Types of Disability Flashcards
Cerebral Palsy
An umbrella term encompassing a group of non-progressive, non-contagious motor conditions that cause physical disability in human development, chiefly in the various areas of body movement. Cerebral refers to the cerebrum, which is the affected area of the brain (although the disorder most likely involves connections between the cortex and other parts of the brain such as the cerebellum), and palsy refers to disorder of movement. Cerebral palsy is caused by damage to the motor control centers of the developing brain and can occur during pregnancy, during childbirth or after birth up to about age three. People with CP are more likely to have learning disabilities, and varying degrees of intellectual disability.
Physical
Effects of Physical Impairment: People with physical impairments are often significantly disabled, often stigmatized, often have a reduced quality of life, and in some cases also a reduced life span if treatment is not available.
Developmental Disabilities (DD)
means severe, chronic disability that:
• Is attributable to a mental or physical impairment or a combination of those impairments; occurs before the individual reaches age 22.
• Is likely to continue indefinitely; results in substantial functional limitations in three or more of the following areas of major life activity (i) self care, (ii) receptive and expressive language, (iii) learning, (iv) mobility, (v) self-direction, (vi) capacity for independent living, and (vii) economic self-sufficiency; and
• Reflects the individual’s need for a combination and sequence of special, interdisciplinary, or generic services, individualized supports, or other forms of assistance that are of lifelong or extended duration and are individually planned and coordinated.
Sensory
can involve any of the five senses, but for educational purposes, it generally refers to a disability related to hearing, vision, or both hearing and vision.
Motor
Examples of motor disabilities:
o Cerebral Palsy – an injury to the brain (which is why the term “cerebral” is used), resulting in decreased muscle control (palsy). The condition usually occurs during fetal development, but can also occur at or shortly after birth.
o Muscular Dystrophy – (MD) a genetic disorder in which the genes for muscle proteins are damaged.
o Multiple Sclerosis – In individuals with multiple sclerosis (MS), the myelin (a layer of fatty tissue which surrounds nerve fibers) erodes, rendering the nerve fibers incapable of sending signals from the central nervous system to the muscles of the body. The milder cases of MS can result in one or more of the following symptoms: tremors, weakness, numbness, unstable walking, spasticity, slurred speech, muscle stiffness, or impaired memory.
Cognitive
Children may take longer to learn to speak, walk and take care of their personal needs, such as dressing or eating. People may take longer learning in school. As adults, many people will be able to lead independent lives in the community without paid supports. A small percentage will have serious, lifelong limitations in functioning. However, with early intervention, an appropriate education and supports as an adult, all can lead satisfying lives in the community. In American society, being labeled with “mental retardation” can be stigmatizing. People sometimes feel excluded or belittled.
Language
Atypical Language Development: a language disorder is the impairment or deviant development of comprehension and/or use of a spoken, written, and/or symbol system.
o The disorder may involve:
- ** The form of language (phonologic, morphologic, and syntactic systems)
- ** The content of language (semantic system, and/or)
- ** The function of langue in communication (pragmatic system) in any combination.
o Specific Language Impairment
• Hearing within normal limits
• Cognition within normal limits
• Delay vs. Impairment
• Delay: late talkers
• Impairment: language not like that of younger, typical children
• Language Impairment
• Excessive use of single word utterances
• Greater omissions of verb inflections, e.g. past tense {ed}, present tense {s}
• Less complex verb phrases
Mental Retardation
Language difficulties greater than language matched typical children • Shorter, less complex sentences • Restricted word meanings • Slow vocabulary growth • Articulation problems
Autism
- Severe language impairment
- Pronoun reversals (I=you}
- Concrete speech
- Atypical descriptions
Difficulty mastering certain academic skills can stem from Pervasive Developmental Disorders such as autism and Asperger’s syndrome. Children with an autism spectrum disorder may have trouble making friends, reading body language, communicating, and making eye contact.
Social Development and Functioning - deaf
o Deafness – when deafness occurs at birth or early in life, it interferes with the linguistic means of transmitting culture, and the rich cultural content of the socialization process is lost. Although some aspects of this process may occur as language is acquired, the bonding that transpires between the parent and the child is often absent. Furthermore, if this communication barrier persists, the child may not have the opportunity to begin developing socially or emotionally until he or she enters the educational setting. Lack of parent-child socialization coupled with poor communication and fragile emotional bonds has created a weak link between the deaf person and his or her family of origin that has culminated in further separating the deaf individual from the hearing world in adulthood.
Emotional Development and Functioning – deaf
o Deafness – as children reach school age, feelings of rejection, inferiority, and isolation may accompany them into the educational setting. If the youngster remains at home and attends a mainstreamed or included program, these feelings may intensify, creating problems that continue into adulthood. Deaf children find themselves competing with those who obtain information both auditorily and visually.
Emotional Disorders
The educational programs for children with an emotional disturbance need to include attention to providing emotional and behavioral support as well as helping them to master academics, develop social skills, and increase self-awareness, self-control, and self-esteem. A large body of research exists regarding methods of providing students with positive behaviors are minimized and positive, appropriate behaviors are fostered. Children should be provided services based on their individual needs, and all persons who are involved with these children should be aware of the care they are receiving. It is important to coordinate all services between home, school, and therapeutic community with open communication.
Behavior Disorders
Attention Deficit Hyperactivity Disorder (ADHD) is the medical term used to describe neurobiological condition that affects between 5 and 12 percent of children worldwide with impairing levels of inattentive or hyperactive/impulsive behavior, as well as those with a formal diagnosis of ADHD. Teachers should be aware that although there are many different perspectives on ADHD, there is ample scientific evidence affirming its existence and its detrimental impact on individuals. Classroom practices can make a difference for children with ADHD.
Learning Disabilities
a classification including several disorders in which a person has difficulty learning in a typical manner, usually caused by an unknown factor or factors. Individuals with learning disabilities can face unique challenges that are often pervasive throughout the lifespan. Depending on the type and severity of the disability, interventions may be used to help the individual learn strategies that will foster future success.
Dyspraxia (Sensory Integration Disorder)
Difficulty with fine motor skills.
• Problems with hand-eye coordination, balance, manual dexterity.
