Chapter 2 Summary Continued (pp62-96)

Chapter 2 Summary (pp.62-96)

Resources:

1) http://www.myeducationlab.com/

2) http://iris.peabody.vanderbilt.edu/

3)http://www2.ed.gov/parents/needs/speced/iepguide/index.html

Summary:

· High-incidence disabilities- mild disabilities that include such disabilities as learning disabilities, mild intellectual disabilities, mild emotional/behavioral disorders, and speech/ language impairments. Between 90%-95% of students with disabilities are in this category.

· Low incident disabilities- generally are more severe.

· Students with learning disabilities may struggle with their ability to remember certain things, be motivated, attention, and organization difficulties. Reading can also be difficult for them. Writing may be difficult as well. Math as well.

· Students with learning disabilities may also have language problems. Nonverbal learning disabilities-These students struggle to process nonverbal, visual-spacial info, and communications such as body language, gestures. They tend to miss social cues. Teachers can aid these students by establishing routines, giving them specific sequential directions so that they can prioritize when multi-tasking.

· Perceptual and Motor Difficulties- students with learning disabilities may have trouble recognizing, discriminating, and interpreting visual and auditory stimuli. Also may have gross and fine motor difficulties. Gross motor difficulties may include awkward gaits, clumsiness, poor balance and inability to kick a ball, skip and follow rhythmic sequence movements. Fine motor problems include trouble tracing, copying, pasting, holding a pencil etc. Another motor problem that can result is hyperactivity.

· Social-Emotional and Behavioral Difficulties- learning disabilities which may include problems socializing, self-concept, confidence, and motivation and social withdrawal etc.

· Students with oppositional and defiant behaviors often exhibit resistance to authority figures. Students with conduct disorders- engage in aggressive and disruptive behaviors. These students also exhibit obsessions, compulsions, and anxiety disorders. Students with selective mutism may speak at home but they avoid speaking when in school.

· Three types of ADD (attention deficit disorder) 1) constant motion associated with hyperactivity (ADHD-HI or ADDH) 2) inattentive distractible, disorganized (ADD/I) or without hyperactivity ( ADD/WO) or undifferentiated attention deficit disorder (UADD) 3) Students who exhibit a combo of hyperactivity and distractibility (ADHD-C) All three type commonly exhibit problems being inattentive, disorganized, poor motivation that interfere with their learning, memory, academic performance, socialization and friendship with others, and their emotional development. ADD is not recognized as a separate disability under the IDEA act unless they are also health impaired, learning disabled, or emotionally disturbed. Students with ADD who don’t qualify under IDEA can be eligible for services under Section 504.

· Students with Intellectual Disabilties:

o Students with mild intellectual disabilities- IQ scores that range from 50 to below 75 and need intermittent and/or limited supports to foster their learning

o Students with moderate intellectual disabilities- IQ scores range from 30 to 50, and they often need assistance and long term support to enhance their learning (includes those with Down syndrome, Fragile X syndrome, Prader -Willi syndrome, and Williams’s syndrome pp72-73).

o Students with severe and profound intellectual disabilities have IQ scores below 30 and may have significant cognitive, communication, behavioral, physical, speech/language, perceptual and medical needs.

· Students with Physical and Health Needs pp 77-78: Students with physical disabilities are identified as students with orthopedic impairments or students with other health impairments. Students with orthopedic impairments includes impairments caused by congenital anomaly ( club foot, absent member); impairments caused by disease ( poliomyelitis, bone tuberculosis, etc) and impairments from other causes ( cerebral palsy, amputations, and fractures or burns which cause contractures)

o Students with other health impairments include those who exhibit limited strength, vitality, or alertness, it can also include those who are medically fragile or those who depend on technological devices for ventilation, oxygen , tube feeding.

o Students with physical and health conditions tend to have IQs in the normal range

o Some of the conditions these students have are congenital which mean they were present from birth; others are acquired which means they were caused by an accident or illness.