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SPED 210 Chapter 13

by: Keely Egelhoff

SPED 210 Chapter 13 SPED 210

Keely Egelhoff
GPA 3.6

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About this Document

This weeks notes are on chapter 13.
The Exceptional Learner
Class Notes
SPED, 210, Multicultural, Education
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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 5 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 4/24/16 Chapter 13 Definition of low incidence, multiple, and severe disabilities - Low-incidence, multiple and severe disabilities are those that occur relatively infrequently and require extensive support in more than one major life activity Prevalence - Probably 1% or fewer of all learners have such low-incidence multiple and severe disabilities Traumatic brain injury - Traumatic brain injury is injury to the brain resulting in total or partial disability or psychosocial maladjustment that affects educational performance - It may be the result of closed head injuries or open head injuries - It may affect cognition, language, memory, attention, reasoning, abstract thinking, judgement, problem solving, sensory or perceptual and motor disabilities, information processing or speech. All of which are important in school - Among children less than 5 years old accidental falls are the dominate cause of TBI with vehicular accidents and child abuse causing substantial injuries as well - After the age of 5 vehicular accidents including accidents involving pedestrians, bicycles, motorcycles, and cars account for majority of TBI - Transition from hospital or rehab facility to school - Educational procedures to help students solve problems in focusing and sustaining attention for long periods, remembering previously learned facts and skill, learning new things, dealing with fatigue and engaging in appropriate social behavior. - Motor-speech disorder finding it hard to communicate with peers - Behavior modification strategies that are used with other students who have emotional or behavioral difficulties are appropriate for use with students who have TBI Deaf-blindness defined - Defined by significant impairments in both hearing and seeing. Although the individual may have some residual hearing or sight. - Deaf-blindness may be caused by a variety of genetic and chromosomal syndromes, prenatal conditions, and postnatal conditions - The person who is deaf-blind has difficulty accessing information, communication and navigating the environment - Deaf-blindness requires direct teaching, predictable structured routines, and emphasis on communication and mobility - CHARGE syndrome- is characterized by a number of physical anomalies present at birth. These anomalies include such things as structural defects resulting in difficulties swallowing and breathing. Coloboma refers to abnormally shaped pupil and or abnormalities of the retina or optic nerve - Usher syndrome- is characterized by hearing impairment and retinitis pigmentose - Down syndrome- resulted based on chromosomal material Educational considerations - Communication, behavior management, early intervention, and transition to adulthood are concerns that apply to many learners with these disabilities - Augmentative and alternative communication is important for those who can’t communicate effectively through speed - Common behavior problems requiring special management include self- stimulation, self-injury, tantrums, aggression towards others, and lack of daily living skills, all of which may require functional behavioral assessment and positive behavioral support - Early intervention should be based on both research and values and be family centered, multicultural, cross disciplinary, age appropriate, and feature normalization - Transition to adulthood should honor the concepts of person-centered planning and natural supports, feature vocational programming and include community and domestic living skills In my high school there is a boy who has down syndrome but does not let that stop him. He is the team manager of the basketball team and even lead the special Olympic team to the state finals. Every week while I was working on my phycology homework he would pop into the library just to say high. I would always stop and talk to him for a few minutes but would remind him he needed to get to class. His disability is not as severe as some students but our teachers like to keep him on a regular schedule to help him focus. While in high school everyone knew him and loved to hang out with him. It was almost if he didn’t have a disability. When the special Olympic team was put together he was the first to sign up. He does not get much playing time on the JR. and varsity teams so he could not wait to start playing on the Olympic team. There is a video of him sinking a three point shot during one of the games and the crowds went wild. He was so excited and could not believe what he had done. However, this chapter will be dedicated to his classmate and a boy a year younger than me. This student had special needs but I do not know what they were. He was a very nice young man and everyone loved him. He also played on the basketball team with the first young man. However, the weekend before the state basketball game he passed away. The team was able to wear ribbons on their shirts with his number on it and at the varsity basketball game they hung up his jersey in memory of him. Both boys were and are very active with school events and bring a smile to everyone.


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