© 2008 mcgraw-hill higher education. all rights reserved. chapter 6 learners who are exceptional
TRANSCRIPT
© 2008 McGraw-Hill Higher Education. All rights reserved.
Learners Who Are ExceptionalWho Are Children
withDisabilities?
Attention DeficitHyperactivity
Disorder
Learning Disabilities
Speech and LanguageDisorders
Mental Retardation
Physical Disorders
Sensory Disorders
Emotional andBehavior Disorders
Autism Spectrum Disorders
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Disability vs. Handicap
A disability involves a limitation on a person’s functioning that restricts the individual’s abilities.
A handicap is a condition imposed on a person who has a disability. The condition could be imposed by society, the physical environment, or the person’s attitude.
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Welcome to Holland
I am often asked to describe the experience of raising a child with a disability – to try to help people who have not shared that unique experience to understand it, to imagine how it would feel. It’s like this…
When you’re going to have a baby, it’s like planning a fabulous vacation trip – to Italy. You buy a bunch of guidebooks and make your wonderful plans. The Coliseum, the Michelangelo David, the gondolas in Venice. You may learn some handy phrases in Italian. It’s all very exciting.
After months of eager anticipation, the day finally arrives. You pack your bags and off you go. Several hours later, the plane lands. The stewardess comes in and says, “Welcome to Holland.”
“Holland?!!” you say. “What do you mean, Holland? I signed up for Italy! I’m supposed to be in Italy. All my life I’ve dreamed of going to Italy.”
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Welcome to Holland
But there’s been a change in the flight plan. They’ve landed in Holland and there you must stay.
The important thing is that they haven’t taken you to a horrible, disgusting, filthy place, full of pestilence, famine and disease. It’s just a different place.
So you must go out and buy new guidebooks. And you must learn a whole new language. And you will meet a whole new group of people you would never have met.
It’s just a different place. It’s slower-paced than Italy, less flashy than Italy. But after you’ve been there for a while and you catch your breath, you look around, and you begin to notice that Holland has windmills, Holland has tulips, Holland even has Rembrandts.
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Welcome to Holland
But everyone you know is busy coming and going from Italy, and they’re all bragging about what a wonderful time they had there. And for the rest of your life, you will say, “Yes, that’s where I was supposed to go. That’s what I had planned.”
The pain of that will never, ever, ever go away, because the loss of that dream is a very significant loss.
But if you spend your life mourning the fact that you didn’t get to Italy, you may never be free to enjoy the very special, the very lovely things about Holland.
Emily Pearl Kingsley
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Sensory Disorders
VISUAL IMPAIRMENTS
Low Vision
• Acuity between 20/70 and 20/200 with corrective lens
Educationally Blind
• Cannot use their vision in learning
• Must use hearing and touch to learn
HEARING IMPAIRMENTS
Deafness
• Cannot process linguistic information
Hard of Hearing• Can process linguistic
information with help of hearing aids
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Potential Signs of Hearing Impairment
1. Student experiences difficulties following oral presentation and directions.
2. Student watches lips of teachers or other speakers very closely.
3. Student turns head and leans toward speaker.
4. Student uses limited vocabulary.
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Potential Signs of Hearing Impairment (con’t)
5. Student uses speech sounds poorly.
6. Student shows delayed language development.
7. Student often doesn’t respond when called from behind.
8. Student is generally inattentive during oral presentations.
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Potential Signs of Hearing Impairment (con’t)
9. Student constantly turns volume up on radio or television.
10. Student complains of earaches, has frequent colds or ear infections, or has ear discharge.
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Classroom Accommodations
Visual Impairments: Determine the modality (such as touch or hearing)
through which the child learns best Front-row seating Textbooks from “Recording for the Blind” Use of Braille
Hearing Impairments: Speak normally Reduce distractions and background noises Face the student for lip reading and gestures
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Physical Disorders
Orthopedic Disorders: Restrictions of movement because of muscle, joint, or bone problems
Cerebral Palsy:
• lack of muscular coordination
• shaking
• slurred speech
Classroom Accommodations:
• computers
• speech and voice synthesizers
• note taking
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Physical Disorders
Tonic-ClonicLoss of
consciousness, rigidity, shakes
Absent Seizures(< 30 seconds)
Brief staring spellsTwitching of eyelids
Classroom Accommodations Become acquainted with monitoring procedures Be aware of medications
Seizure Disorders: Nervous disorders characterized by recurring sensorimotor attacks or movement convulsions
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Mental Retardation
Low intelligenceDeficits in adaptive
functioning that exist concurrently
Onset before age 18
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Levels of Support
Intermittent Supports are provided “as needed.”
Limited Supports are intense and relatively consistent over time.
Extensive Supports are characterized by regular involvement in at least one setting
Pervasive Supports are constant, very intense, and are provided across settings
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Mental Retardation – Etiology
Genetic factors Down syndrome Fragile X syndrome
Brain damage
Infections
Environmental hazards
Fetal alcohol syndrome
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Common Problems
Attention Cognitive Processing Memory Transfer Distractibility
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Speech and Language Disorders
Speech Disorders Articulation
pronouncing words incorrectly
Voice hoarse, harsh, too
loud/soft, pitch Fluency
prolongation spasmodic hesitation Repetition
Apraxia
Language Disorders Receptive
difficulty in receiving information
Expressive inability to express
oneself
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Children with Expressive Language Disorder may:
Appear shy and withdrawn Delayed responses to questions Difficulty finding words Language disorganized
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Learning Disabilities
A general term that srefre toa suoenegoreteh manifested of disorders difficulties in the by significant acquisition and use of lsning, speeking, reding, riting, resoning, or lacitamehtam seitiliba. Intrinsic are these disorders to the laudividni presumed to and due be nervous central to system noitcnufsyd, and may exist interaction social disabilities with learning but do not constitute themselves a lrning dsablity.
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National Joint Committee for Learning Disabilities’ Definition
Learning disabilities is a generic term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of reading, writing, reasoning, or mathematical abilities.
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Learning Disabilities
Children with Learning Disabilities Normal intelligence or above Difficulty in one or more academic subjects No other diagnosed problem/disorder
Identified Significant discrepancy between actual and
expected achievement Response-to-intervention
Intervention enhanced by small-group instruction, technology, direct questioning, augmentation, and strategy cueing
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Learning Disabilities
Dysgraphia Dyscalculia Dyslexia http://www.angmail.fsnet.co.uk/
jumbltxt.htm http://www.webaim.org/articles/
cognitive/activity.php
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Attention Deficit Hyperactivity Disorder
Intervention includes a combination of academic, behavioral, and medical interventions
Children with ADHD Inattention Hyperactivity Impulsivity
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Etiology
Irregularities in brain catecholamines
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http://www.webaim.org/simulations/distractability-sim.html
http://www.pbs.org/wgbh/misunderstoodminds/attention.html
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Autism Spectrum Disorders
Asperger SyndromeAsperger Syndrome Relatively good verbal
language; milder nonverbal language problems
Restricted range of interests and relationships
Engage in obsessive repetitive routines and preoccupations
Autistic DisorderAutistic Disorder Onset within first three
years of life Deficiencies in social
relationships Communication
abnormalities Restricted, repetitive, and
stereotyped behavior patterns
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Emotional and Behavior Disorders
Serious, persistent problems that involve relationships, aggression, depression, and fears associated with school and personal matters.
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Aggressive, Out-of-Control Behavior
• Have serious emotional disturbance
• Engage in aggressive, defiant, dangerous acts
• Incidence greater in boys than girls
• Occurs more in low-SES students
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DepressionSymptoms
• Feelings of worthlessness• Feelings of hopelessness• Behaving lethargically for a prolonged period• Poor appetite• Sleep problems
Incidence• More likely in adolescence than childhood• Higher incidence in girls
Classroom Accommodation • Vigilance in recognizing symptoms• Refer students to school counselor• Cognitive therapy and drug therapy have helped
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Anxiety
Anxiety involves a vague, highly unpleasant feeling of fear and apprehension.
— If intense and prolonged, it substantially impairs school performance
— Refer students to school counselor
— Behavioral therapies have been effective
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Characteristics of Gifted Children
Children Who Are Gifted Are precocious March to their own drummer Have a passion for mastery (Winner, 1996)
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Educating Children Who Are Gifted
Special classes Acceleration and enrichment in
the regular classroom setting Mentor and apprenticeship
programs Work/study and/or community
service programs
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Legal Issues
Public Law 94-142 (1975) requires that all students with a disability be given a free, appropriate education.
Individuals with Disabilities Act (IDEA) (1990/1997) Special education services will include: Evaluation and eligibility
determination Appropriate education Individualized education
plan (IEP) “Least restrictive
environment” (LRE)
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Strategies for Working with Children with Disabilities
Follow student’s individualized education plan. Participate in in-service education/training. Use available support and seek additional support. Become knowledgeable about the disabilities
represented in your classroom. Be cautious about labeling children with disabilities. Remember all children benefit from similar teaching
strategies. Help children understand and accept children with a
disability Keep up-to-date on available instructional and assistive
technology for educating children with a disability.
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Parents as Educational Partners
Let parents know you understand and appreciate their child’s individuality
Place yourself in parents’ shoes Provide information about disability Talk with, not to, parents Avoid stereotyping Establish and maintain effective communication Talk with parents about erroneous media
portrayals of students with disabilities