SPED 308 - Exam 2

Emotional Disturbance Behavior IDEA def.

• One of more of the following over a long period of time and a marked degree that adversely affects educational performance:

  • Inability to learn not related to other factors (intellectual, sensory, and health)

  • Inability to build or maintain satisfactory peers or teacher relationships

  • Inappropriate feelings or behavior under normal conditions

  • A general pervasive mood of unhappiness or depression

  • A tendency to develop physical symptoms or fears associated with personal or school problems

Characteristics of EBD

• Externalizing behaviors

  • General behaviors 

    • Shoving, walking, spinning on stool, etc. 

  • Can see

• Internalizing behaviors

  • Criticizing yourself

    • Depression, anxiety, etc.

  • Can’t see

• Child who is more withdrawn has a more severe disability that a child who is acting out 

• How do you distinguish disordered behavior from “normal” childhood roughhousing, pranks, tantrums, and/or moodiness?

  • Intensity, frequency, duration 

• Academic achievement (which comes first, academic concerns or behavioral concerns?)

• Social skills (interpersonal relationships)- poor quality relationships with both peers and adults

• Juvenile delinquency

Strategies of EBD

• Academic skills

  • Direct, explicit instruction

  • High rates of teacher praise

  • Provide choices

  • High rates of active student response

• Social skills

  • Cooperation skills

  • Appropriate ways to express feelings

  • Responding to failure

• Classroom environment

  • Structured schedule and routines

  • Timer

• Foster strong teacher student relationships 

• Behavior management

  • Positive behavior support (school wide positive behavior support - SWPbIS)

  • Positive proactive classroom management strategies

  • Avoid power struggles

  • Consistency 

  • Carefully choose positive and negative consequences

• Self management

  • Self monitoring

  • Self evaluation

• Peer mediation and support

  • Peer tutoring

  • Positive peer reporting 

What category of IDEA does ADD and ADHD fall under?

other health impairment

Attention Deficit Disorder (ADD)

• Consistent inattention, failing to:

  • Pay attention to details and make careless mistakes

  • Sustain attention to tasks

  • Listen

  • Complete tasks

  • Demonstrate organization

  • Complete tasks require sustained attention

  • Keep up with materials

  • Stay focused

  • Being forgetful

• For a minimum of 6 months

• Must have at least 6 characteristics

Attention Deficit Hyperactivity Disorder (ADHD)

• Hyperactivity impulsivity

  • fidget/squirm

  • Remaining seated

  • Running or climbing excessively

  • Difficulty playing quietly

  • Acting as if “driven by a motor”

  • Talking too much

  • Blurting out

  • Difficulty waiting turn

  • Interrupting others 

• For a minimum of 6 months

• Must have at least 6 characteristics

Strategies for ADD or ADHD

• Restructuring the environment (ex. Seating the child close to the teacher)

• Use novelty in instruction and directions

• Structured schedule (advanced organizers) - minimize frequent changes to schedule

• Transition routines (3 minute warning, visual timers, songs, beat the clock)

• Set time limits

• Organizational strategies (daily assignments, planners, task analyze)

• Provide positive reinforcement frequently 

• Promote self-regulation 

• Post clear classroom rules and routines - be consistent

• Be brief, clear, and concise

• Ask students to repeat directions

• Break assignments into small, manageable chunks

• Provide frequent opportunities to actively respond during instruction

• Allow for movement (kinesthetic activities, centers, projects)

• Effective questioning (vary questions. Include high order questions - blooms taxonomy)

Who diagnoses ADD or ADHD?

physicians; not teachers

Autism

• A developmental disability affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a child’s educational performance 

• Diagnosed outside of school system; over time

• Category under IDEA

Characteristics of Autism

• Impaired social interactions

• Communication and language deficits

• Repetitive, ritualistic, and unusual behavior patterns

• Insistence on sameness

• Unusual responsiveness to sensory stimuli

Characteristics of Asperger Syndrome

• Difficulty interacting with others (inability to understand how to interact socially)

• Do not have deficits in language/significant clinical delay in language

• Most have average or above average intelligence

• Other characteristics:

  • Repetitive and stereotyped behaviors, preservation

  • Intense interest in a particular subject

  • Preoccupation with one’s own interests

  • Inflexible adherence to routines

Educational Approaches for Autism

• Classroom routine

  • Organize classroom routines

  • Structured schedule

  • Be mindful of transitions (provide cues and warnings)

• Visual supports 

  • Picture activity schedules

    • “If-then” and “firth-then” cards

    • “Things to do” - “things completed”

    • Visual schedule

    • Individual schedule

• Social skills

  • Social stories

  • Role plays

  • Peer buddies

• Technology

Accommodations

• What additional supports does the student need to be successful?

• Does not change the grade level instructional content nor the achievement expectations

• Types of accommodations - presentation, response, timing, and scheduling, and setting

  • Presentation: another way to present the material 

  • Response: another way for the student to demonstrate their knowledge

  • Timing: the amount of time a student will need on an assignment (extra time) and short breaks

  • Scheduling: the scheduling of the extra time for assignments 

  • Setting: giving them a space or other equipment to help them do what they need to do

• The majority is what they are accessing in the general education curriculum

Modifications

• Alter or modify the level of content difficulty

• Specific subject matter is altered, or the performance level expected of students is changed

• Examples:

  • Requiring a student to learn less material (fewer objectives, fewer pages or problems)

  • Revising assignments or assessments to make them easier (crossing out half of the response choices on a multiple choice test so that a student only has to pick from two options instead of four)

• The majority is what they are accessing is special education and related services curriculum

Assistive Technology 

• Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability 

• Not a distraction or a hindrance 

• Parents need to be trained

high tech

anything you plug in, expensive, more training, electronics, district provides, more collaborations 

low tech

• anything that does not have batteries or doesn’t need to be plugged in

  • May be listed as an accommodation

  • Can be used to benefit any student

intellectual disability

• Significantly sub-average intellectual functioning

• Deficits in adaptive behavior

• Manifested during the developmental period

• Adversely affects a child’s educational performance 

• Significant limitations in both intellectual functioning and adaptive functioning 

• This disability originates before age 18

• Intellectual functioning: IQ is 70-75 or less (significantly subaverage

• Adaptive behavior: significant difficulty with tasks or everyday living

characteristics of intellectual disability

• Cognitive functioning:

  • Learning rate - takes a lot trials/ repetition for them to remember (20-30 tries)

  • Memory - working memory

  • Attention

  • Generalization and maintenance of learned skills - real world application; be able to show generalization  

  • Motivation

• Adaptive behavior (life skills) 

  • Self-care and daily living skills

  • Social relationships

  • Behavioral excesses and challenging behavior

• Positive attributes

• Individual personalities

• Display tenacity and curiosity in learning

• Get along well with others

• Positive influences on those around them

what can I do for ID?

• Academic curriculum

  • Basic skills of reading, math, writing

• Functional curriculum

  • Skills that will help the student transition into adult life in the community

• Self-determination

  • Self-determined learners set goals, plan and implement a course of action, evaluate their performance, and make adjustments in what they are doing to reach their goals

• Explicit and systematic instruction (direct instruction)

  • Role play and practice social skills

  • Concrete examples, manipulative, visuals

  • Direct instruction

  • Limit number of new concepts being introduced in a small time period

• Design instructional materials and activities that provide frequent opportunities to respond - Active Student Response

• Task analysis - break activities down into smaller steps

• Systematic feedback - praise and error correction 

• Transfer of stimulus control - provide a prompt that makes a correct response very probable, reinforce the correct response, repeat the prompt, and reinforce another correct response. Gradually and systematically withdraw response prompts so the student’s responding comes under the stimulus control of natural cures that occur in the learner’s everyday environment

• Focus on generalization and maintenance

  • Teach skill in all settings you want students to use the skill

  • Programming common stimuli

• Direct and frequent measurement of student performance

• Peer support/tutoring 

• Environmental accommodations

speech or language impairment

IDEA - a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance

communication disorders

• Speech impairments

  • Articulation disorders - not able to produce a sound, trouble announcing sound 

  • Fluency disorders - difficulty in the flow and the rhythm of speech, cluttering 

  • Voice disorders - how the sounds are produced in the their throat/vocal chords

• Language disorders

  • Expressive language disorder - have a difficult time to process their thinking and expressing it

  • Receptive language disorder - have trouble taking information in and processing it

deafness 

hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, and that adversely affects a child’s educational performance

hearing loss

an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of deafness in this section

characteristics for deafness or hearing loss

• English literacy

  • Smaller vocabulary

  • Learn concrete words (tree, run, book) more easily than abstract words (before, after, jealous)

  • Omit ending words

  • Differentiating questions from statements

• Speaking

  • May speak too loudly or not loudly enough

  • Abnormal high pitch or sound

  • Omit speech sounds which they cannot hear

• Academic achievement

  • All areas, especially reading and math

  • Difficulties attributed to inadequate development of a first language as well as the mismatch between the demands of spoken and written language and the students’ ability to understand and communicate in english

  • Note: academic performance must be equated with intelligence. Deafness imposes no limitations on the cognitive capabilities of individuals

• Social functioning 

  • Can experience feelings of isolation from peers

  • Can exhibit disruptive behavior and be inattentive or distractible in the classroom

conductive hearing loss

results from abnormalities or complications of the outer or middle ear

sensorineural hearing loss

damage to the auditory nerve fibers or other sensitive mechanisms in the inner ear

congenital hearing loss

present at birth; genetic factors, maternal rubella, congenital cytomegalovirus, prematurity 

acquired hearing loss

appears after birth; otitis media, meningitis, meniere’s disease, noise exposure

what can I do for deafness and hearing loss

• Technologies that amplify or provide sound

  • Hearing aids

  • Group assistive listening devices

  • Cochlear implants

• Supports and technologies that supplement of replace sound

  • Sign language interpreters (signing the speech of a teacher)

  • Speech-to-text translation

  • Television, video, and movie captioning

  • Text telephones

  • Computer technology

  • Alerting devices

• Preferential seating 

  • Avoid sitting near areas with a lot of noise

  • In front of room where can always directly see you

• Minimize noise that will be distracting 

• Visual cues and demonstrations

  • Directly face the student

  • Demonstrations, pictures, diagrams

  • Computers

  • Close-captioning television 

• Monitor the student’s understanding

  • Repeat or rephase, reword

  • Provide written instruction and summaries

• Collaboration

  • Interpreters

  • Peer cooperation

• Note takers

visual impairment including blindness definition

• IDEA: 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 and blindness

• Educators classify students with visual impairments based on the extent to which they use vision and tactile and auditory senses for learning

• Functional vision - amount of vision a person has and how they use it. This is important to know in meeting a student’s academic needs 

characteristics of visual impairment

• Cognition and language

  • Impaired or absent vision makes it difficult to see the connections between experiences

  • Abstract concepts, analogies, and idiomatic expressions can be difficult

• Motor development and mobility

  • Visual impairments often leads to delays or deficits in motor development

• Social and adjustment and interaction

  • Play and interact less

  • Inability to see and respond to the social signals of others reduces opportunities for reciprocal interactions

special adaptions for visual impairment

• For students who are blind:

  • Braille

  • Tactile aids and manipulatives

  • Technological aids for reading print-converts to text to speech

  • Access to computers and mobile devices

• For students with low vision:

  • Functional vision and visual efficiency

  • Optical devices - glasses, contacts, magnifiers, closed-circuit television systems

  • Reading print -approach magnification, lenses, large print

  • Classroom adaptations - adjustable lamps, desks with adjustable or tilting tops, off-white paper, chairs with wheels

orthopedic impairment definition

IDEA - severe orthopedic impairment adversely affects a child’s educational performance. This term includes impairments caused by a congenital anomaly (club foot, absence of some member, etc.), impairments caused by disease (bone tuberculosis), and impairments from other causes (cerebral palsy, amputations, fractures)

other health impairment definition

• IDEA - having limited strength, vitality, or alertness (asthma, ADHD, diabetes, epilepsy, heart condition. Hemophilia, lead poisoning, leukemia, sickle cell anemia, and tourette syndrome)

• Adversely affects academic performance

educational approaches for other health impairments/ orthopedic impairment

• Assistive technology

• Teaming and related services - physical therapy, occupational therapy, and other specialists

• Environmental modifications - ensure accessibility to classrooms, materials, etc. 

• Animal assistance

• Special health care routines

  • Positioning, seating, movement

  • Lifting and transferring students

• Independence and self-esteem

Low Incidence Disabilities

Multiple Disabilities, Deaf-Blindness, and Traumatic Brain Injury

Multiple disabilities definition

• concomitant impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment) that causes such severe educational needs that cannot be accommodated in special education programs solely for one of the impairments

  • Does not include deaf-blindness

deaf-blindness definition

• concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness

• Severe Disabilities - significant impairments in intellectual, motor and/or social functioning

  • Ex. severe intellectual disabilities (IQ scores of 40-55)

• Profound Disabilities - profound development disabilities in all 5 of the following areas: cognition, communication, social skills, motor-mobility, and activities of daily living

  • Ex. profound intellectual disabilities (IQ scores of 20-25 and below)

traumatic brain injury definition

• an acquired injury to the brain caused by an external force, resulting in total or partial functional disability or psychosocial impairment, or both that adversely affects a child’s educational performance

  • Results in impairments in one or more areas: cognition, language, memory, attention, reasoning, abstract thinking, judgement, problem-solving, sensory, perceptual, and motor abilities, psychosocial behavior, physical functions, info processing, speech 

characteristics of low incidence disabilities

• Slow acquisition rates for learning new skills

• Poor generalization and maintenance of newly learned skills

• Limited communication skills

• Impaired physical and motor development

• Deficits in self help skills

• Infrequent constructive behavior and interaction

• Stereotypic and challenging behavior

educational approaches of low incidence disabilities

• What should be taught?

  • Functional skills

  • Age appropriate skills

  • Self care skills

  • Making chives

  • Communication skills

  • Literacy 

  • Recreation and leisure skills 

  • Prioritizing and selecting instructional targets

• Severe and multiple disabilities

  • Assess the student’s current level of performance

  • Clearly define the skill to be taught

  • Break the skill down into small component steps

  • Provide a clear promise or cues to the child

  • Give the students feedback and reinforcement 

  • Use strategies that promote maintenance and generalization 

  • Directly and frequently assess the student’s performance 

gifted and talented definition

• Compared to children of their own age the child:

  • Exhibits high performance capability

  • Demonstrates outstanding intellectual, creative, leadership, and/or artistic achievement 

  • Excels in a specific academic field

twice exceptional definition

• Students are gifted and talented as well as have a disability 

  • Foster clear understanding of students’ disabilities as well as their strengths 

  • Teach coping strategies to use when students become frustrated

  • Think of these students as having individual needs

characteristics of gifted and talented 

• The ability to rapidly acquire, retain, and use large amounts of information

• The ability to relate one idea to another

• The ability to make sound judgements 

• Appreciate multiple and opposing points of view

• The ability to perceive the operation of larger systems of knowledge that may be recognized by the typical person

• The ability to acquire and manipulate abstract symbol systems

• The ability to solve problems by reframing the question and creating novel solutions 

• Intense intellectual curiosity 

• Fascination with words and ideas

• Perfectionism

• Need for precision

• Learning in great intuitive leaps

• Intense need for mental stimulation

• Difficulty conforming to the thinking of others

• Early moral existential concern

• Tendency toward introversion

curriculum and instruction for gifted and talented

• Goal of educational programs:

  • The fullest possible development of every child’s actual and potential abilities

  • Based on learning characteristics of academically talented students in their area of strengths

  • Possessing academic rigor

  • Thematic and interdisciplinary 

• Acceleration vs. enrichment

  • Acceleration - grade skipping, accelerate in one certain class

  • Enrichment - going into depth 

• Differentiation

• Curriculum compacting - reviewing a concept very quickly and start applying it 

• Tiered lessons

• Using bloom’s taxonomy and gardner’s multiple intelligences

• Inquiry-based, problem based, project based learning

• Teaching leadership skills

• Opportunities outside the classroom

Cerebral Palsy

• orthopedic impairment

• is caused by either a lesion to the brain or irregular brain growth. This causes a disorder in motor skills and body
  positioning. The impairment has a range of severity. Some individuals may struggle with having very little control over their limbs
  (like weak muscles) or speech. May experience disturbances of voluntary motor functions that may include paralysis, extreme
  weakness, lack of coordination, involuntary convulsions, and other motor disorders

what do teachers need to take into consideration with cerebral palsy?

Struggle with speaking, so might need communication board
- Knowing how to move students when necessary (lifting from the trunk)
- Differentiate activities so these students can still be involved
- Might need assistive technology due to poor fine motor skills
- Making the classroom wheelchair accessible
- Taking into consideration that they may need to collaborate with a physical/ occupational therapist or speech therapist

What are the different types and characteristics of speech and language impairments?

articulation disorders - not able to produce a sound, trouble announcing sound

fluency disorders - difficulty in the flow and the rhythm of speech, cluttering

voice disorders - how the sounds are produced in their throat/vocal chords

expressive language disorder - have a difficult tome to process their thinking and expressing it

receptive language disorder - have trouble taking info in and processing it

muscular dystrophy

• orthopedic impairment 

• Condition where around 40 inherited diseases are marked by the progressive wasting away of the body’s muscles, progresses as they get
  older, starts between ages 2-6, by age 14 they lose the ability to walk, often fatal because their heart or respiratory system fails

what do teachers need to take into consideration with muscular dystrophy?

Be aware that children with muscular dystrophy may not be as physically active as other students in the class. Accommodate for use of
wheelchairs or assistive technology when needed. Take into consideration the hardships of the child and their struggles with muscular
dystrophy and provide as much as the teacher can

spinal bifida 

• orthopedic impairment 

• A condition in which the vertebrae do not enclose the spinal cord. A portion of the spinal cord and nerves controlling the lower part of the
  body develop abnormal.
  Three types- spina bifida occulta; few vertebrae are malformed usually in lower spine
  Myelomeningocele: most common and most serious, spinal cord, lining, and nerve roots protrude and carry high risk for paralysis and
  infection; the higher the location of the lesion on spine, the greater the effect on the body and its functioning
  Hydrocephalus – developed through children born with myelomeningocele, is accumulation of fluid in tissue surrounding the brain. If it
  is left untreated, it can lead to head enlargement and severe brain damage.

  
  

what do teachers need to take into consideration with spinal bifida? 

The teacher who works with children who have shunts should be aware that blockage, disconnection, or infection of the shunt may
result in increased intracranial pressure.
Teacher should heed warning signs such as drowsiness, vomiting, headache, irritability, seizures, change in personality because shunt
malfunction can be life-threatening
-Physical accommodations: adaptive seating, space for movement, breaks

seizure disorder (epilepsy)

• other health impairment 

• is when seizures occur chronically and repetitively. It can be caused by fatigue, excitement, anger, surprise,
  hyperventilation, hormonal changes, withdrawal from drugs and alcohol, and exposure to patterns of light, sound, or touch. Seizures are
  when abnormal electrical discharges in the brain cause a disturbance of movement, sensation, behavior, or consciousness

what do teachers need to take into consideration with epilepsy? 

Teachers can be aware of how the classroom environment will affect a student who experiences seizures, such as keeping the
lights dim and minimizing loud sounds. The teacher should also know when a student must take their medication and provide
extended time when necessary to reduce fatigue. If there’s a fire drill, the teacher should make a student with seizure disorder
aware of the drill beforehand to reduce the surprise and the risk of a seizure. The teacher should know what to do if a seizure
happens, that is making sure the student is safe by clearing the area until the seizure runs its course. Other students should be
cleared from the area and instructed not to touch the student who is seizing. The student and teacher can also have a hand signal
or word between them that will communicate when the student feels a seizure coming on so the teacher can act accordingly