Visual Display Power point

Introduction• Information on the 13 categories of exceptionalities.• Information on Behavioral Support Plan (BIP)• Information regarding cultural, ethnic, gender, linguistic, and

socio-economic differences and their effects on learners.

Autism. • Definition • Autism means a developmental disability significantly affecting

verbal and nonverbal communication and social interaction that are adversely affects a child’s educational performance. • Usually evident before the age of three

• Characteristics • Intellectual:

• May exhibit some degree of intellectual impairments. • About 10% demonstrate extraordinary skills and talents in areas. • Autistic Savant- was introduced to descried someone with those highly

specialized skills.

• Social Interaction • Significant impairments in the use of multiple nonverbal behaviors,

failure to develop age-appropriate pee relationships, a lack of spontaneous sharing with others and the absence of social or emotional reciprocity.

Autism.• Characteristics • Social Interaction:

• Rarely or never directs appropriate facial expressions to others.• Does not show interest in an object or activity even when reference

to the object is accompanied by pointing or facial cures. • Communication:

• Estimated that 25% to 30% never develop language. • If they do, speech may not be functional or fluent & may lack

communicative intent. • Speech is abnormal in rhythm, odd intonation or inappropriate pitch,

and toneless or mechanical. • 25 to 30 began to speak and then stop between the ages between 15

& 24 months

Autism.• Characteristics • Repetitive and Restrictive.

• Play with toys in an unintended fashion, be rigid about routines or object placements, eat few foods, smell food, insensitive to pain, unaware of danger, show unusual attachment to inanimate objects, and repeated body movements.

• Cognitive development & Learning.• Concentration and Attention

• Hyperactivity, Short attention span, impulsivity, and stimulus over selectivity (Selective attention)

• Learning Difficulties• Uneven achievement, impaired executive functioning, poor reading

comprehension, inadequate receptive/expressive language skills, and difficulty generalizing skills or information.

Developmental Delay• Definition• Developmental delay occurs when a child has not reached

developmental milestones by the expected time period. The term “developmental milestones” refers to the skill development process in which children go through during child development. If a child is not learning a skill that other children are learning at the same age, this may be a "warning sign" that the child is at risk for developmental delay. Risk factors for developmental problems could be genetic and environmental. As risk factors increase, a child could be at greater risk for developmental delay.

• The five areas of development are: Physical development, cognitive development, communication development, social and emotional development, and adaptive skills.

Developmental Delay• Characteristics • Physical Development

• Difficulties with gross motor skills - using the large muscle groups that assist in walking, running, standing, sitting, changing positions and maintaining balance

• Difficulties with fine motor skills - ability to grasp, pinch, eat and dress• Has stiff arms and/or legs• Has a floppy or limp body posture compared to other children of the same age• Uses one side of body more than the other• Has poor muscle tone• Seems to have difficulty tracking objects or people with eyes• Rubs eyes frequently• Turns, tilts or holds head in a strained or unusual position when trying to look at an

object• Seems to have difficulty finding or picking up small objects dropped on the floor Has

difficulty focusing or making eye contact• Closes one eye when trying to look at distant objects• Eyes appear to be crossed or turned• Brings objects too close to eyes to see• One or both eyes appear abnormal in size or coloring

Developmental Delay• Characteristics

• Cognitive Development (intellectual abilities)• Struggles with basic learning, problem solving, and remembering tasks• Shows delays in basic reasoning skills and play (e.g. stacking, sorting, nesting, early puzzles)• Has trouble solving basic problems• Has trouble thinking logically

• Communication Development (speech and language)• Fails to develop sounds or words that would be age appropriate• Not able to communicate at age appropriate levels• May not respond to own name• Issues with verbal communication, body language, gestures and understanding what others are

saying• Speech may be delayed, or there may be no speech at all• Uses fewer gestures and those they use are limited in function• Struggles to receptively or expressively label places, people, objects• Talks in a very loud or very soft voice• Seems to have difficulty responding to name, even for something interesting• Turns body so that the same ear is always turned toward sound• Has difficulty understanding what has been said or following directions (after 3 years of age)• Ears may appear small

Deaf-Blindness• Definition • Concomitant hearing and visual impairments, the combination of

which causes such severe communication and other developmental and educational needs that the student cannot be accommodated in special education programs solely for children with deafness or blindness.

• Characteristics • Learn tactually, braille and sign language are the preferred

literacy and communication medical.• Impact on cognitive development and learning.• Cognitive

• Inability to perform basic academic tasks and difficulty in performing functional life skills.

Deaf-Blindness• Characteristics • Communication

• Difficulty with spoken language and limited vocabulary.• Behavior

• Low frustration tolerance, difficulty in demonstrating age appropriate behavior, problems in adjusting to change, exhibit self-stimulatory behaviors, inappropriate behaviors behavior in touching and smelling objects and/or people.

• Physical• Difficulty with environment mobility, with physical ambulation,

displays seizure activity, with eating, with bowel and bladder control

Hearing Impairments• Definition• Is a general term used to describe disordered hearing.• Hearing sensitivity loss refers to a specific aspect of hearing

impairments, and is ordinarily descried as ranging in severity from mild to profound.

• Characteristics • Intelligence

• The distribution of intelligence is similar to that of their hearing counter parts.

• Intellectual development for people with a hearing impairment is more a function of language development than cognitive ability. Any difficulties in performance is closely associated with speaking, reading, and writing the English language, but unrelated to level of intelligences.

Hearing Impairments• Characteristics • Speech and language

• Is the developmental area most affected for those with a hearing impairment. Communication skills are possible for individuals with mild to moderate loss. For the individual with profound congenital deafness, most loud speech is inaudible, even with the use of implants.

• Children ex9ibit significant articulation, voice quality, and tone discrimination.

• Babies appear to babble less than their hearing counter parts. • Social Development

• Young children who are deaf typically have less language interaction during play and appear to prefer groups of two rather than larger groups sizes.

• They engage in less pretend play.

Hearing Impairment• Impact on cognitive development and learning.• Low achievement, typically averaging thee- to four- years below

their age appropriate grade level.• Reading is the academic area most affected. Read at

approximately a third to fourth grade level.

Visual Impairment• Definition • An impairment in vison that, even with correction, adversely effects

an individuals' educational performance. The term includes both partial sight and blindness

• Legally Blind- A visual acuity of 20/200 or less in the better eye with correction or a visual field that is no greater than 20 degrees.

• Characteristics• Academic Performance

• Conceptual development and other learning in pupils with visual impairments primarily depend om tactile experiences and the use of sensor modalities other than vision.

• Social & Emotional development• Maintaining eye contact during speech, smiling at someone in a

friendly manner, and reaching out to touch someone nearby are not innate skills for the child who cannot see.

Visual Impairments• Characteristics • Social & Emotional development.

• For a child with visual impairments, knowledge about the body parts, eating skills, age behavior, clothing, and other social skills are not learned by viewing others, it must be taught.

• Behavioral• Unusual turning of the head, body, or eye, holding reading material

extremely close to the face, excessive rubbing of the eye, watery eyes, eye fatigue, frequent eye pain, frequent headaches, squint or shades the eyes to view objects, difficulty in keeping up when reading or writing, difficulty copying the board, confusion in writing letters & numbers, clumsy movement, poor posture, reluctance to participate, poor grades, difficulty with color identification, and sensory perceptual coordination.

Emotional Disturbance• Definition • A chronic condition characterized by behaviors that significantly

differ from age norms & community standards to such a degree that educational performances adversely affected.

• Disturbing behaviors that occur in a certain place and time and in the presence of certain individuals

• Disturbed behaviors occurs in many setting is habitual, and is part of the individual’s behavior pattern.

• Characteristics • Learning

• Typically score in the low-average range on a measure of intelligence. Experience significant academic deficits. May perform one or more years Below grade-level expectations.

Emotional Disturbance• Characteristics • Learning

• Individuals with emotional or behavioral disorders fare much worse than average in terms of grades, grade retention, high school graduation rates, dropout rates, and absences.

• Social • The most salient characteristic of students with emotional or

behavioral disorders is their difficulty building & Maintaining satisfactory interpersonal relationships.

• Language/Communication• Expressive, receptive, and pragmatic language deficits appear to be

relatively common in individuals with emotional or behavioral disorder

Intellectual Disability• Definition • Is a disability characterized by significant limitations in both

intellectual functioning and in adaptive behavior.• Characteristics • The most common characteristic is identified as intellectually

disabled is impaired cognitive functioning. Often experience difficulty focusing their attention, maintaining it, and selectively attending to relevant stimuli. The more severe the cognitive impairment, the greater the deficits in memory.

• This deficiency is seen across all subject areas, but reading appears to be the weakest area, especially reading comprehension. It is not uncommon to experience difficulty in transferring or generalizing knowledge.

• Speech & Language difficulties are common. Experience a great deal of difficulty with academic tasks.

Specific learning disabilities• Definition• A disability in which there is a discrepancy between a person's

ability and academic achievement, individual possess average intelligence.

• Characteristics • Disorders of attention, hyperactivity, information processing

problems, and lack of cognitive strategies needed for efficient learning, memory difficulties, oral language difficulties, poor gross and fine motor skill, psychological processing deficits, quantitative disabilities, reading disorders, social/emotional challenges, and written language problems.

• Learning• Phonemic awareness , difficulties with mathematics, difficulty with

computational skills, word problems, spatial relationship, or writing numbers and coping shapes. Problems with telling time, understanding fractions and decimals, or measuring.

Specific learning disabilities• Characteristics • Learning.

• Deficits in written language, including spelling, handwriting, ad composition. Use less complex sentence structure, incorporate fewer ideas , produce poorly organized paragraphs and write less complex stories.

• Difficulties with oral expression, problems with appropriate word choice, understanding complex sentence structure and responding to questions are not uncommon.

• Communication problems in social settings. Difficulties remembering both academic and nonacademic information. Problems with short term memory as well as working memory. Deficits in metacognition.

Speech or Language Impairments• Definition • Speech: the expression of language via sounds: the oral modality for

language.• Language: A code used to communicate ideas via a conventional system of

arbitrary signals.• Communication- The sharing or exchange of ideas: information, thoughts,

and feelings. • Speech and/or Language impairments are problems in communication and

related areas. • Characteristics • Expressive Language

• Limited vocabulary, incorrect grammar or syntax, excessive repetition of information, and difficulty in formulating questions.

• Receptive Language.• Following oral direction, understanding humor or figurative language,

comprehending compound & complex sentences and responding to questions appropriately.

Multiple Disabilities • Definition• Concomitant impairments that result in such severe educational

needs that a student can not be accommodated in a special education programs solely on the basis of one of the impairments.

• Characteristics • Multiple disabilities is an umbrella term under which various

educational, rehabilitation, government, and advocacy groups include different combination of disabilities.

• The term does imply two or more disabilities whose combination usually creates an interactional, multiplicative effect rather than just an additive one. • Examples: Behavior disorders and muscular dystrophy, Cerebral palsy

and seizures, deafness and AIDS, Intellectual disability and spina bifida, and learning disabilities and asthma.

Orthopedic Impairments• Definition• A physical disability that occurs from congenital anomalies,

diseases, or other causes that adversely affect a child’s educational performance.

• Characteristics • Neuromotor Impairments

• A neuromotor impairments is an abnormality of, or damage to, the brain, spinal cord, or nerves that send impulses to the body.

• Often results in complex motor problems that can affect several body systems. Have a higher incidence of additional impairments.

• Two types of neuromotor impairments that fall under that IDEA category of orthopedic impairments are Cerebral Palsy and Spina Bifida.

Orthopedic Impairments• Characteristics • Degenerative Diseases

• One of the most common is found in the school population is Duchene Muscular dystrophy.

• Musculoskeletal Disorders• Students with musculoskeletal disorders greatly vary in the severity of their physical

disability. • Two examples in the category are juvenile idiopathic arthritis and limb deficiencies.

• Three major area: Type of disability, functional effects, and psychosocial and environmental factors. • 1.) Often have problems accessing materials while students with other health

impairments are more likely to have problems of endurance and stamina• 2.) Atypical movements and motor abilities, sensory loss, communication

impairments, fatigue and lack of endurance, health factors, experiential deficits, and Cognitive impairments and processing issues.

• 3.)Motivation, self-concept, self-advocacy, behavioral & emotional function, social environmental & Social competence, Physical & technological environment, and Learning & attitudinal environments.

Other Health Impairments• Definition • A chronic or acute health problem that results in limited strength,

vitality, or alertness and adversely affects educational performance

• Characteristics • Disabilities that fall in the other health impairments are often

divided into two areas: Major health impairments and infectious diseases.• Major health impairments • Two of the most commonly occurring health impairments are seizures

disorders and asthma• Infectious Diseases• Several infectious diseases fall under the healing of other health

impairments. Some are readily transmitted such as tuberculosis. Others may pose no threat in the school environment such as AIDS.

Traumatic Brian Injury • Definition• An acquired injury to the brain caused by an external force that

result in a disability or psychosocial impairments that adversely affects educational performance.

• Characteristics • The effects of an injury will differ depending on the cause. The

effects of the injury are usually specific to the site of injury, with secondary effects occurring in other areas as a result of complications.

• Effects ranging from no ill to severe disability. Most are mild, with no abnormalities found on neurological exams.

• Impact on cognitive development and learning• Poor attention, memory problems, decreased writing speed &

Accuracy, decreased stamina & endurance, and impulsive behaviors.

Giftedness and Talented• Definition• Persons whoa possess abilities and talents that can be demonstrated,

or have the potential for being developed at exceptionally high levels. Children capable of high performance include those with demonstrated achievement and/or potential ability in any of the following areas.: General intellectual ability, Specific academic attitude, creative or productive thinking, leadership ability, visual & performing arts, and psychomotor ability.

• Characteristics • Academic/learning

• Ability to reason & Think abstractly, acquires information easily, enjoys learning, highly inquisitive, demonstrates interest in a verity of areas/ activists, generalize knowledge to novel setting, intellectually curious, highly motivated, persistent learner, and early reader.

• Social/emotional • Works well independently, high energy level, and self-confident.

Behavior Intervention Plan• A behavioral intervention plan (BIP) is designed for a specific child to try to help that

child learn to change her or his behavior. Once the function of a student's behavior has been determined, the Individual Education Program (IEP) Team should develop the behavior intervention plan

• Behavior support plans must contain the following components:• Behavior Hypothesis Statements – statements that include a description of the behavior,

triggers or antecedents for the behavior, maintaining consequences, and the purpose of the problem behavior.

• Prevention Strategies – Strategies that may be used to reduce the likelihood that the child will have problem behavior. These may include environmental arrangements, personal support, changes in activities, new ways to prompt a child, changes in expectations, etc.

• Replacement Skills – Skills to teach that will replace the problem behavior.• Consequence Strategies – Guidelines for how the adults will respond to problem

behaviors in ways that will not maintain the behavior. In addition, this part of the plan may include positive reinforcement strategies for promoting the child’s use of new skills or appropriate behavior (this may also be included in prevention strategies)

• Long Term Strategies – This section of the plan may include long-term goals that will assist the child and family in meeting their vision of the child (e.g., develop friends, attend a community preschool program).

Cities References• http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/DevelopmentalDelay

_Characteristics.html

• http://aaidd.org/intellectual-disability/definition#.VTK3CiHBzGc

• http://oaklandcac.pbworks.com/w/page/59627544/Facts%20About%20OUSD's%20Students%20with%20Disabilities

• http://iancommunity.org/cs/ian_research_reports/back_to_school_2008

• http://blindfoundation.org.nz/learn/blindness/clear-focus/frequency-and-causes-of-vision-loss-and-blindness

• http://www.nchearingloss.org/article_demographics.htm

• http://www.friendshipcircle.org/blog/2014/03/31/20-apps-that-can-help-individuals-with-addadhd/

• http://ec.ncpublicschools.gov/instructional-resources/behavior-support/resources/behavior-intervention-plan

• http://challengingbehavior.fmhi.usf.edu/explore/pbs/step5.htm