IDEA Eligibility Categories

Eligibility Categories Under IDEA

• IDEA outlines 14 eligibility categories for special education services
• These categories define specific disabilities and their impact on education

Autism

• It is a developmental disability
• Autism affects communication, social interaction, and behavior
• Characteristics include repetitive behaviors, strict routines, and social interaction difficulties

Deaf-Blindness

• It combines visual and hearing impairments
• Deaf-Blindness severely limits educational performance and necessitates specialized services

Deafness

• It is a profound hearing impairment that hinders linguistic processing, even with amplification

Emotional Disturbance

• It involves an inability to learn, not explained by intellectual, sensory, or health factors
• Manifestations include relationship difficulties, inappropriate behavior, and mood disorders

Hearing Impairment

• It adversely affects educational performance but isn't "deafness"
• Partial hearing loss is included

Intellectual Disability

• Characterized by below-average intellectual functioning (IQ below 70)
• Adaptive behavior deficits, impacting daily living skills, are present
• Diagnosis before age 18 is typical
• Considered a life-long condition, though support can improve functioning

Multiple Disabilities

• Involves two or more disabilities that create significant educational needs
• For example, a child may have an intellectual disability and a physical impairment combined

Orthopedic Impairment

• It is a severe physical disability affecting movement or body control
• It can stem from congenital conditions, accidents, or diseases

Other Health Impairment (OHI)

• Encompasses chronic or acute health conditions like ADHD, asthma, diabetes, or epilepsy
• OHI limits strength, vitality, or alertness, impacting educational performance

Specific Learning Disability

• It is a disorder in basic psychological processes related to language
• Conditions such as dyslexia and dyscalculia can be included

Speech or Language Impairment

• Communication disorders like stuttering or articulation issues
• Difficulty understanding language can affect educational performance

Traumatic Brain Injury (TBI)

• Brain injury from external force, like accidents or sports injuries
• Impairments can impact cognition, memory, and motor skills

Visual Impairment

• Even with correction, educational performance is significantly affected by it
• Blindness plus severe visual limitations are included

Developmental Delay

• This only applies for children aged 3 to 9
• A delay in physical, cognitive, communication, social, emotional, or adaptive skills is present
• This category is used for younger children and allows more flexible identification

IDEA and Intellectual Disability

• It defines Intellectual Disability as limitations in both intellectual functioning and adaptive behavior
• It affects everyday social and practical skills
• The condition originates before the age of 18
• Difficulties are faced in learning, problem-solving, and independent living

Three Common Components of all Intellectual Disability Definitions

• Significantly Below-Average Intellectual Functioning (IQ): Typically an IQ of 70 or below
• Limitations in Adaptive Behavior: Difficulties include communication, self-care, and social skills
• Onset During the Developmental Period: Manifests before 18 with delays in intellectual + adaptive functioning

Rosa's Law

• Signed in 2010
• Replaced "mental retardation" with "intellectual disability" in federal statutes

Goals of the Language Shift

• Reduce stigma: "Mental retardation" was derogatory
• Promote dignity and respect: Focus shifts to functional challenges
• Ensure clarity and consistency: Standardized treatment across policies

Components of the Supports Model

• Focuses on the belief that people with intellectual disabilities can develop greater independence
• Requires the right kind of support
• Environmental Support, Personal Support, Interpersonal Support, Access to Resources, and Ongoing Evaluation are included

Environmental Support

• Providing physical, social, and emotional environments is important
• These factors foster skill development, well-being, and growth are improved

Personal Support

• Tailored services such as specialized instruction is necessary
• Social skills training and assistance in daily activities should be supplied
• Support can come from family, caregivers, educators and professionals

Interpersonal Support

• Relationships with peers should be encouraged
• Mentors and community members should be available
• Emphasis should be placed on building social and emotional skills

Access to Resources

• Community services, employment opportunities, and healthcare should be easy to access
• Focus on enhancing quality of life and integration into society

Ongoing Evaluation

• Support program effectiveness should be assessed continuously
• Adjustments should be made in order to ensure individuals reach their potential and have a fulfilling life

Misusing Functioning Labels

• "Low-functioning" or "high-functioning" labels can have negative effects on students with intellectual disabilities

Perpetuating Stereotypes

• Labels like "low-functioning" can create unrealistic expectations
• These reduce opportunities, underestimate potential, and reinforce negative stereotypes

Limiting Educational Opportunities

• Students labeled "low-functioning" can be placed in restrictive environments
• Less challenging educational goals can limit skill development

Affecting Self-Esteem and Social Integration

• Labels influence self-perception and how others see individuals
• Negative labels can cause inadequacy, reduced confidence, and a lack of social inclusion

Reducing Individualization of Support

• Functioning labels often fail to reflect unique strengths and needs
• Generalized approaches may be used instead of individualized support, which is essential

Impacting Family and Community Understanding

• Labels influence how families, peers, and the community interact with individuals with intellectual disabilities
• Barriers to inclusion and understanding may prevent individuals from being seen as a whole person with potential

Piaget's Biological Constructivism

• Emphasizes children actively construct their understanding of the world
• Occurs through interactions with their environment
• Cognitive development unfolds in stages and is guided by biological maturation.

Schemas

• Basic units of knowledge which represent categories of information
• Children develop and refine schemas through interactions with the world
• Dog schemas can be established by experiencing dogs (four legs, furry, barking)

Assimilation

• New information is incorporated into existing schemas
• Children interpret new experiences based on their current understanding when this occus
• For example, calling a cat a "dog" due assimilating it into a "dog" schema.

Accommodation

• New information doesn’t fit into existing schemas
• Children must modify or create new schemas when this happens
• For example, kids may create a new "cat" schema to accommodate that cats exist, seperate from dogs

Equilibration

• Balancing assimilation and accommodation results in cognitive stability
• This drives movement through Piaget's cognitive development stages
• Children seek to restore equilibrium by assimilation and accommodation to counter disequilibrium.

Vygotsky's Social Constructivism

• Emphasizes social interaction and cultural context in cognitive development
• Cognitive development is a social process
• It occurs through interaction with more knowledgeable individuals

Zone of Proximal Development (ZPD)

• It is the difference between independent abilities and abilities with help
• Learning is most effective within the ZPD

Scaffolding

• Temporary support from a teacher or peer while learning a new concept
• Support diminishes as competence grows
• It mirrors ZPD assistance, enabling independent task completion

Social Interaction and Language

• Social interactions, especially language, play a crucial role in cognitive development
• Language helps internalize social and cultural tools
• Language helps children think and solve problems through conversations with knowledgeable others
• Private speech (talking to oneself) helps organize thoughts and guide actions

Cultural Tools

• Language, symbols, and other materials are shaped by society
• Individuals use these tools to think and solve problems
• Writing systems, counting systems, and even ways of thinking are included

Cognitive Styles

• Preferred methods by which individuals process and organize information are influenced
• Can influence learning and problem-solving

Field-Dependent vs. Field-Independent

• Context is more relevant to Field-Dependent individuals, and seperate relevant information from irrelevant info
• These individuals rely more on others for assistance and tend to be more social
• Field-Independent individuals are better able to separate information
• Independent work and focusing on specific details are preferred

Reflective vs. Impulsive

• Reflective individuals take time to consider information and make decisions carefully
• Impulsive individuals make quick decisions without much thought, often acting immediately

Global vs. Analytic

• Global thinkers focus on the big picture and the holistic view, finding it difficult to focus on details
• Analytic thinkers focus on specific components or details, preferring a step-by-step approach

Verbal vs. Visual

• Verbal learners prefer processing information through words, such as reading and talking
• Visual learners prefer learning through images, diagrams, charts, and visual representations

Concrete vs. Abstract

• Concrete thinkers focus on practical, tangible aspects and may struggle with abstract or theoretical ideas
• Abstract thinkers excel in conceptual and theoretical thinking, often focusing on ideas and possibilities

Cognitive Processes

• Process how we filter, filter, and interpret information

Selective Attention

• Focus on a specific stimulus or piece of information
• Irrelevant stimuli are ignored
• It is an essential cognitive process for managing information overload
• A student tuning out background noise to concentrate on reading a textbook is an example

Sustained Attention

• Maintaining focus on a task or stimulus over a prolonged period of time should be possible
• Sustained attention helps complete tasks requiring long-term concentration
• A student staying focused during a two-hour lecture is an example

Perception

• The process of organizing and interpreting sensory information (sight, sound, taste, etc.)
• Forms meaningful experiences
• Interpretation is not just about receiving stimuli
• It also involves interpreting stimuli in the context of past experiences and expectations

Speech and Language Impairments (ASHA Definition)

• Speech disorders refer to problems related to the articulation, fluency, or voice
• Language disorders are related to difficulties in understanding and producing language, both spoken and written

Speech Disorders

• Articulation disorders are difficulty pronouncing sounds correctly
• Fluency disorders are conditions such as stuttering
• Voice disorders might be hoarseness or loss of vocal quality

Language Disorders

• Difficulty understanding or using language for communication can occur
• Limited vocabulary or grammar difficulties are included

Speech & Language Impairments (IDEA Definition)

• Communication disorders such as stuttering or impaired articulation are included
• Impaired language or voice can also be factors
• These conditions must adversely affect a child's educational performance

Components of Language (Phonology)

• The study of sounds in speech
• How sounds are organized and used in language are factored
• Phonemes, rules for combining sounds (phonotactics), and how sounds contribute to meaning are included

Examples

• The sounds /p/ and /b/ changes the meaning of "pat" vs. "bat." are included.

Components of Language (Syntax)

• This refers to structure and sentences
• Arranging of words and phrases to create well-formed sentences takes place
• Elements like subject, verb, object, as well as word order should be covered
• "The cat sat on the mat" follows the SVO order

Components of Language (Semantics)

• The study of meaning in language
• Focuses on how words, phrases, and sentences are used to convey meaning
• Includes the meaning of individual words (lexical semantics) and how meanings combine in larger units of speech or writing
• "Bat" can refer to a flying mammal or a piece of sports equipment

Categories of Speech/Language Disorders

• Articulation Disorders
• Fluency Disorders
• Voice Disorders
• Language Disorders
• Speech-Sound Disorders
• Pragmatic (Social) Language Disorders

Articulation Disorders

• Problems in producing specific sounds correctly cause issues when pronouncing certain sounds.
• Saying "wabbit" instead of "rabbit" is an example

Fluency Disorders

• Difficulties with the flow and rhythm of speech can occur
• Repetition of words, sounds, syllables, or prolonged pauses are common
• “I-I-I want to go” exemplifies stuttering

Voice Disorders

• Problems appear with the pitch, volume, or quality of the voice.
• Nasally, or breathy voice are symptoms
• Vocal strain is an example of a child with a hoarse voice due to excessive shouting

Language Disorders

• Receptive Language Disorder is the difficulty understanding or processing language
• Trouble following instructions or understanding what others say is a trait
• Expressive Language Disorder is the difficulty expressing thoughts, feelings, or ideas
• A child may struggle to form sentences or find the right words to express themselves

Speech-Sound Disorders

• Problems in producing speech sounds correctly are experienced
• This category includes articulation disorders and phonological disorders
• trouble using the correct sounds to form words can be present
• Substituting of one sound for another, such as saying “f” for "th" is common

Pragmatic (Social) Language Disorders

• Challenges with appropriately using language in social contexts is a challenge
• Conversation difficulties, understanding nonverbal cues, or maintaining appropriate eye contact can develop
• Trouble to take turns in conversation or interpret sarcasm is normal

Receptive Language Impairments (Difficulty Understanding Language)

• Difficulty in understanding spoken or written language is common
• Struggling to understand or remember multi-step instructions is typical
• Difficulty is present in understanding questions, stories, or concepts
• Limited understanding of words or phrases happens
• Trouble with abstract language, figurative language, metaphors, idioms, or jokes is possible
• Struggles when following multi step instructions

Expressive Language Impairments (Difficulty Using Language to Communicate)

• Expressing spoken or written language is tough
• Fewer words than expected given their age are used
• Grammar can be incorrect, such as missing articles or incorrect verb tensions
• Sentences become complete or shortened and difficulty in combining words is experienced
• Articulation, mispronouncing words, stuttering or other speech impediment arise
• Trouble in starting, maintaining, or ending conversations should be managed

Expressive Language

• Expressive language helps produce and convey language, using words, phrases, sentences, and other forms of communication

Key Features of Expressive Language

• Speaking and writing to express oneself
• Organizing and coherently forms speech and writing
• Using appropriate vocabulary, grammar, and sentence structure
• Nonverbal communication, such as the use of gestures, body language, and facial expressions

Examples of Expressive Language Functions

• Examples are asking questions ("Can I have some juice?")
• Giving directions ("Please put the book on the table.")
• Narrating events or telling stories ("Yesterday, I went to the park and played with my friends.")
• Making requests or demands ("I need help with my homework.")

Receptive Language

• Receptive language aids to understand and process language
• Comprehending both spoken and written is essential
• Interpreting the meanings and understanding messaging

Key Features of Receptive Language

• Understanding spoken and written language should be possible
• Recognizing and interpreting vocabulary, grammar, and sentence structures
• Responding appropriately to questions and instructions should be acheivable
• Listening to and processing information from others should be expected

Examples of Receptive Language Functions

• Following directions is important
• Comprehending stories or texts are important
• Understanding social cues or body language during converstaions is essential
• Understanding vocabulary in context is key

Definition of Learning Disabilities

• As established by the Individuals with Disabilities Education Act (IDEA)
• Includes five essential components
• These parts help identify and distinguish learning disabilities from other types of learning difficulties

Discrepancy Between Achievement and Intellectual Ability

• Discrepancy is between a student’s academic performance and their intellectual ability (IQ)
• A student has average or above-average intelligence, struggles to perform in reading, writing, or math.

Specific Learning Problems

• The disorder is specific to certain academic skills, such as dyslexia (reading), dyscalculia (math), or dysgraphia (writing)

Exclusion of Other Conditions

• Environmental factors, lack of instruction, or cultural differences are all factors

Processing Deficits

• Difficulties include memory, attention, language processing, or auditory discrimination

Severe Academic Difficulty

• Learning problems cause difficulty with specialized instruction or interventions

Discrepancy Determination Model

• Difficulty is determined by the gap between a student's intellectual ability (IQ) and academic performance
• A student’s IQ is average or above average, but academic performance in reading, math, or writing is low
• It has been criticized for being slow to identify students and significant lag between process and intervention

Response to Intervention (RtI) Model

• A more proactive method that identifies students by monitoring their response to interventions over time
• Students failing to show improvement may be evaluated for a learning disability, regardless of high IQ

Multiple Tiers

• Tier 1: High-quality classroom instruction for all students
• Tier 2: Small-group interventions for students who need additional help
• Tier 3: Intensive, individualized interventions

Differntiating Between Developmental vs Academiv Learning Characteristics

• Developmental Characteristics:
  • These refer to the natural progression of skills in children as they grow
  • These include areas such as motor skills, language development, and social-emotional growth
• Academic learning characteristics
  • Are specific to performance in school subjects like reading, math, writing, and problem-solving
• Key Difference
  • Developmental Characteristics refer to the general growth and academic abilities
  • Academic is focused on school like skills

Identifications Before IDEA

• Limited standards or systematic process
• Lack of a federal mandate for intervention

Post-IDEA

• IDEA (formerly the Education for All Handicapped Children Act) dramatically changes to identifying and supporting students with learning disabilities
• Required Individualized Education Programs, IEP, made for education
• Standardized definition for specific disabilities and made for formal identification

Five Components of Learning (Sirney)

• Helps in the learning process,
• Attention has the ability to focus on and actively engage with the material. First step in learning
• Repetition: repeated exposure to the material made for encoding
• Motivation: learner's influence
• Retention: Stores information in long-term memory
• Transfer: Ability to apply what has been learned to new, different, or real-world contexts

Five Stages of Learning

• Describes how people progress in mastering new skills
• Cognitive Stage: actively trying to understand instructions
• Associative Stage: learns starts to refine skills and making cues
• Autonomous Stage: Performs automactically and has less thought
• Expert Stage: Now adapts to new conditions and makes precise changes
• Mastery Stage: Shows consistrancy and has new levels

Intrinsic/Extrinsic Motivation

• Motivation: drive to engage in an activity for satisfaction
• Extrinsic: external rewards like bonus for effort

Internal & External Locus of Control

The external locus of control refers to how people attribute the causes

• Internal Locus of Control: The internal locus includes that success in life comes from desinty
• External Locus of Control: This indicates that people think luck, fate, and other influences determines success

CCBD Definition

• The Council for Children with Behavioral Disorders definition, EBD, explains disorders
• Persistent: Condition is normally Long-lasting
• Significant: Disorders can interfere with function in academic, social, and emotional contexts

Common Components of definitions

• Chronicity: disorders
• Disproportionality: not situatuional
• Impact: on function or emotion
• Emotional dysregulation
• Disruption

Etiologies

Genetic: family history plays a big a role in the history Neurobiological Factors: abnormalities in the brain

• Enviromental factors: poverty
• Family Dynamics: bad family issues
• School: Bad areas
• Social Peer Influencers: Peer rejection
• Cognitive & Development Factors: social skills
• Internalizing: anxity and depression
• Extermalizing: Disruptivness

Perspectives

• Early
• Cognitive
• Intesity
• Exclusive

Social Intelligence

• Perspetcitves and Social awarness of society

Learning

• Self and social regulating
• Cooporationg
• Social Isolation
• Low Self esteem

ADHD

• Focus on tasks
• Forgetfull
• Easily ditracted
• Impulsive
• Difficulty styaing
• Talking lot

Autism

• Kanner's: 11 children was key
• Early autism
• Hapsy: Austrain studied key
• Spectrum
• INclusion and Neurodiversity

IDEA act of Autsim

• Communication is tough or resticition of learning

DSM5 act of Autsim

• Defficites in social behavior
• Limits in speech
• Pattern of action

Autism (ASAN

• Natual brian variations of human
• Recognize strengthies

Action

• Not just focus on the defects
• Builts around