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Fall Semester 2024 > Exceptional Learners Test #2 > Flashcards

Exceptional Learners Test #2 Flashcards

1
Q

sensory impairments include:

A

blindness, visual impairments, deafness, and hearing impairments

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2
Q

a person who needs 90db of sound level to hear is classified as…

A

deaf

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3
Q

those who require between 0-90db of sound level are classified as…

A

having a hearing impairment

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4
Q

deafness and hard of hearing are defined/categorized by clinicians based on…

A

measurable degree of hearing impairment

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5
Q

how is deafness/hard of hearing measured?

A

decable level

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6
Q

what dB level is the point in which an average person can detect faintest sounds?

A

0dB

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7
Q

How may a person who have deafness at birth prefer to be considered as?

A

Deaf (capital D) and may consider themselves to be a part of the deaf community

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8
Q

What category of deafness is deafness at birth?

A

congenitally deaf

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9
Q

what is congenitally deaf?

A

deafness at birth

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10
Q

what category of deafness is acquired after birth

A

adventitiously deaf

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11
Q

what is adventitiously deaf?

A

a deafness acquired after birth (illness/accident)

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12
Q

what are the 3 parts of the outer ear?

A
  1. auricle/pinna
  2. canal
  3. tympanic membrane
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13
Q

what are the 3 parts of the middle ear?

A
  1. malleus
  2. sound transmitted from eardrum to oval window
  3. eustachian tube
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14
Q

what are the 2 parts of the inner ear?

A
  1. cochlea
  2. auditory nerve
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15
Q

what are the 3 parts of the ear?

A
  1. outer
  2. middle
  3. inner
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16
Q

where do causes for hearing impairments issues arise from?

A

problems in the outer, middle, or inner ear

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17
Q

what is the most common cause of middle ear hearing impairment?

A

Otis media (middle ear lining inflamed and cavity fills with fluid

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18
Q

where do the most severe types of hearing impairment occur?

A

inner ear

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19
Q

what causes the most severe type of hearing impairment?

A

maternal rubella
meningitis
Rh factor
prematurity with Apnea (failure to breath after birth)

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20
Q

what is the most impacted area of learning for students who have a hearing impairment or deafness

A

reading and production of language

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21
Q

define a physical disability (PD)

A

limitations in physical areas that interfere with functioning to such an extent that supports are required

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22
Q

what are the two classifications of physical disabilities

A
  1. congenital (at birth)
  2. acquired (accident/illness)
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23
Q

what are the 4 levels of a physical disability

A
  1. acute
  2. chronic
  3. episodic
  4. progressive
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24
Q

define an acute physical disability

A

severe, but with treatment recovery of most function can occur

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25
Q

define a chronic physical disability

A

ongoing and not severe, but little to no recovery of function even with treatment

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26
Q

define an episodic physical disability

A

recurs but normal functioning most of the time

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27
Q

define a progressive physical disability

A

worsens over time

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28
Q

what is the prevalance rate of PD

A

more students today with PD than 30 years ago; due to improvements in medical treatments and tech to save lives with leads to more newborns who have severe health/physical injury and/or disability

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29
Q

what is Neuromotor Impairment

A

a type of PD which is result of impaired functioning in brain or spinal cord; affects ability to move parts of body (paralysis/muscular fucntion)

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30
Q

What is cerebral palsy? (CP)

A

an example of a neuromotor impairment PD
damage to the brain before it has fully developed

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31
Q

what can CP effect?

A

a persons posture, balance, ability to: move, communicante, eat, sleep, and/or learn

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32
Q

what differs for each person with CP?

A

the parts of the body affected the level of severity, and combination of symptoms

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33
Q

how is CP described?

A

by the way it affects movement, part(s) of body affected, and how sever it is

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34
Q

range of effect in CP and some examples

A

depends on damage
- weakness in one hand
- limited speech
- minor-severe paralysis
- cognitive delays

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35
Q

what are the 3 categories of CP

A
  1. quadriplegia
  2. diplegia
  3. hemiplegia
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36
Q

what is quadriplegia (CP)

A

bilateral CP
both arms and legs affected; the muscles of the trunk, face, and mouth may be affected

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37
Q

what is diplegia (CP)

A

bilateral CP
both legs affected; the arms may be affected to a lesser extent

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38
Q

what is hemiplegia (CP)

A

unilateral CP
one side of the body ; one arm and one leg is affected

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39
Q

do all children with CP need learning supports?

A

depending on the severity, some children may or may not need learning supports

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40
Q

what can you ensure in your classroom for students with CP?

A

that the classroom space suits students’ needs for mobility

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41
Q

what are some examples of educational supports within a classroom for students with CP

A

computers with scanners
onscreen keyboards
head operated pointing devices
voice recognition software
electric wheelchairs with computer boards

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42
Q

what are some posturing support techniques for students with CP

A

assistive devices to aid with activities of daily living
assist in change in position every 20-30 minutes
assist with stretching

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43
Q

what are orthopedic/muskuloskeletal disorders?

A

a type of physical disability in which defects or diseases of the muscles/bones that cause difficulty walking, standng, sitting, or using hands

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44
Q

what is Muscular Dystrophy? (MD)

A

a type of muscular dystrophy PD
degenerative, hereditary disease causing a progressive weakening of the muscle tissues

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45
Q

what are two examples of Muscular Dystrophy?

A
  1. Duchenne MD
  2. Facioscapulohemeral
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46
Q

what is Duchenne MD? (PD)

A

causes muscle weakness that starts in the pelvis and thighs and spreads to arms legs and trunk

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47
Q

what are some details of Duchenne MD (PD)?

A

mainly affects boys, usually age 3-5
most can no longer walk by 10-12
can cause problems in breathing/heart
most die in late teens/early 20s

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48
Q

what causes Duchenne MD? (PD)

A

a gene mutation that affects the production of a protein called dystrophin
linked to X-chromosome

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49
Q

what is facioscapulohumeral MD? (PD)

A

a genetic muscle disorder in which the muscles of the face, shoulder blades, and upper arms are effected

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50
Q

what are some details of facioscapulohumeral MD?

A

typically appears in teens of either gender
develops slowly (facial movements)
normal lifespan

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51
Q

what is the cause of facioscapulohumeral MD?

A

pieces of a gene called DUX4 are abnormally activated in FSHD-affected cells leading to the production of toxic proteins
CAUSED BY GENES

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52
Q

what are some other examples of Physical Disabilites?

A

severe asthma
AIDS
diabetes
cystic fibrosis
juvenile rheumatoid arthritis (JRA)

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53
Q

define a Traumatic Brain Injury (TBI)

A

an insult to the brain, not degenerative or congenital, but caused by an external, physical force that may produce diminished or altered state of consciousness, which can result in an impairment of cognitive abilities and/or physical functioning

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54
Q

what can a TBI also effect?

A

the disturbance of behavioural or emotional functioning

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55
Q

how is the a TBI measured?

A

levels of severity measured by altered state of consciousness using a Glasgow Coma Scale

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56
Q

what are the 3 levels of severity of a TBI

A
  1. Mild TBI (score of 13-15 on GCS)
  2. Moderate TBI (score of 9-12 on GCS)
  3. Severe TBI (score of 8 or less on GCS)
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57
Q

the impact of a TBI on a child depends on:

A
  1. the site of the trauma (frontal vs temporal lobe)
  2. the age of the child (stage of brains development)
  3. other co-occuring injuries/health concerns
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58
Q

what are some causes of a TBI?

A
  1. an outside force impacts the heading causing the brain to move back and forth
  2. a direct blow to the head
  3. a rapid acceleration and deceleration of the head
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59
Q

what is the highest cause of TBI’s?

A

transportation

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60
Q

what is the prevalence rate of TBI’s

A

varies; hard to measure accurately due to effects changing over time)

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61
Q

what is the incidence rate of school aged children who acquire a TBI each year?

A

0.5%

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62
Q

what percentage of children who have a TBI will have lasting effects?

A

3%

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63
Q

what is the gender difference within people with TBI’s

A

more males than females

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64
Q

what are some difficulties experienced post-TBI

A

remembering
speech/language
irritability
aggression
mood swings
fatigue
uneven progress

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65
Q

what are some education considerations for children with a TBI

A
  1. assist child as they transition from hospital/home to school
  2. create a plan for cognitive, social, and sensorimotor domains as relevant
  3. teach strategies for sustaining attention, remembering previously learned skills, learning new things, dealing with fatigue, engaging in social behaviour
  4. transition programming for long term needs
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66
Q

what are some tips when working with students who have a TBI

A

be patient
maintain clear structure/routines
do not set specific expectations for achievement too early
be supportive and responsive to changing needs

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67
Q

each case of TBI will be very…

A

UNIQUE! need to design a plan of intervention considering the unique qualities of the individual

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68
Q

TBI prevention programs in schools

A

playground safety
school bus and vehicle safety
pedestrian safety
youth violence awareness and prevention safety

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69
Q

what is Intellectual Development Disability? (IDD)

A

significant limitation in both intellectual functioning and adaptive behaviour

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70
Q

what is intellectual functioning (IDD)

A

intelligence- refers to general mental capacity; thinking, reasoning, problem solving, etc.

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71
Q

what adaptive behaviour (IDD)

A

conceptual skills (language/literacy)
social skills (social-responsibility, gullibility, following rules)
practical skills (daily living, occupational skills)

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72
Q

what was the previous name for IDD and when did it change

A

Mental Retardation, changed in 2007 by the American Association on Intellectual Developmental Disabilities

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73
Q

what is IDD stand for

A

Intellectual Developmental Disability

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74
Q

IDD is not…

A

a learning disability or slow learners

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75
Q

Defining IDD is…

A

difficult

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76
Q

what are professionals reluctant to apply the label of IDD?

A
  1. possible misdiagnosis
  2. stigma attached
  3. socially constructed condition
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77
Q

how do the supports range in IDD?

A

Intermittent (low level; as needed)
to
Pervasive (high level)

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78
Q

what are the 4 classifications of IDD?

A
  1. Mild (IQ approx. 50-70; low adaptive behaviour)
  2. Moderate (IQ approx. 35-50; very low adaptive behaviour)
  3. Severe (IQ approx. 20-35; significantly low adaptive behaviour)
  4. Profound (IQ approx. 20 and below; very limited/absence of adaptive behaviour)
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79
Q

what is the prevalence rate of IDD

A

approx. 1-2% of students in K-12 in canada
may be inaccurate due to hesitancy to diagnose

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80
Q

what are the 3 causes of IDD?

A
  1. prenatal (before birth)
  2. perinatal (at time of birth
  3. postnatal (after birth)
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81
Q

what percentage of IDD cases are caused by some type of genetic syndrome/disorder

A

50%

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82
Q

what are some prenatal causes

A

chromosomal, metabolic, developmental disorders affecting brain formation, environmental influences

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83
Q

what is the most common chromosomal type of IDD

A

Down Syndrome

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84
Q

what causes Down Syndrome

A

an anomaly at 21st pair of chromosomes (typically an extra in the 21st pair called trisomy 21)

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85
Q

what are some distinct factors of down syndrome

A
  1. eyes appear slanted, thick folds on corners of eyes
  2. small physical stature
  3. protruding tongue due to small oral cavity
  4. heart defects
  5. short broad hands with singular palmar crease
  6. poor muscular tone
86
Q

what level of IDD do most cases of down sydrome fall under?

A

moderate

87
Q

what are some potential risk factors for chance of having a child with down syndrome?

A

increases with mothers age
exposure to viruses in mother
age of father
exposure to radiation in both mom and dad

88
Q

what are some examples of screening done to detect down syndrome in early stages of pregnancy?

A
  1. Maternal Serum Screening (blood test)
  2. Nuchal Translucency Sonogram (measures fluid behind the fetuses neck)
  3. Chronic Villus Sampling (sample of placenta is taken early on and tested for chromosomal abnormalities
  4. Amniocentesis (ample of amniotic fluid taken from sack around fetus and checked for chromosomal abnormalities; 1/100 risk)
89
Q

what are some perinatal causes of IDD?

A
  1. Anoxia (complete loss of oxygen)
  2. Low Birth Weight (2.5kg or less = high risk)
  3. Sexually Transmitted Disease (infections such as syphilis or herpes)
90
Q

what are some postnatal causes of IDD?

A
  1. TBI
  2. Meningitis
  3. Lead Ingestion
  4. Malnutrition
  5. Psychosocial (neglect/abuse)
91
Q

what are some educational considerations for children with IDD

A
  1. functional age-appropriate curriculum
  2. teaching/promoting self determination skills
  3. transition planning
92
Q

what are some specific instructional methods for children with IDD

A

functioning reading/math skills
systemic and explicit instruction
real-life settings/materials
buddy system (social modelling)
life skill groups

93
Q

what is the only preventable exceptionality?

A

Fetal Alcohol Spectrum Disorder

94
Q

what is FASD caused by

A

effects to fetal brain by maternal consumption of alcohol during pregnancy

95
Q

FASD is a…

A

continuum disorder
ranges from profound cognitive, behavioural, emotional, and social issues to mild intellectual and behavioural issues

96
Q

what is the prevalence rate for children with FASD in Canada

A

approx. 0.1%
1.2 % for off-reserve indigenous children

97
Q

what is the FASD continuum?

A
  1. Fetal Alcohol Syndrome (least severe)
  2. Alcohol Related Neurodevelopmental Disorders
  3. Alcohol Related Birth Defects
  4. Neurobehavioural Disorder associated with prenatal alcohol consumption (most severe)
98
Q

what are the 5 areas of the brain effected by Maternal Alcohol Consumption?

A
  1. Basil Ganglia (motor/cognitive function)
  2. Corpus Calosum (attention, reading, memory)
  3. Cerebellum (balance/coordination)
  4. Hippocampus (storing memories)
  5. Frontal Cortex (reasoning, problem-solving)
99
Q

what is the most clinically recognized form of FASD on the continuum?

A

Fetal Alcohol Syndrome (FAS)

100
Q

what does a FAS diagnosis require?

A
  1. mothers acknowledgement of alcohol use
  2. growth below the 10th percentile
  3. specific head and facial abnormalities
  4. intelligence and adaptive behaviour deficits
101
Q

what is the Lip Philtrum Guide

A

used within FAS diagnosis; looks at the smoothness of the philtrum and the thinness of the upper lip and measure on a scale of 1-5

102
Q

what are some characteristics of the ear for a child with FAS

A

railroad track appearance

103
Q

children with FASD tend to be…

A

naive, socially engaging, BUT do not learn from experience; difficulty with cause and effect thinking

104
Q

person with FASD may experience difficulty in cause and effect thinking in…

A

understadning consequences
generalizing behaviour from one setting to another
predicting outcomes of different behaviours in new settings
working within a rigid and egocentric view of what is fair

105
Q

what are some things that dont work within FASD

A
  1. physical punishment
  2. time-outs after child has ‘lost it’
  3. taking things away/bribes
  4. natural/logistic consequences
  5. contracts
  6. grounding
  7. moralizing
106
Q

what are some effective strategies for children with FASD

A
  1. teaching using self-talk
  2. pair visual prompts with verbal cues and instructions
  3. use proximity
  4. provide headset to block out noise if student is easily distracted
  5. break assignments into small manageable parts
  6. use concrete reinforcement or reminders
107
Q

define Emotional or Behavioural Disorders (E/BD)

A

behaviours or emotions that are extreme; chronic and interfere with normal functioning in all aspects of child’s life

108
Q

what are some examples of E/BD disorders

A

anxiety disorders
mood disorders
disruptive disorders
oppositional defiance disorder
conduct disorder

109
Q

define anxiety

A

subjective sense of worry, apprehension, fear, and distress

110
Q

what are unhealthy levels of anxiety?

A

last for long periods of time (chronic) and affect functioning (qualify as a disorder)

111
Q

what is anxiety that lasts for long periods of time qualified as?

A

chronic

112
Q

what is anxiety that effects functioning qualified as?

A

a disorder

113
Q

what are some non-physical impacts fo anxiety?

A

disrupts thinking, decision making ability, perceptions of the environment, learning and concentration

114
Q

what percentage of children in Canada have a diagnosis of anxiety?

A

5.2%

115
Q

what are physical manifestations of anxiety?

A

raised blood pressure and heart rate, nausea, vomiting, stomach pain, ulcers, diarrhea, tingling in limbs, weakness, and shortness of breath

116
Q

what are the 5 types of anxiety disorders?

A
  1. Generalized Anxiety Disorder
  2. Separation Anxiety Disorder
  3. Phobias
  4. Selective Mutism
  5. Panic Attacks
117
Q

explain generalized anxiety disorder

A

engage in extreme, unrealistic worry about everyday life activities, hard to stop worrying once they start, experience physical discomforts that do not appear to have a physical cause

118
Q

explain separation anxiety disorder

A

extreme difficulty leaving an attachment figure, cling/cry desperately upon departure, have trouble falling asleep/restless sleep, and refusal to do anything the requires separation

119
Q

explain phobias

A

unrealistic and excessive fears of certain objects or situations; often center on:
animals, storms, water, heights or situations
restricts their lives

120
Q

what is a social phobia?

A

significant fear of one or more social situations in which a child is exposed to unfamiliar persons or scrutiny by others; exposure to this situation causes significant anxiety or panic attack

121
Q

explain panic attacks

A

sudden, discrete episodes of intense fear and/or discomfort accompanied by 4 out of 13 symptoms and intense feelings of wanting to escape and impending doom

122
Q

what are 4 examples of the 13 symptoms of panic attacks

A
  1. heart palpitations
  2. sweating
  3. trembling
  4. shortness of breath
123
Q

explain selective mutism

A

fully capable of speech and understanding language but unable to speak in certain situations; a severe form of progressive mutism

124
Q

what are the 6 potential causes for anxiety disorder

A
  1. genetic
  2. biological
  3. psychological
  4. medical
  5. PTSD
  6. GAD
125
Q

what are genetic causes of anxiety disorder

A

higher chance of anxiety disorder if anyone in immediate family has one

126
Q

what are biological causes of anxiety disorder

A

evidence exists that supports the involvement of norepinephrine, serotonin, and GABA; a disregulation of neural systems

127
Q

what are psychological causes of anxiety disorder

A

anxiety can result when combination of increased internal and external stressors overwhelm ones coping abilities

128
Q

what are medical causes of anxiety disorder

A

illness such as cardiovascular disease, lung disease, endocrine disorders, infections, neurological disorders, can be an underlying source of an anxiety disorder

129
Q

what are PTSD causes for anxiety

A

cased by the trauma but also linked to psychological coping skills already in existence

130
Q

what are GAD causes for anxiety

A

theory suggest personality is involved; a person whose temperament is timid or negative, or who avoids anything dangerous, may be more prone to GAD

131
Q

what are the 6 treatments options for anxiety disorder

A
  1. environmental
  2. cognitive behavioural
  3. relaxation techniques
  4. biofeedback
  5. psychotherapy
  6. medication treatments
132
Q

what are environmental treatments for anxiety

A

avoidance of stimulants
avoid nasal decongestants/cough medications
good sleep habits
reduction od stressors

133
Q

what are cognitive behavioural treatments for anxiety

A

learn to deal with dears by modifying the way we think and behave (guided imagery)

134
Q

what are relaxation technique treatments for anxiety

A

deep breathing, meditation, music

135
Q

what are biofeedback treatments for anxiety

A

connected to electrical sensors that help you learn to read feedback of your body signals

136
Q

what is psychotherapy treatments for anxiety

A

talk or play or write through fears/worries with a therapist

137
Q

what are 2 medication treatments for anxiety

A

Benzodiazepines (ativan)
Sertonergic Agents (antidepressants)

138
Q

define Oppositional Defiant Disorder

A

a persistent pattern of angry or irritable mood/argumentative/defiant behaviour and/or vindictiveness toward others (no direct violation of the rights or safety of others)

139
Q

behaviours must be… to be diagnosed with ODD

A

inappropriate for age and developmental stage

140
Q

symptoms of ODD are more evident in…

A

interactions child has with adults or peers they know well and are confortable with

141
Q

what age is ODD typically diagnosed?

A

age 8

142
Q

what role does puberty play in the prevalence rate of ODD in males and females

A

more males are diagnosed pre-puberty and an equal rate of M:F after puberty

143
Q

what percentage of school aged populations in Canada are diagnosed with ODD

A

3.5%

144
Q

what are some characteristics of a child with ODD

A

often loses temper
often argues with adults
actively defies or refuses adult requests/rules
deliberately annoys others
blames others for mistakes/problems
easily annoyed by others

145
Q

In ODD, social function is often…

A

impaired; depends on severity of symptoms and how much class time they have missed du to behavioural problems

146
Q

what are the causes of ODD

A

exact causes unknown; believed to be a interplay between genetic, environmental, and psychosocial factors

147
Q

what are some potential causes for ODD

A

heritability
childhood maltreatment
temperamental factors
peer rejection

148
Q

what are the 6 treatment options for ODD

A
  1. parent training programs
  2. individual psychotherapy
  3. family psychotherapy
  4. cognitive behavioural therapy
  5. social skills training
  6. medication
149
Q

what are parent training programs effective for in ODD

A

helps to manage the child’s behaviour

150
Q

what is individual psychotherapy effective for in ODD

A

anger mangement

151
Q

what is family psychotherapy effective for in ODD

A

improves communication

152
Q

what is cognitive behavioural therapy effective for in ODD

A

assist with problem solving and decrease negativity

153
Q

what is social skills training effective for in ODD

A

to increase flexibility and improve frustration tolerance with peers

154
Q

what is medication effective for in ODD

A

it is not effective for most with ODD!

155
Q

what is not an effective educational strategy with ODD and why

A

Traditional Positive Reinforcement
their primary response system is public opposition, therefore reinforcing in front of a group for good behaviour may fuel misbehaviour

156
Q

What is an effective educational strategy with ODD

A

Indirect Reinforcement
whispering
notes

157
Q

what are the 5 components of the Teacher Response Key when dealing with students with ODD

A
  1. take personal time-out
  2. pick your battles
  3. no not engage in argument
  4. provide choices
  5. set up reasonable consequences that can be enforced consistently
158
Q

define Conduct Disorder

A

persistent pattern of antisocial behaviour; significantly impairs everyday function at home/school

159
Q

what are antisocial behaviours?

A

aggressive acts (physical violence, use of a weapon, cruelty to people/animals, forcing sexual acts)

160
Q

acts committed by individuals with CD are…

A

committed across a wide rand of situations and demonstrated over long periods of time

161
Q

what are the 3 types of CD

A
  1. Under-socialized
  2. Socialized
  3. Versatile
162
Q

explain under-socialized CD

A

characterized by OVERT ACTS
teasing, yelling, verbal aggression, threatening, attacking, loudness, extreme disobedience

163
Q

explain socialized CD

A

characterized by COVERT ACTS
lying, secret destructiveness, stealing, fire setting, gang affiliations, abuse of alcohol/drugs

164
Q

explain versatile CD

A

show both overt and covert forms of antisocial conduct; cant switch back and forth

165
Q

girls with CD are more likely to…

A

lie, skip school, run away, use substances; show more relational aggression

166
Q

boys with CD are more likely to…

A

fight, steal, vandalize, and have disciplinary problems at school; show physical agressions and aggression in relationships

167
Q

what are the 4 theories of causes of CD

A
  1. Biological Factors (brain differences in frontal lobe)
  2. Social Factors (poor social skills)
  3. School Factors (dont fit in/struggle with expectations)
  4. Familial/Environmental Factors (family history/circumstances/modeling)
168
Q

Treatment with CD is a… and contains…

A

a multi-component approach
contains:
medication
behaviour therapy
cognitive behaviour therapy

169
Q

what do you need to remain as with education interventions of a student with CD

A

Proactive and Instructive

170
Q

What do children with CD typically respond well to?

A

Positive Reinforcement

171
Q

Punishment for students with CD must…

A

only be for serious issues; administered in a matter-of-fact way

172
Q

Punishment for students with CD must be…

A

fair, consistent, and immediate

173
Q

what are the 4 classifications of Autism Spectrum Disorder according to the DSM-5

A
  1. ASD with or without a intellectual impairment
  2. ASD with or without a language impairment
  3. ASD associated with a known medical or genetic condition
  4. ASD associated with another neuro developmental disorder or with catatonia
174
Q

what is catatonia

A

lack of reaction to surroundings

175
Q

What is the severity of ASD based on

A

social communication impairments and restricted repetitive patterns of behaviour

176
Q

how is ASD rated

A

levels 1, 2, and 3

177
Q

explain level 1 ASD

A

least severe; mild
struggles with social situations
has some repetitive behaviours
struggle maintaining a conversation and making/keeping friends
prefer to stick to established routines
often want to do things their own way

178
Q

explain level 2 ASD

A

noticeable difficulty with social skills
can communicate verbally yet conversations may be very short or focused on specific topics
need support to participate in social activities
may not look at someone who is talking to them
do not express emotions through tone of voice or facial expressions
may have routines or habits they feel necessary, become very uncomfortable when disrupted

179
Q

explain level 3 ASD

A

most severe
significant difficulties with social communication skills
many restrictive or repetitive behaviours that interfere with everyday functioning
do not communicate verbally or use very few words
struggle with unexpected events
overly or underly sensitive to sensory input

180
Q

what percentage of diagnosed cases of ASD in Canada

A

2.2%

181
Q

what is the gender difference in ASD diagnosis

A

more boys than girls 3:1

182
Q

what are some examples of social communication behaviours within ASD

A

talk at length about a favourite subject without noticing that others are not interested
facial expressions, movements, or gestures do not match that is being said
unusual tone of voice
having trouble understanding another persons pov
unable to predict others actions

183
Q

what are some examples of restrictive/repetitive behaviours within ASD

A

repeating words/phrases
lasting and intense interest in specific topic
get upset by changes in routine
being more or less sensitive than others to sensory input

184
Q

what was Dr A Wakefield

A

a doctor who published work in the 1990’s demonstrating findings of the MMR vaccine to cause ASD; no truth or scientific validity in his findings but caused panic and resulted in an outbreak of many diseases

185
Q

What is Refrigerator Mother Syndrome

A

belief that cold/unresponsive mothers caused ASD in their children; was supported by Bettleheim in the 60s

186
Q

what was believed to be a cause of ASD in the 50s

A

heredity; no support to this theory

187
Q

what is the present widely accepted cause of ASD

A

neurological differences; demonstrated in brain scanning tech

188
Q

Has an single cause been proven for ASD

A

no!

189
Q

what was a specific brain difference that was noted regarding children with ASD

A

the brains/heads of individuals with ASD are larger than normal
brain size is average at birth, but goes through a sudden growth spurt over the first 2 years of their life which results in a larger head circumference
brain growth then slows to its max at ages 4-5

190
Q

what are the 7 brain structures associated with ASD

A
  1. cerebral cortex
  2. amygdala
  3. basal ganglia
  4. hippocampus
  5. cerebellum
  6. corpus callosum
  7. brain stem
191
Q

how is ASD diagnosed

A

made up by medical doctor, psychiatrist, psychologist, or neurologist based upon various behaviour/language/cognitive indicators
(DSM-5 criteria)

192
Q

what level of ASD is easier to diagnose

A

level 3
due to severe behaviours/cognitive/social communication delay

193
Q

what is an autistic savant

A

a person with level 3 traits of ASD who also has 1 advanced skill in a particular area (splinter skill)

194
Q

what is a major area of concern in students with ASD

A

social skills

195
Q

what does the Hidden Curriculum cover

A

dos and donts of social interactions

196
Q

how is the Hidden Curriculum directly taught

A

on a situational basis or taught proactively
directly discusses a hidden curriculum topic each day then give strategies on ways to response/react
uses social stories (can use images/cartoons)

197
Q

what does the support depend on for students with hearing impairments/deafness

A

the amount of hearing the student has

198
Q

how is education served for individuals with hearing impairments/deafness

A

with regular classroom settings with varied supports

199
Q

what are 4 types of supports within the classroom for students with hearing impairments/deafness

A
  1. Itinerant teachers
  2. Sign language interpreter
  3. Learn to read facial expressions and lips
  4. Learn manual methods (symbols for words)
200
Q

what does APSEA stand for

A

Atlantic Provinces Special Education Authority

201
Q

what is APSEA

A

multi-provincial service that all maritime students who have visual or auditory impairments can access

202
Q

what are some general best practices for students with hearing impairments

A

proper lighting
reduce background noise
do not talk louder
use visual supports
use technology

203
Q

how is blindness legally defined

A

visual acuity of 20/200 or less in the best eye
(a person sees at 20ft what a person usually sees at 200ft)
OR
a person whose field of vision is so narrow that the widest diameter they can see is 20 degrees of less

204
Q

how is visual acuity measured

A

the Shellen Chart (person is tested at 20ft distance)

205
Q

how is visual impairment defined

A

acuity between 20/70 and 20/200 in their best eye within correction

206
Q

what are 4 causes of visual impairment

A
  1. errors of refraction (bending of light rays)
  2. myopia (near sighted)
  3. hyperopia (far sighted)
  4. astigmatism (blurred vision)
207
Q

what are the 4 hereditary/disease factors for visual impairments

A
  1. Glaucoma (optic nerve disease)
  2. Cataracts (clouding of lens of eye)
  3. Diabetic Retinopathy (bloody supply impacted)
  4. Retintis Pigmentosa (narrowed field of vision)
  5. Retinopathy of Prematurity (abnormal blood vessel growth from excessive oxygen given to premature infants)
208
Q

students who are blind or who have visual impairments may be delayed in…

A

language development

209
Q

what are some educational considerations for students who are blind or who have visual impairments

A

use large print
use audio materials
use high contrast material
verbal instructions at all times

210
Q

what are some signs of potential visual problems with students

A

one eye turning in or out
constant rubbing, squinting, covering one eye
fearful of walking downstairs
headaches

211
Q

what is one of the biggest challenges for students with MD

A

fatigue

212
Q
A

Fall Semester 2024 (5 decks)

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