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SPED 210 Chapter 5

by: Keely Egelhoff

SPED 210 Chapter 5 SPED 210

Keely Egelhoff
GPA 3.6

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These notes cover chapter 5.
The Exceptional Learner
Class Notes
Multicultural, Education, political, correctness
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This 3 page Class Notes was uploaded by Keely Egelhoff on Wednesday September 21, 2016. The Class Notes belongs to SPED 210 at Western Illinois University taught by Logan in Spring 2016. Since its upload, it has received 4 views. For similar materials see The Exceptional Learner in Special Education at Western Illinois University.

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Date Created: 09/21/16
Keely Egelhoff  SPED 210 Logan  2/21/16 Political Correctness  Last week in chapter four the book Exceptional Learners: An Introduction to Special  Education discussed how important family is for those who live with disabilities. This week in  chapter five the book talks of the struggle for political correctness. In the early year’s science  professionals did not know exactly what to call someone who had a mental disability. They  called them offensive names, not to hurt them but to just classify them. This caused a great deal  of pain and it was soon later declared that there would always be a struggle identifying those  who struggled with a disability.  In 2010 the Rosa law was created, this replaced mental retardation with intellectual  disability (Hallahan, Kauffman, Pullen 86). This now allowed those students who lived with a  disability an opportunity to avoid name calling. There is still debate on whether this title will  stick for a long time or if there will be a need for different words. With modern medicine there  are many ways of identify disabilities before babies are born. Doctors are even able to pin point  when the disability may have occurred. These phases are called prenatal (before birth), perinatal  (at the time of birth), postnatal (after birth). In prenatal chromosomal disorders are the most  common. This can be linked with Down syndrome. Those affected in perinatal causes are usually low birth weight babies. This can make the first few hours very stressful for the parents and  doctors. In postnatal meningitis and encephalitis are common disabilities found to happen in this  phase of life (Hallahan, et. al 94). Identification is the key in any diagnosis. There are several ways to identify if a student  has a learning disability. IQ tests can be administered to test to see if the student is at the level  they should be. IQ tests do have down falls. They are fool proof. Things do not always show up  on these tests and they do not always mean that a student will struggle learning in school. After a student is identified several things have to change or should be monitored. Systematic instruction is one thing that should be encouraged. This allows the student to have a solid foundation for  learning and for relationships with teachers. There are several plans out there for students to  transition from childhood to adulthood. Many students will learn life skills in school. These are  skills that will be needed in order to function in the world. This can be challenging for many  students. However, there are living facilities that offer independence but also has assistance if  they were to need it. There are even some community that are all people who live with a learning disability or some other form of disability. This can help those who want to be on their own but  around those who feel the same and go through the same things they do. It is a big support  system (Hallahan, et. al 109). There are different levels of employment as well. Agencies can  help those who struggle finding jobs find a job that will fit their skills and abilities.  For young adults who live with a learning disability life can be a bit more challenging.  Most children dream of the day when they can move out of their house and live on their own.  Those who have a disability of any kind may find this harder to do. The life skills that most  students pick up are not always as easily learned by those who have disabilities. Nonetheless,  those who live with disabilities can still make it on their own. There are assistant living homes  that allows them to be on their own but also know that there is help down the hall if they even  needed it. Those who do not have a severe disability may even be able to live on their own in an  apartment. Finding work may be a struggle as well. Yet, with help from a hiring agency or other  forms of hiring help all students can find work. Based on skills that a person has usually  determines what kind of job they will have. Those who have autism are usually very detailed  oriented and would be great at a job that required a lot of focus. Finally, the last major obstacle  for those who have disabilities and those who don’t will be continuing their education. Those  who have a more severe disability may have a harder time settling into a college program. It is  doable but may require a lot of patients. Those who grow up with disabilities usually know their  limitations when they reach their twenties. This will help when they want to conquer large events in life.   


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