Educ 703 Reviewer: Categories of Exceptionalities PDF

EDUC 703 REVIEWER Developmental Disability/Disorders Categories of Exceptionalities set of limitations that begin in infancy or childhood, with delays in reac...

EDUC 703 REVIEWER Developmental Disability/Disorders Categories of Exceptionalities set of limitations that begin in infancy or childhood, with delays in reaching developmental milestones or limitations in one — review — or more of the following domains: cognition Impairment (weakened or damaged) motor performance Any temporary or permanent loss or vision abnormality of a body structure or function, hearing and speech whether physiological or psychological. behavior concerns the physical aspects of health Abnormal organ function Stereotype Disabilities (Dis = not or opposite) Thinking all people who belong to a certain A restriction or inability to perform an activity in group are the same and labelling them the manner or within the range considered Cognitive bias normal for a human being, mostly resulting from impairment Stigma (Negative Stereotype) has to do with the loss of functional capacity Someone views you in a negative way resulting from an impaired organ because you have a distinguishing characteristic Activity limitation or personal trait Handicap (place “someone’ at a disadvantage) Prejudice This is the result of an impairment or disability a negative attitude or affective response that limits or prevents the fulfilment of one or toward a certain group and its individual several roles regarded as normal, depending on members age, sex and social and cultural factors. Emotional/affective bias is a measure of the social and cultural consequences of an impairment or disability Discrimination Participation limitation unfair treatment of members of a particular group based on Disorder - Medical term form the Diagnostic and their membership in that group Statistical Manual of Mental Disorders (DSM) V Behavioral bias Disability - Legal term that appears in the — Individuals With Disabilities Education Act Person-Centered Language (“IDEA”) language emphasizes the individual’s humanity and defines them as a person first, rather than Diagnostic and Statistical Manual of Mental defining them by their illness. Disorders (DSM-5) manual used by clinicians and researchers to ex: The student with ADHD, the mother with diagnose and classify mental disorders. depression Published by the American Psychiatric Association (APA), in May 2013, the DSM Intellectual Disability (ID) covers all categories of mental health disorders most common type of developmental disorder for both adults and children. and affects approximately 1% of all people Used to be called “mental retardation” DSM 5 - 2013 with 157 diagnosis  Rosa’s Law (Rosa Marcellino) - changed neurodevelopmental disorders that begin in mental r. to intellectual disability childhood and are characterized by intellectual Call for change because “mental retardation” difficulties as well as difficulties in conceptual, has negative connotations social, and practical areas of living Adaptive functioning refers to coping with Intellectual Disability (ID) Causes everyday environmental demands and includes genetic: Down syndrome, Fragile X syndrome daily living skills that people perform to care for develop following an illness: meningitis and themselves and to interact with others. measles result from head trauma during childhood *Neurodevelopmental disorders are disabilities brain malformation - conditions in which the in the functioning of the brain that affect a child's brain has not formed properly during pregnancy behavior, memory or ability to learn* Exposure to teratogens while pregnant (alcohol, drugs or other toxins). 3 Criteria for ID A variety of labor-and-delivery-related events 1. Deficits in intellectual functions, infection during pregnancy confirmed by both clinical assessment and problems at birth (such as not getting enough individualized, standardized intelligence testing. oxygen) 2. Deficits in adaptive functioning that significantly hamper conforming to Down Syndrome developmental & sociocultural standards British doctor John Langdon Down, who fully for the individual's independence & ability to described the syndrome in 1866 meet their social responsibility Also called Trisomy 21 3. The onset of these deficits during childhood is a genetic disorder in which there is an extra full or partial chromosome 21 Fragile X Syndrome is a genetic disorder characterized by mild-to-moderate intellectual disability. The FMR1 gene usually makes a protein called fragile X mental retardation protein (FMRP). FMRP is needed for normal brain development. People who have FXS do not make this protein Diagnosis - The process of identifying a disease, condition, or injury from its signs and symptoms. ADAPTED FUNCTIONING OF CHILDREN WITH INTELLECTUAL DISABILITY (ID) Intellectual Disability (ID) Diagnosis Deficits in intellectual functioning confirmed by Children with Mild Intellectual Disability clinical evaluation and individualized standard IQ Need support in learning abstract concepts, testing reading, writing, math intellectual functioning - reasoning, problem Need guidance to interact appropriately with solving, planning, abstract thinking, judgment, peers and adults academic learning, and learning from Need guidance to grasp nuanced social experience situations, and avoid risk taking as they grow up —Diagnostic Criteria—  May need some supervisional support in extraordinary, condition in which persons with complex daily tasks as they grow up (e.g., serious mental disabilities, including autistic transportation, job skills, banking) disorder, have some ‘island of genius’ Children with Moderate Intellectual Disability Need modified and individual instruction Kim Peek (died in 2009) along with task analysis and prompt procedures Can read books extremely rapidly — one to learn all tasks (academic, social, and page with the right eye and the other with practical) the left Are able to make friends and have Can give you specific driving directions relationships with ongoing support and from any two cities in the world from guidance memory Need support and ongoing supervision in all aspects of life Stephen Wiltshire After just a brief look, can recreate cities to scale Children with Severe Intellectual Disability with intricate detail, including buildings with the Have limited academic functioning right number of windows May be nonverbal or use single words or sentences Autism Spectrum Disorder (ASD) Enjoy interactions with family members and is a neuro-developmental disorder peers characterized by impaired social communication Need ongoing support for learning and and restricted or functioning in all areas of academic, social, repetitive behaviors. and practical domains ASD is considered to exist along a spectrum because each individual with ASD expresses the Children with Profound Intellectual Disability disorder uniquely and has varying degrees of Have little academic functioning beyond simple functionality concepts, such as object matching or One (1) in 270 people has an ASD (WHO, classification 2020) Have little functional communication skills Boys are four times more likely to be beyond gestures diagnosed with autism than girls (CDC, 2020) Often have one or several other conditions, such as severe physical motor, oral motor, and Autism Spectrum Disorder (ASD) Causes sensory motor issues specific causes of ASD have yet to be found Need ongoing daily physical care, support, and many risk factors have been identified: supervision for all of their daily tasks and Genetics interactions throughout their lives prenatal and perinatal factors neuroanatomical abnormalities DEVELOPMENTAL AND COMMUNICATION environmental factors DISORDERS — diagnosis — No medical tests Spectrum Doctors look at child's developmental history used to classify something, or suggest that it can and behavior (developmental evaluation) be classified, in terms of its position on a scale between two extreme or opposite points. Autism Spectrum Disorder (ASD) (DSM-5) Diagnostic Criteria Savant syndrome Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following: (3 out of 3)  Deficits in social-emotional reciprocity TEACHING TIPS Deficits in nonverbal communicative behaviors when instructing your students: used for social interaction Provide abundant amounts of both verbal Deficits in developing, maintaining, and (simple and direct) and visual demonstrations. understanding relationships Be consistent in the activity and class routines Restricted, repetitive patterns of behavior, Do not allow, or at least minimize, interruptions interests, or activities, as manifested by at least during class time two of the following: (2 out of 4) - Stereotyped or repetitive motor for students with ASD: movements, use of objects, or speech Use visual aids - Insistence on sameness, inflexible Provide precise, positive praise adherence to routines, or ritualized Provide opportunities for choice patterns of verbal or nonverbal behavior Use task analysis - Highly restricted, fixated interests that Allocate a specific area for specific task are abnormal in intensity or focus Use visual schedules - Hyper- or hypo-reactivity to sensory input or unusual interest in sensory Specific Learning Disabilities (SLD) aspects of the environment type of disorder that impedes the ability to Symptoms must be present in the early learn or use specific academic skills, such as developmental period (but may not become fully reading, writing, or arithmetic, which are the manifest until social demands exceed limited foundation for other academic learning. capacities, or may be masked by learned The prevalence of specific learning disorder strategies in later life) across the academic domains of reading, Symptoms cause clinically significant writing, and mathematics is 5%-15% among impairment in social, occupational, or other school-age children important areas of current functioning Specific Learning Disabilities (SLD) Causes Genes and heredity Brain development The intraparietal sulcus (IPS), which is located in the parietal lobe of your brain, helps you complete different numerical activities, such as number comparison. But this may not be the case for children who have dyscalculia Specific Learning Disabilities (SLD) Diagnosis clinical synthesis of: individual’s history (developmental, medical, family, educational) school reports Psychoeducational assessment Specific Learning Disabilities (SLD) Diagnostic Criteria (DSM 5) Difficulties learning and using academic skills, as indicated by the presence of at least one of the following symptoms that have persisted for at least 6 months, despite the provision of interventions that target those difficulties: Inaccurate or slow and effortful word reading Difficulty understanding the meaning of what is read Difficulties with spelling Difficulties with written expression Difficulties mastering number sense, number facts, or calculation Difficulties with mathematical reasoning Teaching Strategies Specific Learning Disabilities (SLD) The affected academic skills are substantially Use multisensory ways to learn concepts and quantifiably below those expected for the Extra time for tests and other tasks that involve individual’s chronological age, and cause the impairment significant interference with academic or Use of technology tools (math apps, occupational performance, or with activities of audiobooks, text-to-speech) daily living, as confirmed by individually administered standardized achievement Attention-Deficit/Hyperactivity Disorder measures and comprehensive (AD/HD) clinical assessment. neurological disorder that causes a range of behavior problems, such as difficulty attending to Chronological age - the age of a person as instruction, difficulty focusing on schoolwork, measured from birth to a given date difficulty following instructions and completing tasks, difficulty in social SPECIFIC LEARNING DISABILITIES interactions, and excessive motor activity. is the third-most-common mental health Dyslexia (impairment in reading) disorder, after depression and anxiety - involves difficulty reading due to problems identifying speech sounds and learning how they AD/HD Causes relate to letters and words Genes and heredity Brain development Dyscalculia (impairment in math) - involves difficulty counting and identifying frontal lobe is the part of the brain that helps numbers people to organize, plan, pay attention, and make decisions. Written Expression Disorder Having trouble expressing their thoughts in AD/HD Diagnosis writing clinical synthesis of: might have the greatest ideas, but writing is individual’s history (developmental, medical, disorganized and full of grammar and family, educational) punctuation mistakes Clinical interview Psychoeducational assessment.Dysgraphia (NOT PART OF SLD) refers to trouble with writing To be diagnosed with ADHD, a person must challenges with a set of skills known as display a persistent pattern of inattention and/ or transcription. hyperactivity-impulsivity that interferes with handwriting, typing, and spelling functioning or development. Hyperactive/Impulsive Type - Predominantly For children, six or more of the symptoms have hyperactive/impulsive presentation persisted for at least 6 months to a degree that is inconsistent with developmental level and that Attention-Deficit Disorder (ADD) or negatively impacts directly on social and Attention-Deficit Hyperactivity Disorder academic/occupational activities For older adolescents and adults (ages 17 TEACHING STRATEGIES FOR AD/HD plus), five or more symptoms are required Fidgets and movement breaks to help with things like staying seated and finishing tasks AD/HD Symptoms Strategies for coping with anxiety which is common in people with ADHD Inattention: Treatments like ADHD medication or behavior Often fails to give close attention to detail or therapy makes mistakes. Often has difficulty sustaining attention in — tasks/activities. Often does not seem to listen when spoken to SENSORY AND PHYSICAL DISORDERS directly. Often has difficulty organizing tasks/activities. Sensory Impairments Often avoids, dislikes, or is reluctant to engage consists of any impairment concerning the in tasks requiring sustained mental effort. senses such as hearing loss, visual impairment, Often loses things necessary for or a combination of hearing loss and visual tasks/activities and is forgetful in daily activities. impairment, of any type of degree that potentially interferes with typical methods Hyperactivity and Impulsivity: of interacting and learning. Often fidgets Reduction or loss of one or more of these Often leaves seat in situations when remaining senses can contribute to difficulties in seating is expected. communication and can interfere with learning Often runs and climbs in situations where it is inappropriate (in adolescents/adults may be Visual impairment (Including Blindness) limited to feeling restless). IDEA, 2004 Often unable to play or engage in leisure means an impairment in vision that, even with activities quietly. correction, adversely affects a child’s Often ‘on the go,’ acting as if ‘driven by a educational performance motor. includes both partial sight and blindness ’ impairment of visual functioning even after Often talks excessively. treatment and/or standard refractive correction, Often blurts out answers before a question has with visual acuity in the better eye of less than been completed. 6/18 for low vision and 3/60 for blind, or a visual Often has difficulty waiting his/her turn, and field of less than 10 degrees from the point of interrupts or intrudes on others. fixation. A certain level of visual impairment is defined Why there is a slash in AD/HD? as legal blindness. One is legally blind when the Combined Type -Both Criterion A1 (inattention) best corrected central visual acuity in the better and Criterion A2 (hyperactivity-impulsivity) are eye is 6/60 or worse or side vision of 20 degrees met for the past 6 months. or less in the better eye. Inattentive Type- Predominantly inattentive presentation Visual Impairment Statistics 2.2 billion people in the world has vision impairment 1 billion people in the world has moderate or severe vision impairment or blindness In the Philippines, estimated number of persons who are bilaterally blind is 332,150, persons with bilateral low vision is 2,179,733. Visual Impairment Causes Genetic Causes Cornea Premature Birth a transparent dome, sits in front of the colored Retinal Degeneration part of the eye. The cornea helps the eye focus Physical Trauma as light makes its way through. Infections Iris (Greek Word for Rainbow) Degeneration - deterioration and loss of function is the colorful part of the eye. It has muscles in the cells of a tissue or organ attached that allow the iris to control how much Trauma – physical injury light goes through the pupil Visual Acuity Pupil is the clarity or sharpness of vision. is an opening in the iris, and it lets light enter measured with a Snellen test (Herman Snellen) the eye utilizes a chart of progressively smaller letters read at a distance of 20 feet Lens Normal, or 20/20, vision is the ability to read focuses the images onto the retina, so you can the selected criterion of symbols at a distance of see the clearly 20 feet Retina Visual Disability takes the light the eye receives and changes it impairment of visual functioning even after into nerve signals so the brain can understand treatment and/or standard refractive correction, what the eye is seeing with visual acuity in the better eye of less than 6/18 for low vision and 3/60 for blind, or a visual Common Visual Impairments field of less than 10 degrees from the point of Refractive Errors fixation. Congenital Cataracts A certain level of visual impairment is defined Glaucoma as legal blindness. One is legally blind when the Retinopathy of Prematurity (ROP) best corrected central visual acuity in the better eye is 6/60 or worse or side vision of 20 degrees Refractive Errors - error in the focusing of the or less in the better eye. eye that frequently results in reduced vision — types of refractive errors — Nearsightedness (Myopia) - objects farther away are blurry Farsightedness (hyperopia) - objects nearby may be blurry. Astigmatism - common imperfection in the Teaching Strategies: Visual Impairment curvature of your eye that causes blurred Appropriate seating is extremely important for distance and near vision. students who are able to use their existing vision (usually front- and-center) Congenital Cataracts Eliminate auditory distractions. Cataracts occur when changes in the lens of Class schedules must allow extra time for the eye cause it to become less transparent students who use large-print or Braille. (clear) which results in cloudy or misty vision Expect the same level of work from students Congenital cataracts - cataracts present when with VI as you do from other students. a baby is born or shortly afterwards Encourage students with VI to be as independent as possible. Glaucoma Use verbal cues as necessary to cue the high fluid pressure in your eye damages the student with a visual impairment about optic nerve something that is happening Braille Retinopathy of Prematurity (ROP) is a system that enables blind and visually is an eye disorder caused by abnormal blood impaired people to read and write through touch. vessel growth in the light sensitive part of the It was devised by Louis Braille in 1821 and eyes (retina) of premature infants consists of raised dots arranged in "cells." A cell is made up of six dots that fit under the Characteristics of Persons with Visual fingertips, arranged in two columns of three dots Impairment each. Rubs eyes excessively Each cell represents a letter, a word, a Squints eyelids together (to achieve better combination of letters, a numeral or a focus) punctuation mark. Holds objects and books close to the eyes Asks other children when taking notes from the blackboard Blinks more frequently May experience difficulty moving around the classroom Bumps into people or objects Excessive sensitivity to light Does not necessarily have intellectual impairment May have some difficulty picking up on non-verbal cues Orientation and Mobility For successful integration, children will require the ability to move about the environment safely and will require familiarity with their surroundings. They will need to commit a new environment to memory in order to determine positions and relationships to other persons or objects in the environment.