Disabilities and Disorders Flashcards
What are the 3 types of social skills deficits
Acquisition deficits - due to lack of knowledge
Performance deficits - know how to perform but fails to do so consistently
Fluency deficits - doesn’t do to a sufficient degree or strength
Due to competing skill deficits or behaviors - e.g. depression/anxiety can interfere w/ demonstrating conflict resolution skills, even if they’ve been taught and learned
What is cumulative cognitive deficit?
A downward trend in measured intelligence and scholastic achievement of culturally and socially disadvantaged children relative to age-appropriate societal norms and expectations. Occurs because children who are deprived of enriching cognitive experiences during their early years are less able to profit from a new and enriched environmental situation. Why? Mismatch between their cognitive maturity and the requirements of new, more advanced learning situation. Common among international adoptions.
Inability to identify seen objects
Agnosia
How many categories of eligibility are there?
13
What are the 13 categories
- Other Health Impairment -OHI*
- Specific Learning Disability - SLD*
- Autism - AUT*
- Intellectual DIsability - ID *
- Speech/Language Impairment -SLI *
- Orthopedic Impairment- OI
- Traumatic Brain Injury - TBI
- Emotional Disturbance -ED*
- Deafness
- Deaf -blindess
- Hearing Impairment
- Visual Impairment
- Multiple Disabilities
Academic Areas for SLD
Basic Reading Skills Reading Comprehension Reading Fluency Math Calculation Math Reasoning Oral Expression Written Expression Listening Comprehension
Processing Areas for SLD
Attention Visual Processing Auditory Processing Conceptualization Association Expression Sensory Motor Skills
Discrepancy Model
- Significant difference between Cog ability and academic achievement
- 1.5 std dev.
Association
- the ability to memorize and learn by rote.
- must have these skills to perform high level operations such as conceptualization
- Deficits will look like/impact …LT memory, understanding cause/effect, and part/whole relationships
Conceptualization
- inferences/conclusions/judgment
- beyond the use of rote performance
- might not be able to see similarities or differences in things/wont be able to categorize or summarize or classify/wont draw conclusions
RTI
(Response to Intervention)
-you do not have to have a processing deficit to get support
-Tier 1- Universal support
Tier 2- More specific support
Tier 3- More intense support
-Looking at strengths and weaknesses and how a student learns
a disorder in one or more psychological process manifesting itself in the ability to listen, think, speak, read, write, spell or perform mathematical calculations. Must have discrepancy/processing deficit/ exclusionary clause. Can be found using RTI and RIO
1) the student demonstrates a severe discrepancy between intellectual ability and achievement in one or more of the following areas and the student does not achieve adequately for the student’s age or to meet state-approved grade-level standards in one or more of the following areas when provided with learning experiences and instruction appropriate for the child’s age or state approved grade-level standards
2) discrepancy due to a disorder in one or more of the basic psychological processes
3) Learning problems not primarily the result of any of the following: visual, hearing, or motor disabilities, mental retardation, emotional disturbance, or enviornmental, cultural, or economic disadvantage.
4) not result of limited school experience or poor school attendance, lack of instruction, or Limited English Proficiency
5) disability adversely affects the student’s educational performance, and requires speical education to meet the student’s needs
Specific Learning Disability
A student has limited strength, vitality, or alertness, is due to chronic or acute health problems, including but not limited to a heart condition, cancer, leukemia, rheumatic fever, chronic kidney disease, cystic fibrosis, severe asthman, epilepsy, Tourette Syndrome, lead poisoning, diabetes, tuberculosis and other communicable infectious diseases, and hematological disorders such as sickle cell anemia and hemophilia which adversely affects a pupil’s educational performance. This health problem is not temporary in nature.
1) not temporary in nature
2) adversely affects educational performance
Other Health impairment
A student has significantly below average general intellectual functioning existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.
-must score below 75. Generally 69 and below.
1) Demonstrates significantly low IQ
2) Deficits in 2 or more adaptive behaviors: communication, home living, community use, health and safety, leisure, self-care, social skills, self-direction, functional academics, work
3) deficits manifested during developmental period
4) adversely affect educational performance
Intellectual Disability
- A student exhibits any combination of the following autistic-like behaviors, to include but not limited to:
(1) an inability to use oral language for appropriate communication and social interaction
(2) a history of extreme withdrawal or relating to people inappropriately and continued impairment in social interaction from infancy through early childhood
(3) an obsession to maintain sameness
(4) extreme preoccupation with objects or inappropriate use of objects or both
(5) extreme resistance to controls
(6) displays peculior motoric mannerisms and motility patterns
(7) self-stimulating, ritualistic behavior - adversely affects a
child’s educational performance.
*generally before age 3; A child who shows the characteristics of autism after age 3 could be diagnosed as having autism if the criteria above are satisfied
Autism
Because of serious emotional disturbance, a student exhibits 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:
(a) An inability to learn that cannot be explained by intellectual, sensory, or
health factors.
(b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(c) Inappropriate types of behavior or feelings under normal circumstances exhibited in several situations.
(d) A general pervasive mood of unhappiness or depression.
(e) A tendency to develop physical symptoms or fears associated with personal or school problems.
The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.
Emotional Disturbance
A student has a severe orthopedic impairment which adversely affects a child’s educational performance. Such orthopedic impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).
1) documented orthopedic impairment
2) adversely affects educational impairments
Orthopedic Impairment
means concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
Deaf-Blindness
means concomitant [simultaneous] impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness.
- student must have at least 2 impairments to establish eligibility, one of which must be hearing, orthopedic, or vision
- the combination of these impairments causes such severe educational needs that cannot be accommodated in SPED programs solely for one of the impairments
Multiple Disabilities
A student has a hearing impairment, whether permanent or fluctuating, which impairs the processing of linguistic information through hearing, even with amplification, and which adversely affects educational performance. Processing linguistic information includes speech and language reception and speech and language discrimination.
MUST HAVE:
1) current audiological evaluation
2) hearing impairment limits access to language and communication through hearing with or w/o amplification
3) HI adversely affects development of expressive and/or receptive lang. and comm.
4) adversely affects educational performance and requires SPED to meet needs
Deaf (DEA)
- Statement of Present Levels of Performance including how disability effects the child’s invovlement and progress
- measurable goals
- SPED and related services and supplementary aids to be provided including modifications/accomodations/supports
- explanation of extent the child will not participate in gen ed
Content in IEP
- Description of the nature of the concern
- Description of basis for determination of handicap
- description of the reasable accomodations that are necessary
504 plan
ERMHS stands for
Educationally Related Mental Health Services
a student has a hearing impairment, whether permanent or fluctuating, which impairs the processing of linguistic information through hearing, even with amplification, and which adversely affects educational performacne. processing linguisitc information includes speech and language reception and SL discrimination
Hard of Hearing (HOH)
a student shall be assessed as having a language or speech disorder which make him or her eligible for special education and related services when he or she demonstrates difficulty understanding or using spoken language to such an extent that it adversely his or her educational performance and cannot be corrected without SPED
Speech or Language Impairment (SLI)
