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C H A P T E RC H A P T E R 66
Learners Who Are Exceptional
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Learners Who Are Exceptional
6.2
Who Are Children with
Learning Disabilities?
Attention DeficitHyperactivity
Disorder
Learning Disabilities
Speech and LanguageDisorders
Mental Retardation
Physical Disorders
Sensory DisordersEmotional and
Behavior Disorders
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Disability vs. Handicap
6.3
• A disability involves a limitation on a person’s functioning that restricts the individual’s abilities.
• A handicap is a condition imposed on a person who has a disability.
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Laws for Special Education
1975Public Law 94-142
1990Individuals with Disabilities Act (IDEA)
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Core Principles of IDEA• Zero Reject (Zero exclusion principle)• Free Appropriate Public Education• Least Restrictive Environment• Nondiscriminatory Evaluation• Parent and Family Rights to Confidentiality• Procedural Safeguards
•Chapter 1: Key Concepts for Understanding Special Education
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Major provisions of IDEA • Nondiscriminatory and Multidisciplinary
Assessment
• Testing students in their native or primary language.
• Using valid tests and evaluation
• Utilizing several pieces of information.
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Major provisions of IDEA Parent and Family Rights to Confidentiality &
Procedural Safeguards
• Informed Consent for testing and placement.
• Participate on the committee.• To inspect and review educational records.• To request a copy.
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Other Legislation
• Section 504 of the Rehabilitation Act of 1973– Civil rights for all people with
disabilities– Prohibits discrimination based on
disability• Americans with Disabilities Act of 1990
– Extends to both public and private sectors, regardless of federal funding
•Chapter 1: Key Concepts for Understanding Special Education
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Who Receives Special Education?Who Receives Special Education?
•Visual impairment
•Traumatic brain injury•Other health impairments
•Specific learning disability
•Speech or language impairment
•Orthopedic impairment•Multiple disabilities
•Mental retardation•Hearing impaired
•Emotional disturbance•Developmental delay (3-9)
•Deaf-blindness•Autism
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Prevalence
•Chapter 1: Key Concepts for Understanding Special Education
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Sensory Disorders
VISUAL IMPAIRMENTS
Low Vision
•Acuity between 20/70 and 20/200 with corrective lens
Educationally Blind
•Cannot use their vision in learning•Must use hearing and touch to learn
HEARING IMPAIRMENTS
Oral Approaches
•Lip reading and speech reading (reliance on visual cues)
Manual Approaches•Sign language •Finger spelling
6.12
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Classroom Accommodations
Visual Impairments: Determine the modality (such as touch or
hearing) through which the child learns best Front row seating Textbooks from “Recording for the Blind” Use of Braille
Hearing Impairments: Speak normally Reduce distractions and background noises Face the student for lip reading and gestures
6.13
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Orthopedic Disorders: Restrictions of movement because of muscle, joint, or bone problems
Orthopedic Disorders: Restrictions of movement because of muscle, joint, or bone problems
Physical Disorders
6.14
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Cerebral Palsy
• lack of muscular coordination
• shaking
• slurred speech
Classroom Accommodations:
• computers
• speech and voice synthesizers
• note-taking
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Tonic-ClonicLoss of
consciousness, rigidity, shakes
Absent Seizures(< 30 seconds)
Brief staring spellsTwitching of eyelids
Physical Disorders
6.15
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Classroom Accommodations Become acquainted with monitoring procedures Be aware of medications
Seizure Disorders: Nervous disorders characterized by recurring sensorimotor attacks or movement convulsions
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Fetal Alcohol Syndrome
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Signs and Symptoms of Fetal Alcohol Syndrome.
• Low birth weight • Epilepsy• Poor coordination
/ fine motor skills • Hyperactivity• Inability to
concentrate, • Impulsiveness
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•Down Syndrome (Trisomy 21)
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•1:733 births, and more than 350,000 people in the U.S.
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Down Syndrome (Trisomy 21)
• Physical Deformities•flattening of the back of the head
•slanting of the eyelids
•short stubby limbs
•thick tongues
•heart problems
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FRAGILE X SYNDROMELarge testicles (evident after puberty) Low muscle tone short attention spanAutism and autistic-like behavior hand biting and hand-flapping Mental Retardation Hyperactivity
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The Normal Curve
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•Bell Curve
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Levels of MR
• Mild MR 55-70
• Moderate MR 40-54
• Severe MR 25-39
• Profound < 24
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Autism
Poor socialization skills
language and communication disorders
Insistence on environmental sameness
Stereotypic, repetitive, self-stimulatory behaviors
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Technology– Manual sign language– PECS: Picture Exchange
Communication System
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Learning Disabilities – Children with Learning Disabilities
• Normal intelligence or above
• Difficulty in one or more academic subjects
• No other diagnosed problem/disorder
– Identified by intelligence test and achievement test
6.27
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Academic Characteristics
• Deficits in:•Reading
•Written language
•Mathematics
•Oral language
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3 Types of ADHD
• Predominately inattentive
• Predominately hyperactive/impulsive
• Combined
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Attention Deficit Hyperactivity Disorder
Interventions
simplified instruction, modified testing, behavior management techniques, and clear expectations with immediate feedback.
6.30
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Behavior Modification
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Psychostimulants
• Ritalin
• Concerta
• Focalin
• Adderall
• Strattera
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Behavioral Characteristics
•Internalizing behaviors
Withdrawal
Easy to overlook
•Externalizing behaviors
Aggression, acting out
Readily identified
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Emotional DisturbanceEating disorders – Anorexia, BulimiaTourette’s syndromeAnxiety disorders – GAD, OCD, Separation
Anxiety, PTSD, phobias– Depression, bipolar– Schiziophrenia
Behavioral disordersConduct disorderOppositional Defiant Disorder
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Speech and Language Disorders
Speech Disorders– Articulation
• pronouncing words incorrectly
– Voice• hoarse, harsh, too
loud/soft, pitch– Fluency
• Prolongation• hesitation• repetition
Language Disorders– Receptive
• difficulty in understanding information
– Expressive• inability to express
oneself
6.35
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Characteristics of Gifted Children
Divergent thinkingHave accelerated information-processing skillsHave a passion for mastery
6.36
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Classic Terman Studies1,500 gifted individuals
Men 78 doctorates obtained48 M.D.s obtained85 law degrees obtained
Women 2/3 graduated from college1/4 attended graduate schoolPriorities were: 1) family
2) friendship 3) career
6.37
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Classic Terman StudiesCombined (men and women) were
Not emotionally disturbed/maladjustedFamilies had high expectations for them
Classroom Accommodations for the GiftedAcceleration/enrichment in regular classroomSpecial classesProvide mentors and apprenticeships
6.38