mod 11a Flashcards
students with these disabilities usually
Typically, have more than one disability
* May have a combination of mild disabilities that present severe educational
problems
* Need highly specialized educational, social, psychological, and medical
services to maximize their potential
* May exhibit severe speech, language, and/or perceptual-cognitive deficits
concomitant impairments
A degenerative brain disease caused by
repeated brain trauma, some of which might not been severe enough symptomatically to diagnose; symptoms can include early
dementia, depression, risk of suicide, deficits in working memory
Chronic Traumatic Encephalopathy (CTE):
When combined, ______ of the disabilities mentioned in Chapter 13 affect less than
1% of the population
all
- Injury to the brain caused by external force
- Injury not caused by a degenerative or congenital condition
- Diminished or altered state of consciousness
- Results in neurological or neurobehavioural dysfunction
- Impairs learning and everyday function
TBI
a penetrating head wound
* Caused by gunshot, assault, vehicular accident, surgery, etc.
open tbi
no open wound. Caused by internal compression, stretching, or other shearing
motion of neural tissues in the head
closed tbi
t/f - effects of tbi are aLways profound or permanent, and are all seen immediately
f - can be mild or temporary or seen months/years later
_____% of those with TBI have moderate to severe impairments
16
________ and z_________ experience tbis more frequently
young kids, older teenagers
Males are 1.4 times _______ likely than females to experience a TBI
as
3 dominant causes of tbi’s
under 5: accidental falls, 5-ado: vehicular accidents, concussions from sports
Well-planned transition from medical facility to school
* Team approach (regular and special education teachers, guidance counsellor,
administrators, other service providers, student’s family)
* IEP addressing cognitive, social/behavioural, and sensorimotor domains
* Educational strategies for sustaining attention, remembering, learning new
things, dealing with fatigue, engaging in appropriate social behavior
* Emphasis on cognitive processes involved in learning, not just curriculum
content
* Plan for addressing long-term and immediate needs
are all ________ for students with ________
essentials, tbi
inability to understand and formulate language
because of TBi
motor-speech language disorder
individuals with comorbid hearing and visual impairments
* impact of both impairments on a person’s ability to function independently
is significant
poor central visual acuity or a field of vision defect or
progressive visual loss with a prognosis leading to either
Chronic hearing loss so severe that most speech can’t be understood with
optimum amplification or progressive hearing loss with a prognosis leading to
this condition
deaf-blind
3 factors affecting outcomes of students with deaf-blindness
- Quality and intensity of instruction
- Degree and type of visual and auditory impairment
- Other disabilities and medical conditions – e.g., intellectual disabilities,
autism, and/or physical disabilities
____ - _____ is much rarer than deafness or blindness occurring along
deaf-blind
genetic causes of deaf-blindness
Usher syndrome
* CHARGE syndrome
characterized by physical defects such as
abnormally shaped pupils and difficulties in swallowing and breathing
CHARGE syndrome
A mutation in any one of about 11 genes can
result,Inherited condition characterized by hearing
impairment and retinitis pigmentosa,
usher syndrom
If both parents carry the gene for Usher
syndrome, they have a one-in-______chance of
having a child with Usher syndrome with each
birth
4
an evolving language within the Deaf-Blind community; based on touch as the primary, if
not only, mode of communicating.
protractile ASL
early training in communication, reading, and O & M skills is needed for deaf blind students who have ____
usher syndrom
communication that includes manual or electronic means by which a person expresses wants
and needs, shares information, engages in social closeness, or manages social
etiquette.
augmentative/alternative communication (AAC)
repetitive, stereotyped behaviour that has no
immediate apparent purpose other than providing sensory
stimulation
SELF STIMULATION
