Psych Chapter 6 Flashcards
Legal Aspects
Public Law 94-142 Education for All Handicapped Children Act (1975):
*All students with disabilities should be given a free, appropriate public education
Individual with Disabilities Act (IDEA) 1990 - Modification to Public Law 94-142 (Amended in 1997, 2004)
*Mandates include:
*Evaluation & eligibility determination
*Appropriate education
*Individualized education plan (IEP)
*Education in least restrictive environment
Inclusion
educating children with special education needs full time in a regular classroom
Least restrictive envoirnment
Setting that is similar to the one in which children who do not have a disability are educated.
IEP: Individualized educational plan
*Written statement that spells out a program specifically tailored for the student with a disability. The IEP should:
*Be related to the childâs learning capacity
*Be constructed to meet the childâs individual needs and not merely copy what is offered to other children
*Provide educational benefits
Disabilities
Involves a limitation on a personâs functioning that restricts the individualâs ability
Sensory disorders
Deaf-Blind, Deafness, Hearing Impairment, Visual Impairment
Physical disorders
Orthopedic Impairment, Traumatic Brain Injury
Visual impairment
(1 out of 1000 students)
Includes students who have/are:
*Low Vision: Visual acuity between 20/70 and 20/200 with corrective lenses. Can read large print w/ or w/o magnifying glass
*Educationally blind: (1 in 3000 children) Must use hearing and touch to learn
Hearing impairments
Includes students what are:
*Deaf at birth or early in life and do not develop normal speech and language
*Students who lose hearing later in life
Strategies:
*Oral approaches - lip reading, visual cues, and available hearing
*Manual approaches - sign language, finger spelling
*When working with these students:
*Be patient
*Speak normally; donât shout
*Reduce distractions/background noises
*Face the student
Orthopedic impairments
Restricted movement, lack of control due to muscle, bone or joint problems
*Includes:
*Lack of limbs; Amputee
*Broken bones/burns
Causes:
*Prenatal, Perinatal Disease, Accidents
*Cerebral Palsy- Lack of oxygen at birth
cerebral palsy
Lack of motor coordination
*Shaking, trembling
*Unclear or undistinguishable speech
*May or may not have cognitive deficits
Epilepsy
Nervous disorder characterized by recurring sensorimotor attacks or movement convulsions.
*May lose consciousness
*May become rigid and move jerkily
*Absent seizure: âSpacing outâ or brief staring spell
ADHD
Children consistently show one or more of the following:
*Inattention
*Easily distracted
*Hyperactivity (always in motion)
*Impulsivity (difficulty curbing their reactions)
*Difficulty with planning, organization, prioritizing
Onset in early childhood is required. Condition must be debilitating to childâs functioning (academic and/or social).
Intellectual disability
Significant limitations in both intellectual functioning (age appropriate learning) and adaptive functioning (self-care), which includes everyday social and practical skills.
Onset before age 18
*Low âIntelligenceâ (score below 70)
*Prior to the 1990âs ID was determined by IQ score alone
Mild
85% of ID Population
* Can generally learn reading, writing, and math skills between third- and sixth-grade
levels.
May have jobs and live independently.
Moderate
- 10% of ID Population
- May be able to learn some basic reading and writing. Able to learn functional skills
such as safety and self-help. Require some type of oversight/supervision.
Severe
5% of ID Population
* Probadly not able to read or wre, altnougnitnev mav learn selt-nely skills and
routines. Require supervision in their daily activities and living environment.
Profound
1% of ID Population
* Reguire intensive support. May be able to communicate by verbal oromenmeans
May nave medical conditions that require ongoing nursing and therapy.
Intellectual disability pt.2
Genetic Factors
*Ex. Downâs Syndrome
Environmental Factors
*Brain Damage
*Infections
*Prenatal: German measles, syphilis, herpes, AIDS, alcoholism
*Childhood: Meningitis, encephalitis
*Hazards:
*Prenatal: alcoholism, drugs
*Childhood: Birth injury, blow to the head, poisoning, malnutrition
Articulation disorder
Diagnosed when articulation difficulties are not resolved by age 8
* Problems pronouncing sounds (ârâ sound at the beginning of words)
Voice disorder
Speech that is hoarse, harsh or too loud, too high-pitched, or too low-pitched
* Children with cleft palate often have a voice DO
Fluency disorder
stuttering (spasmodic hesitation, prolongation, repetition
Receptive language
glitch in way information is received and understood
May have difficulty with following oral directions, following conversations
Expressive Language
ability to use language to express thoughts and communicate with others
May have difficulty with phrasing questions, understanding and using words correctly
Aspergers
Characterized by problems in:
*Social interactions
*May have difficulty making eye contact, playing collaboratively, etc.
*Verbal and nonverbal communication
*Repetitive behaviors
*Restricted interests, repetitive speech and play, flapping
*Atypical responses (sensitivity) to sensory experiences
Detected as early as the age of 1
4x more likely in boys
Autism spectrum teaching strategies
Strategies
*Well-structured classroom/routine
*Advanced notice of transitions, sensory experiences
*Individualized instruction
*Small group instruction
*Behavior modification techniques (ABA)
*Explicit teaching of appropriate social interaction
Dyslexia
a severe impairment in the ability to read (decode words) and spell
Most common learning disability
Dysgraphia
difficulty in handwriting, spelling, composition
*May write slowly, illegibly, make numerous spelling errors
Dyscalculia
difficulty in math calculation
*Poor working memory, visuospatial perception
Specific learning disabilities
Other Characteristics:
*Children typically have normal or above average intelligence
*Three times as many boys as girls have learning disabilities
*Greater biological vulnerability in boys
*Referral bias
*Most learning disabilities are lifelong
*Difficult to diagnose
emotional disability
Serious, persistent problems that involve:
*Inability to learn (not explained by health, or intellectual factors)
*Difficulty maintaining relationships with teachers or peers
*Inappropriate behavior or feelings
*Fears associated with school or personal matters
*Pervasive mood of unhappiness or depression
Other Characteristics
*Approx. 7% of IEP students
*Boys 3x as likely
*Over-referral of low SES students
Depression
Feelings of worthlessness, negativistic outlook, lethargy, lack of appetite, sleep changes
Anxiety
Vague, highly unpleasant feeling of fear and apprehension that impairs daily functioning
Internalizing symptoms
Not easy to observe, directed towards self
*Social withdrawal
*Nervousness, fearfulness, irritability
*Difficulty concentrating, negative self-talk
*Includes diagnoses such as:
*Depression- Feelings of worthlessness, negativistic outlook, lethargy, lack of appetite, sleep changes
*Anxiety- Vague, highly unpleasant feeling of fear and apprehension that impairs daily functioning
Strategies
*Allow child to meet with school counselor
*Build positive esteem throughout classroom activities
(Seen in girls)
Externalizing symptomâs
Easily observable behavioral difficulties
Aggression (dangerous behavior)
*Disruption, acting out, defiance
*Destruction of property
Strategies
*Help student adapt by teaching social skills
*Behavior intervention plans
*Potential removal from classroom
*School programs- PRIDE (Positive Response to Issues of Discipline with Elementary Students)
(Seen in boys)
Gifted and talented students
Acceleration, enrichment, and special grouping
Ability is significantly above the norm for their age
