to name

• Loses language or social skills


Some Other Indicators

• Poor eye contact

• Doesn't seem to know how to play with toys

• Excessively lines up toys or other objects

• Is attached to one particular toy or object

• Doesn't smile

• At times seems to be hearing impaired




Emotional/Behavioral Disturbance

• The term means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:– An inability to learn that cannot be explained

by intellectual, sensory or health factors.


• An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

• Inappropriate types of behavior or feelings under normal circumstances.

• A general pervasive mood of unhappiness or depression.

• A tendency to develop physical symptoms of fears associated with personal for school problems.


• The term includes children who are schizophrenic. The term does not include children who are socially maladjusted, unless it is determined that they have an emotional disturbance. (U. S. Department of Education, 1999, p. 12422).




ADHD inattentive

• One type of ADHD is predominantly inattentive, with the student displaying characteristics for at least 6 months and to a degree that is maladaptive and does not match maturational expectations for the age when observed. There are nine symptoms listed for inattention, and the student must display at least six of them to be categorized as an inattentive type.


1. Failing to give close attention to details leading to careless mistakes

2. Having difficulty sustaining attention to tasks.3. Having difficulty listening to what is being said 4. Having difficulty following through and completing

homework assignments, classroom assignments, chores, or occupational duties.

5. Having difficulty in organizing tasks 6. Avoiding tasks that require strenuous mental activity 7. Losing materials that are necessary for the tasks they

need to complete 8. Being easily distracted by extraneous activity 9. Forgetting schedules of daily activities.


hyperactive-impulsive

• Another type of ADHD is predominantly hyperactive-impulsive. Hyperactive is a condition of displaying excessive energy characterized as restless and agitated. Persons displaying impulsivity appear to act before they think.

• Characteristics must exist for at least 6 months.


1. Display fidgety behaviors and squirms in seat. 2. Leave desk or seat in the classroom at inappropriate

times. 3. Run and climb in situations when it is inappropriate. 4. Avoid engaging in quiet leisure activities 5. Act as if driven and is always “on the go.” 6. Talk excessively. 7. Blurt out answers impulsively, often before the

question has been completed. 8. Display difficulty waiting in lines and in taking turns 9. Butt into conversations or other people’s games,

interrupting and intruding on others.


• must not have these symptoms as a part of another disorders such as pervasive developmental disorder, autism, schizophrenia, and other psychiatric disorders.

• mood disorder, anxiety disorder, or a personality disorder.

• low self-esteem, moodiness, • temper outbursts, • manifestations of frustration, • aggressiveness.


• The third type is a combined type, with the child showing both types of behavior, hyperactive-impulsive, as well as inattention.




Speech and language impairments

• Speech disorder is characterized by an impartment in vocal production (voice), speech sound production (articulation), fluency (stuttering and related disorders), or any combination.

• A language disorder is abnormal development in understanding or using spoken, written, or other symbolic systems.




Sensory categories

• Deaf

• Blind

• Deaf-Blind




Others

• TBI

• Physical and Health Impairments

• Multiple disabilities



Documents

MGW Appalachian State University What is a disability? …and what test results might we need?