Psych Chapter 6

Question 1

Legal Aspects

Answer 1

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

Question 2

Inclusion

Answer 2

educating children with special education needs full time in a regular classroom

Question 3

Least restrictive envoirnment

Answer 3

Setting that is similar to the one in which children who do not have a disability are educated.

Question 4

IEP: Individualized educational plan

Answer 4

*Written statement that spells out a program specifically tailored for the student with a disability. The IEP should:
*Be related to the child’s learning capacity
*Be constructed to meet the child’s individual needs and not merely copy what is offered to other children
*Provide educational benefits

Question 5

Disabilities

Answer 5

Involves a limitation on a person’s functioning that restricts the individual’s ability

Question 6

Sensory disorders

Answer 6

Deaf-Blind, Deafness, Hearing Impairment, Visual Impairment

Question 7

Physical disorders

Answer 7

Orthopedic Impairment, Traumatic Brain Injury

Question 8

Visual impairment

Answer 8

(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

Question 9

Hearing impairments

Answer 9

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; don’t shout
*Reduce distractions/background noises
*Face the student

Question 10

Orthopedic impairments

Answer 10

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

Question 11

cerebral palsy

Answer 11

Lack of motor coordination
*Shaking, trembling
*Unclear or undistinguishable speech
*May or may not have cognitive deficits

Question 12

Epilepsy

Answer 12

Nervous disorder characterized by recurring sensorimotor attacks or movement convulsions.
*May lose consciousness
*May become rigid and move jerkily
*Absent seizure: “Spacing out” or brief staring spell

Question 13

ADHD

Answer 13

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 child’s functioning (academic and/or social).

Question 14

Intellectual disability

Answer 14

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 “Intelligence” (score below 70)
*Prior to the 1990’s ID was determined by IQ score alone

Question 15

Mild

Answer 15

85% of ID Population
* Can generally learn reading, writing, and math skills between third- and sixth-grade
levels.
May have jobs and live independently.

Question 16

Moderate

Answer 16

• 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.

Question 17

Severe

Answer 17

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.

Question 18

Profound

Answer 18

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.

Question 19

Intellectual disability pt.2

Answer 19

Genetic Factors
*Ex. Down’s 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

Question 20

Articulation disorder

Answer 20

Diagnosed when articulation difficulties are not resolved by age 8
* Problems pronouncing sounds (“r” sound at the beginning of words)

Question 21

Voice disorder

Answer 21

Speech that is hoarse, harsh or too loud, too high-pitched, or too low-pitched
* Children with cleft palate often have a voice DO

Question 22

Fluency disorder

Answer 22

stuttering (spasmodic hesitation, prolongation, repetition

Question 23

Receptive language

Answer 23

glitch in way information is received and understood
May have difficulty with following oral directions, following conversations

Question 24

Expressive Language

Answer 24

ability to use language to express thoughts and communicate with others
May have difficulty with phrasing questions, understanding and using words correctly

Question 25

Aspergers

Answer 25

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

Question 26

Autism spectrum teaching strategies

Answer 26

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

Question 27

Dyslexia

Answer 27

a severe impairment in the ability to read (decode words) and spell
Most common learning disability

Question 28

Dysgraphia

Answer 28

difficulty in handwriting, spelling, composition
*May write slowly, illegibly, make numerous spelling errors

Question 29

Dyscalculia

Answer 29

difficulty in math calculation
*Poor working memory, visuospatial perception

Question 30

Specific learning disabilities

Answer 30

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

Question 31

emotional disability

Answer 31

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

Question 32

Depression

Answer 32

Feelings of worthlessness, negativistic outlook, lethargy, lack of appetite, sleep changes

Question 33

Anxiety

Answer 33

Vague, highly unpleasant feeling of fear and apprehension that impairs daily functioning

Question 34

Internalizing symptoms

Answer 34

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)

Question 35

Externalizing symptom’s

Answer 35

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)

Question 36

Gifted and talented students

Answer 36

Acceleration, enrichment, and special grouping
Ability is significantly above the norm for their age