Transcript IDEA disabilities

IDEA disabilities
Rachael N. Rzepka
Autism
• (i) Autism means a developmental disability significantly
affecting verbal and nonverbal communication and social
interaction, generally evident before age three, that
adversely affects a child's educational performance. Other
characteristics often associated with autism are
engagement in repetitive activities and stereotyped
movements, resistance to environmental change or change in
daily routines, and unusual responses to sensory
experiences.
• (ii) Autism does not apply if a child's educational
performance is adversely affected primarily because the
child has an emotional disturbance, as defined in paragraph
(c)(4) of this section.
• (iii) A child who manifests the characteristics of autism
after age three could be identified as having autism if the
criteria in paragraph (c)(1)(i) of this section are satisfied.
(Kelly 2007)
Autism Facts
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Complex neurobiological disorder
Seen to be caused by a genetic basis--up to 20 sets of genes may
play a part in its development. (however exact cause is unknown)
Associated with rigid routines, repetitive behaviors such as
obsessively arranging objects or following specific routines
Can range from mild to severe
Is a spectrum disorder (ASD)
1 in 150 individuals is diagnosed with autism (more common than
pediatric cancer, diabetes, and AIDS combined)
Occurs in all racial, ethnic, and social groups
Four times more likely to strike boys than girls
There are no effective means to protect autism
Early intervention in an appropriate educational setting can result
in improvements
Programs focus mainly on developing communication, social, and
cognitive skills
http://www.autismspeaks.org/whatisit/index.php
Deaf-blindness
• (2) Deaf-blindness means 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.
(Kelly 2007)
Deaf-Blindness Facts
• Variety of causes some causes include illness,
accident, or genetic syndrome (Usher Syndrome I
and II, Charge Syndrome and Down Syndrome are
some genetic disorders that cause this)
• Combination of hearing and vision loss which
prevents access to communication, the
environment, and people
• Exact prevalence is unknown it is estimated that
10% of the population is deaf and 1% of those
individuals are blind or have vision loss (there are
more than 70,000 deaf-blind individuals in the US
http://www.deafblindinfo.org/privacy.asp
Deafness
• (3) Deafness means a hearing
impairment that is so severe that the
child is impaired in processing
linguistic information through
hearing, with or without amplification
that adversely affects a child's
educational performance.
(Kelly 2007)
Deafness Facts
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Many causes for deafness these include Otosclerosis, Pendred
Syndrome, Usher Syndrome, Vestibular Schwannoma and
Neurofibromatosis , and Waardenburg Syndrome
Complex sense involving the sensitivity of the ear and the ability
to understand speech
prevalence of hearing loss depends on the type and degree of the
loss, the area's) of abnormality in the auditory system (middle ear,
inner ear, brain, e.g.), noise exposure, and a
Approximately 28 million Americans have hearing impairments
Hearing loss affects approximately 17 in 1,000 children under age
18
About 2 to 3 out of every 1,000 children in the United States are
born deaf or hard-of-hearing. 9 out of every 10 children who are
born deaf are born to parents who can hear
One way to help this disability is to incorporate sign language into
the classroom
http://www.nichcy.org/pubs/factshe/fs3txt.htm
http://www.nidcd.nih.gov/health/statistics/hearing.asp
Emotional disturbance
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(i) Emotional disturbance means a condition exhibiting one or
more of the following characteristics over a 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.
(ii) Emotional disturbance includes schizophrenia. The term does
not apply to children who are socially maladjusted, unless it is
determined that they have an emotional disturbance under
paragraph (c)(4)(i) of this section.
(Kelly 2007)
Emotional Disturbance
Facts
• Causes of Emotional Disorders are unknown possible causes
are heredity, brain disorder, diet, stress, and family
functioning
• Characteristics include: Hyperactivity, Aggression/selfinjurious behavior, Withdrawal , Immaturity, Learning
difficulties
• From 1998-99 463,172 children and youths with emotional
disturbances were provided with services in the public
school system
• Programs for emotionally disturbed parents should include
attention to developing social skills, increased selfawareness, self-esteem, and self control.
http://www.nichcy.org/pubs/factshe/fs5txt.htm#character
Hearing impairment
• (5) Hearing impairment means 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.
(Kelly 2007)
Hearing Impairment
Facts
• Occurs when there is damage to one or more parts of the
ear; conductive hearing loss results from a problem with the
outer or middle ear, including the ear canal, eardrum, or
ossicles, and Sensorineural hearing loss results from
damage to the inner ear (cochlea) or the auditory nerve
• Can be caused by genetic disorders, injuries to the ear or
head, complications during pregnancy or birth, infections or
illness, medications, and loud noise
• For individuals 3 years or older 28.6 million Americans had
an auditory disorder in 2000
• Of 5,775,722 children served under IDEA 70,767 (1.2%)
received services for hearing in the 2000-01 school year
http://www.kidshealth.org/teen/diseases_conditions/sight/hearing_impairment.htm
http://www.asha.org/public/hearing/disorders/children.html
Mental retardation
• (6) Mental retardation means
significantly subaverage general
intellectual functioning, existing
concurrently with deficits in adaptive
behavior and manifested during the
developmental period, that adversely
affects a child's educational
performance.
(Kelly 2007)
Mental Retardation Facts
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Caused by Genetic conditions, problems during pregnancy, problems at
birth, and health problems
Characterized by ability of a person’s brain to learn, think, problem solve,
intellectual functioning, and whether the person can adaptively function
A person with mental retardation scores below 70 to 75 on an IQ test
when an average person scores 100
3 out of every 100 people have mental retardation
613,000 children ages 6 to 21 have some level of mental retardation and
need special education in school (1 out of every 10 children who need
special education has some form of mental retardation.)
Signs of mental retardation include delay in talking, standing, sitting up,
find it hard to remember things, have trouble understanding social rules,
trouble problem solving, and trouble thinking logically
Can help a child with Mental Retardation in school by communicating with
others, working on social skills, health and safety, working on reading,
writing, and basic math, and helping them learn life skills and job skills
http://www.nichcy.org/pubs/factshe/fs8txt.htm
Multiple disabilities
• (7) Multiple disabilities means concomitant
impairments (such as mental retardationblindness or mental retardationorthopedic impairment), the combination
of which causes such severe educational
needs that they cannot be accommodated
in special education programs solely for
one of the impairments. Multiple
disabilities does not include deafblindness.
(Kelly 2007)
Multiple Disability Facts
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2000-2001 school year, the states reported to the U.S. Department of
Education that they were providing services to 112,559 students with
multiple disabilities
Characterized by limited speech or communication, difficulty in basic
physical mobility, tendency to forget skills through disuse, trouble
generalizing skills from one situation to another, and a need for support in
major life activities
Medical problems may accompany severe disabilities these include:
seizures, sensory loss, hydrocephalus, and scoliosis
Programs in school should help assess children in four areas: domestic,
leisure/recreational, community, and vocational
Services are best offered in a natural school environment because of
students inability to generalize skill
Integration of these students helps children with multiple disabilities to
gain social skills
There are also many assistive aids that can be used to aid the child these
include: wheelchairs, typewriters, headsticks (head gear), clamps, modified
handles on cups and silverware, and communication boards, as well as
computers
http://www.nichcy.org/pubs/factshe/fs10txt.htm#medimps
Orthopedic impairment
• (8) Orthopedic impairment means a severe
orthopedic impairment that adversely
affects a child's educational performance.
The term includes impairments caused by a
congenital anomaly, impairments caused by
disease (e.g., poliomyelitis, bone
tuberculosis), and impairments from other
causes (e.g., cerebral palsy, amputations,
and fractures or burns that cause
contractures).
(Kelly 2007)
Orthopedic Impairment
Facts
• Caused by cerebral palsy, Osteogenisis Imperfecta, joint
deformities or muscular dystrophy. Injuries or surgeries
may result in the loss of a bone and/or muscle tissue and
may include the amputation of a limb. Burns and broken
bones can also result in damage to both bones and muscles.
Orthopedic problems can also result from deformities,
disease, injuries, or surgeries.
• Some characteristics include paralysis, unsteady gait, poor
muscle control, loss of limbs
• Can impeded a child’s ability to speak, and express language
• Teachers can ensure the child’s seating/ positioning is
appropriate for the child to enable the child to view the
instruction
http://www.napcse.org/exceptionalchildren/orthopedicimpairments.php
Other health impairment
• (9) Other health impairment means having limited
strength, vitality, or alertness, including a
heightened alertness to environmental stimuli,
that results in limited alertness with respect to
the educational environment, that—
• (i) Is due to chronic or acute health problems
such as asthma, attention deficit disorder or
attention deficit 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.
(Kelly 2007)
Other Health Impairments Facts
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Having limited strength, vitality or alertness, heightened alertness
to environmental stimuli due to chronic or acute health problems
such as asthma, attention deficit disorder or attention deficit
hyperactivity disorder, diabetes, epilepsy, a heart condition,
hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever,
and sickle cell anemia;
In order to be served under OHI under IDEA a student must limit
strength, vitality, or alertness to such a degree that the student’s
educational progress is adversely affected there are over 200
specific health impairments that exist
These impairments are caused by infections, genetic factors,
environmental influences, prenatal influences, perinatal influences,
and postnatal influences
291,474 children between the ages of 6 and 21 received special
education services under the disability category of other health
impairments in 2002
Which is 5.1% of all children receiving special education services
Educational settings should be able to accommodate the student
by making the environment accessible, safe, and less restrictive
http://www.napcse.org/exceptionalchildren/otherhealthimpairments/
Specific learning
disability
• 10) Specific learning disability.
• (i) General. Specific learning disability means a disorder in
one or more of the basic psychological processes involved in
understanding or in using language, spoken or written, that
may manifest itself in the imperfect ability to listen, think,
speak, read, write, spell, or to do mathematical calculations,
including conditions such as perceptual disabilities, brain
injury, minimal brain dysfunction, dyslexia, and
developmental aphasia.
• (ii) Disorders not included. Specific learning disability does
not include learning problems that are primarily the result
of visual, hearing, or motor disabilities, of mental
retardation, of emotional disturbance, or of environmental,
cultural, or economic disadvantage.
(Kelly 2007)
Specific Learning Disability Facts
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Children with learning disabilities often have trouble reading, writing,
spelling, reasoning, and organizing information
It is seen to be caused by problems during pregnancy from things such as
smoking or chemical and environmental factors
15% of the U.S. population has a learning disability or 1 in 7 Americans
80% of all students with a learning disability have trouble reading
Learning disabilities are not the same as mental retardation, autism,
deafness, blindness, and behavior disorders
Common forms of learning disabilities include:
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Dyselxia: when a person has difficulty understand written words
Dyscalculia – a mathematical disability in which a person has a difficult time
solving arithmetic problems and grasping math concepts.
Dysgraphia – a writing disability in which a person finds it hard to form letters
or write within a defined space
Auditory and Visual Processing Disorders – sensory disabilities in which a person
has difficulty understanding language despite normal hearing and vision.
Nonverbal Learning Disabilities – a neurological disorder which originates in the
right hemisphere of the brain, causing problems with visual-spatial, intuitive,
organizational, evaluative and holistic processing functions.
http://www.nichcy.org/pubs/factshe/fs7txt.htm
Speech or Language
Impairment
• (11) Speech or language impairment
means a communication disorder,
such as stuttering, impaired
articulation, a language impairment,
or a voice impairment, that adversely
affects a child's educational
performance.
(Kelly 2007)
Speech or Language Impairment
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Range from simple sound substitutions to the inability to understand or use
language use the oral-motor mechanism for functional speech and feeding
Some causes include hearing loss, neurological disorders, brain injury,
mental retardation, drug abuse, physical impairments such as cleft lip or
palate, and vocal abuse or misuse (however exact cause is unknown)
In the 2001-02 school year over 1 million children served in public school’s
special education system were categorized as having a speech or language
impairment
Characterized by stuttering, lisps, difficulties with pitch, volume, or quality
of the voice, improper use of words in context, inability to express ideas,
reduced vocabulary, and inability to follow directions
A child can be helped with speech and language impairments through the
help of a speech pathologist who helps provide therapy to the child
In addition the use of technology may be used electronic communication
systems allow nonspeaking people and people with severe physical
disabilities to engage in the give and take of shared thought.
Also vocabulary, reading, and writing should be stressed and incorporated
into the curriculum
http://www.nichcy.org/pubs/factshe/fs11txt.htm
Traumatic brain injury
• (12) 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 adversely affects a child's educational
performance. Traumatic brain injury applies to open or
closed head injuries 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 injury does not apply to brain
injuries that are congenital or degenerative, or to brain
injuries induced by birth trauma.
(Kelly 2007)
Traumatic Brain Injury Facts
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Affects how a student thinks and reasons, understands words, remembers
information, pays attention, problem solves, thinks abstractly, talk, behave,
physical activity, see and/or hear
Caused by the head being hit or shaken violently
More than 1 million children receive brain injuries per year, more than
30,000 children have lifelong disabilities as a result of brain injury
Characteristics include:
– physical disabilities which affects their ability to see, hear, write,
walk, and causes muscle spasticity, seizure, and headaches
– Difficulties with thinking affecting short term memory, long term
memory, have trouble concentrating, think slowly, have trouble
listening and talking with others as well as have trouble with
sequencing, reading writing and planning
– Social, behavioral, and emotional problems which includes sudden mood
changes, anxiety, and depression
To help a child with TBI teachers can find out as much information about
the cause, give the students extra time for tests and quizzes, give
directions one step at a time and thoroughly, have consistent routines, and
reduce distractions
http://www.nichcy.org/pubs/factshe/fs18txt.htm
Visual impairment
• (13) 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.
(Kelly 2007)
Visual Impairment Facts
• Some causes include retinal degeneration, albinism,
cataracts, glaucoma, muscular problems, corneal disorders,
diabetic retinopathy, congenital disorders, and infection
• In children under the age of 18 12.2 out of every 1,000
children has a visual impairment
• Children with visual impairments often have a hard time
imitating social behavior and understanding nonverbal cues
• In terms of education technology in the form of computers
and low-vision optical and video aids enable many partially
sighted, low vision and blind children to participate in
regular class activities large print materials, books on tape,
and braille books are available
• Students with low vision or those who are legally blind may
need help in using their residual vision more efficiently and
in working with special aids
http://www.nichcy.org/pubs/factshe/fs13txt.htm