special needs classification basics
TRANSCRIPT
Special Needs Classification Basics
B R I N G I N G T H E I E P T O L I F E
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Classifications
1. AutismAutism means a developmental disability significantly affectingverbal and nonverbal communication and social interaction,generally evident before age three, that adversely affects a child’seducational performance. Other characteristics often associatedwith autism are engagement in repetitive activities and stereotypedmovements, resistance to environmental change or change in dailyroutines, and unusual responses to sensory experiences.
13 IDEA Disability Classification Definitions
2. Deaf-blindnessDeaf-blindness means concomitant hearing and visual impairments,the combination of which causes such severe communication andother developmental and educational needs that they cannot beaccommodated in special education programs solely for childrenwith deafness or children with blindness.
3. Deafness
Deafness means a hearing impairment that is so severe that the child is impaired in processinglinguistic information through hearing, with or without amplification, that adversely affects a child’seducational performance.
4. Emotional disturbance
Emotional disturbance means a condition exhibiting one or more of the following characteristics overa long period of time and to a marked degree that adversely affects a child’s educational performance:(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.(C) Inappropriate types of behavior or feelings under normal circumstances.(D) A general pervasive mood of unhappiness or depression.(E) A tendency to develop physical symptoms or fears associated with personal or school problems.
Autism
Deaf-blindness
Deafness
Emotional disturbance
Hearing impairment
Intellectual disability
Multiple disabilities
Orthopedic impairment
Other health impairment
Specific learning
disability
Speech or language
impairment
Traumatic brain injury
Visual impairment
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Classifications
5. Hearing impairmentHearing impairment means an impairment in hearing, whetherpermanent or fluctuating, that adversely affects a child’s educationalperformance but that is not included under the definition ofdeafness.
13 IDEA Disability Classification Definitions
6. Intellectual disabilityIntellectual disability means significantly subaverage generalintellectual functioning, existing concurrently with deficits in adaptivebehavior and manifested during the developmental period, thatadversely affects a child’s educational performance. The term“intellectual disability” was formerly termed “mental retardation.”
7. Multiple disabilities
Multiple disabilities means concomitant impairments (such as intellectual disability-blindness orintellectual disability-orthopedic impairment), the combination of which causes such severeeducational needs that they cannot be accommodated in special education programs solely for oneof the impairments. Multiple disabilities does not include deaf-blindness.
8. Orthopedic impairment
Orthopedic impairment means a severe orthopedic impairment that adversely affects a child’seducational performance. The term includes impairments caused by a congenital anomaly,impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from othercauses (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).
Autism
Deaf-blindness
Deafness
Emotional disturbance
Hearing impairment
Intellectual disability
Multiple disabilities
Orthopedic impairment
Other health impairment
Specific learning
disability
Speech or language
impairment
Traumatic brain injury
Visual impairment
9. Other health impairment
Other health impairment means having limited strength, vitality, or alertness, including a heightenedalertness to environmental stimuli, that results in limited alertness with respect to the educationalenvironment, that—(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attentiondeficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning,leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and(ii) Adversely affects a child’s educational performance.
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Classifications
10. Specific learning disabilitySpecific learning disability means a disorder in one or more of thebasic psychological processes involved in understanding or in usinglanguage, spoken or written, that may manifest itself in the imperfectability to listen, think, speak, read, write, spell, or to do mathematicalcalculations, including conditions such as perceptual disabilities,brain injury, minimal brain dysfunction, dyslexia, and developmentalaphasia. Specific learning disability does not include learning problems thatare primarily the result of visual, hearing, or motor disabilities, ofintellectual disability, of emotional disturbance, or of environmental,cultural, or economic disadvantage.
13 IDEA Disability Classification Definitions
11. Speech or language impairment
Speech or language impairment means a communication disorder, such as stuttering, impairedarticulation, a language impairment, or a voice impairment, that adversely affects a child’seducational performance.
12. Traumatic brain injury
Traumatic brain injury means an acquired injury to the brain caused by an external physical force,resulting in total or partial functional disability or psychosocial impairment, or both, that adverselyaffects a child’s educational performance. Traumatic brain injury applies to open or closed headinjuries resulting in impairments in one or more areas, such as cognition; language; memory; attention;reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities;psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injurydoes not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birthtrauma.
Autism
Deaf-blindness
Deafness
Emotional disturbance
Hearing impairment
Intellectual disability
Multiple disabilities
Orthopedic impairment
Other health impairment
Specific learning
disability
Speech or language
impairment
Traumatic brain injury
Visual impairment
13. Visual impairment
Visual impairment including blindness means an impairment in vision that, even with correction,adversely affects a child’s educational performance. The term includes both partial sight andblindness.
United States., Congress. (2004). Individuals with Disabilities Education Act (Sec. 300.8 Childwith a disability). Washington, D.C.: U.S. G.P.O.
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ADHD
* American Psychiatric Association. (2013). Diagnostic and statistical manual ofmental disorders (5th ed.). Washington, DC: Author.
Attention Deficit Hyperactivity Disorder(ADHD) is a subset of the Other HealthImpairment classification characterizedby symptoms that include inattention,hyperactivity, and impulsivity.
DSM-5* Details SKILL GAPSAttention and FocusEngagement andCollaborationListening ComprehensionTime Management andPlanningOrganizationGrit
Fails to give close attention to detail or makes careless mistakes.Difficulty sustaining attention in tasks or play activities.Does not seem to listen when spoken to directly.Does not follow through on instructions and fails to finish schoolwork.Difficulty organizing tasks and activities (e.g. difficulty keepingmaterials in order, poor time management or fails to meet deadlines).Is easily distracted by extraneous stimuli (which may includeunrelated thoughts).
RESOURCESUnderstanding ADHD
How Teachers Can HelpEvery Student Shine
New Teacher SurvivalGuide: ADHD in theClassroom
6 Research-BasedInterventions for theTreatment of ADHD inChildren
What Teachers Should Look ForType 1: Inattention Easily distracted; Forgetful; Seems to"space out"; Struggles to follow directions.Type 2: Hyperactivity and Impulsivity Impulsive; fidgety; is upand about, moving; constantly talking, singing, or humming.Type 3: Combination Both easily distracted and hyperactive.
What Teachers Can Say"Using your positive energy towards (..this..) would be great! ""Your creativity is really awesome!""Let's use your energy to motivate your classmates.""What do you need help with organizing?"
Classification Overview
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AUTISM SPECTRUM DISORDER
Autism Spectrum Disorder is a persistentdeficit in social communication andinteraction often coupled with restrictiveand repetitive patterns of behavior notbetter explained by intellectual disabilities.
DSM-5* Details
SKILL GAPS
Interpersonal SkillsSelf AwarenessSelf ManagementSocial Awareness andEmpathyCognitive FlexibilityEngagement andCollaboration
Deficits in social-emotional reciprocity such as back-and-forthconversation.Deficits in non-verbal communication behaviors.Lack of empathy or limited response to the emotions of others.Difficulty initiating social interaction.Inflexible behavior or difficulty coping with change.Repetitive motor movements, use of objects or speech.Difficulty changing focus or switching between activities.Highly restricted, fixated interests that are abnormal in intensity.
RESOURCES
Autism SpectrumDisorder Basics
Understanding Autism:ProfessionalDevelopmentCurriculum
Evidenced-based-practices for AutismSpectrum Disorder
What Teachers Should Look For
Inability to greet classmates or share interests with others.Lack of facial expressions and abnormalities with eye contact.Behaving the same on the playground as in the classroom.Lining up toys or flipping objects repetitively.Need to take the same route or eat same food every day.Strong attachment to unusual objects.
What Teachers Can Say
Give routine and transition warnings: "Tomorrow, there will be achange in our schedule. We will be having a fire drill at 10am."Give clear, (no more than) 2-step directions: "Please take outyour book and open to page 10."Provide a social script: "Say HI to your neighbor to the right.Then, tell him/her one thing you did over the weekend."
The 6 Steps to Success:Autism SpectrumDisorder
Classification Overview
* American Psychiatric Association. (2013). Diagnostic and statistical manual ofmental disorders (5th ed.). Washington, DC: Author.
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DYSCALCULIA
Dyscalculia is a subset of the SpecificLearning Disability classification andmanifests as a pattern of difficultiescharacterized by problems processingnumerical information, learning arithmeticfacts, and performing accurate calculations.
DSM-5* Details
SKILL GAPS
Counting and NumberSenseArithmetic AccuracyFluency of Calculation
Has poor understanding of numbers, their magnitude, andrelationships.Counts on fingers to add single-digit numbers instead of recalling themath fact.Gets lost in the midst of arithmetic computation and may switchprocedures.Has severe difficulty applying mathematical concepts, facts, orprocedures to solve quantitative problems.
RESOURCES
When Math Just Doesn’tAdd Up: UnderstandingDyscalculia
What Teachers Should Look For
Difficulty associating number symbols with quantity or oral numbers.Difficulty understanding more vs. less and biggest vs. smallest.Unable to count backwards.Reluctancy to ask for help because can't put math concepts into words.Trouble measuring ingredients.Struggling to make change at a store.
What Teachers Can Say
"Let's use multi-sensory strategies ... tap your pencil while you count.""It's absolutely ok to use your fingers while making calculations.""Here are some simple fun games to play that will help you understand numbers better.""You are not alone. There are many other students who struggle with numbers.""You can take extra time to complete this exercise if you need it. Don't feel rushed!"
UnderstandingDyscalculia
Classification Overview
What Teachers Needto Know AboutDyscalculia
Dyscalculia: FromBrain to Education
* American Psychiatric Association. (2013). Diagnostic and statistical manual ofmental disorders (5th ed.). Washington, DC: Author.
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DYSLEXIA
Dyslexia is a subset of the Specific Learning
Disability classification and manifests as a
pattern of learning difficulties characterized
by problems with accurate or fluent word
recognition, poor decoding, and poor
spelling abilities.
DSM-5* Details
SKILL GAPS
Concepts of Print
Decoding
Reading Comprehension
Spelling
Inaccurate or slow and effortful word reading (e.g., reads single
words aloud incorrectly or slowly and hesitantly, frequently guesses
words, has difficulty sounding out words.)
Difficulty understanding the meaning of what is read (e.g., may read
text accurately, but no understand sequence, inferences or
relationships.)
Difficulties with decoding or spelling (e.g., sounds out words
incorrectly, may add, omit or substitute vowels or consonants.)
RESOURCES
10 Things About
Dyslexia Every Teacher
Needs to Know
What Teachers Should Look For
A persistent sense of anxiety associated with school.
Avoids reading altogether.
Avoids school. (Always asking to stay home.)
A general challenge with attention and behavior.
A false portrayal of reading skills.
A struggle to express the written word.
What Teachers Can Say
"I've heard you are really good at (athletics, art, acting)"
"You are not alone! 15% of ALL people struggle with reading."
"It does NOT define you or your intelligence, you are very smart!"
"College is absolutely an option with dyslexia."
Classification Overview
Dyslexia and the Brain
Knowledge and
Practice
Standards for
Teachers of Reading
With Commentary for
Dyslexia Specialists
Classroom
Accommodations for
Dyslexia
* American Psychiatric Association. (2013). Diagnostic and statistical manual of
mental disorders (5th ed.). Washington, DC: Author.
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EMOTIONAL DISTURBANCE
Emotional Disturbance describes a wide
range of disorders and conditions involving
anxiety, conduct, eating, mood, obsessive-
compulsive or psychiatric that must exist
over a long period of time, to a marked
degree, and adversely effect the student’s
educational performance.
SKILL GAPS
Interpersonal Skills
Responsible Behaviors
Self Management
RESOURCES
Students With
Emotional Disabilities:
Facts About This
Vulnerable Population
What Teachers Should Look For
An inability to learn which cannot be explained by intellectual,
sensory or other health factors.
An inability to build or maintain satisfactory relationships with
peers and teachers.
Inappropriate types of behavior or feelings under normal
circumstances.
A general pervasive mood of unhappiness or depression.
What Teachers Can Say
"I'm really looking forward to having you in my class."
"The two of us will work together to make it a great year."
"I strive to be a fair teacher and treat everyone in my class the
same."
"What are your favorite things to do when you are not at school?"
(build rapport on good days)
"It's ok if you make a mistake. I don't hold grudges. Let's make a
fresh start."
Classification Overview
Evidence-Based
Teaching Strategies
for Students With EBD
Severe Emotional
Disturbances (SED)
Classrooms
Emotional disturbance
in the classroom: don't
give up on Bobby
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INTELLECTUAL DISABILITY
Intellectual Disability is characterized bysignificant limitations both in intellectualfunctioning (reasoning, learning, problemsolving) and in adaptive behavior, whichcovers a range of everyday social andpractical skills. There are four levels ofseverity, including mild, moderate, severe,and profound.DSM-5* Details
SKILL GAPS
Reading ComprehensionReading FluencyCounting and NumberSenseArithmetic AccuracyFluency of CalculationWorking MemoryLife Skills
Learning more slowly than other children of the same age.Difficulty communicating or socializing with others.Having problems remembering things.Inability to connect actions with consequences.Difficulty with problem-solving or logical thinking.Inability to do everyday tasks like getting dressed or using therestroom without help.
RESOURCES
Mild, Moderate, SevereIntellectual DisabilityDifferences
What Teachers Should Look For
Most children with intellectual disabilities recognize that they arebehind others of their own age.Some children may become frustrated, withdrawn or anxious, or act"bad" to get attention.Children and teens may be victims of bullying in school and socialsettings.Children may experience underlying medical problems that theycannot tell you about.
What Teachers Can Say
"I noticed that you are working hard.""Well done- you are making progress on your classwork.""I am proud of your effort.""Let's review the directions together."
Classification Overview
Intellectual DisabilityOverview
10 Research-BasedTips for EnhancingLiteracy Instruction forStudents withIntellectual Disability
* American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Frequently AskedQuestions onIntellectual Disability
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SPECIFIC LEARNING DISABILITY
Specific Learning Disability is a disorder in
one or more of the basic psychological
processes involved in understanding or in
using language, spoken or written, which
may manifest itself in the imperfect ability to
listen, think, speak, read, write, spell, or do
mathematical calculations.
DSM-5* Details
SKILL GAPS
Speaking and Listening
Written Expression
Reading Fluency
Comprehension
Mathematical Calculation
Mathematical Problem
Solving
Inaccurate or slow and effortful word reading.
Difficulty understanding the meaning of what is read.
Difficulty with spelling and written expression.
Difficulties mastering number sense, facts, calculation.
Difficulties with mathematical reasoning.
RESOURCES
Successful Strategies
for Teaching Students
with Learning
Disabilities
What Teachers Should Look For
Difficulty reading out loud
Poor reading comprehension
Struggling to write papers and essays
Trouble understanding lectures
Problems following directions
Trouble transforming thoughts into written words
Misreading or miscalculating math problems
What Teachers Can Say
"I am going to help you learn how to learn."
"Your brain just processes information differently.”
"With the right tools and strategies, you can be independent and successful in school."
"You are capable and together we will figure out how to make you a stronger learner."
Classification Overview
What Are Learning
Disabilities?
The State of Learning
Disabilities
* American Psychiatric Association. (2013). Diagnostic and statistical manual of
mental disorders (5th ed.). Washington, DC: Author.
Specific Learning
Disabilities Overview
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SPEECH OR LANGUAGE IMPAIRMENT
Speech or Language Impairment is definedas a communication disorder such asstuttering, impaired articulation, a languageimpairment, or a voice impairment thatadversely affects a child’s educationalperformance. (IDEA)
DSM-5* Details
SKILL GAPS
Reading FluencyPresentation ofKnowledge and IdeasListening Comprehension
Reduced vocabulary; both word knowledge and use.Limited ability to put words and word endings together to formsentences based on rules of grammar.Impairments in the ability to use vocabulary and connect sentencesto explain or describe a topic or series of events or have aconversation.Difficulty with producing sound and speech that interferes withintelligibility or prevents verbal communication.
RESOURCES
Speech and LanguageStrategies ForClassroom Teachers
What Teachers Should Look ForStudents may have difficulty comprehending and following directions.May not be able to fully participate in conversations with peers.May struggle with learning new words.When speaking or writing, students may misuse verb tenses orincorrectly sequence words in a sentence.
What Teachers Can Say"I am going to work carefully to make sure you can understand the directions.""It will be important for you to tell me when you aren't sure about what to do.""We are going to listen to examples of clear speakers so you have a good role model.""I am going to give you lots of chances to practice speaking - both in class with WholeGroup Responses - and after school with just me."
Classification Overview
Signs of SLI in theClassroom
Speech-LanguageImpairment: How toIdentify the MostCommon and LeastDiagnosed Disability ofChildhood
* American Psychiatric Association. (2013). Diagnostic and statistical manual ofmental disorders (5th ed.). Washington, DC: Author.
Speech and LanguageImpairments SpecialNeeds Factsheet