Disabilities EDU 2100
Popular in Nature of the Learner
verified elite notetaker
Popular in Education and Teacher Studies
This 5 page Class Notes was uploaded by Thomas nelson on Friday October 2, 2015. The Class Notes belongs to EDU 2100 at High Point University taught by Dr. Sarah Vess in Summer 2015. Since its upload, it has received 24 views. For similar materials see Nature of the Learner in Education and Teacher Studies at High Point University.
Reviews for Disabilities
Report this Material
What is Karma?
Karma is the currency of StudySoup.
Date Created: 10/02/15
Thomas Nelson 10115 I Special Education Specially designed instruction to meet individual needs of an exceptional child 0 Designed for students with exceptionalities who may need instructional accommodations curricular adaptions andor related services I Exceptional Learner When a student s learning abilities are either below or above the average Disability and gifted 0 Identification of giftedness I Intelligence tests I Achievement tests I Portfolios of student work and achievement I Teacher nomination I Nomination by parent peer or self I Extracurricular or leisure activities I Seem to understand easily I Like to solve puzzles and problems I Want to know why or how something is so I Show unusual ability in some area I Show fascination with one field of interest I Try to do things in different ways I Have a vivid imagination I Synthesize ideas and info from a lot of different sources I Pick up skills without instruction 0 Teaching gifted children I Acceleration Speeding up pace at which the student moves through the curriculum I Enrichment Adding material to a curriculum to go deeper into material or to make it richer gt Type I Where students experience a topic in more depth in order to build their interest in it gt Type II Where students are trained in higherlevel thinking skills along with research and referenceusing skills gt Type III Where students work independently or with other students to apply what they have learned to the investigation of real problems I Curriculum Compacting Combo of acceleration and enrichment Compressing a curriculum by removing redundant or previously learned material leaving more time for students to work on more challenging aspects of the subject I Resource Room Program Where gifted students are taken out of their regular classrooms for special instruction 0 Identification of Mental RetardationIntellectual Disability I Intellectual functioning significantly below average level gt Limitations in memory learning rate attention motivation and ability to transfer what has been learned to new settings I Adaptive competence that is low gt Limitations in communication home living selfcare social skills selfdirection health and safety community use functional academics work and leisure I Occurrence of above limitations during developmental period prior to age of 18 078 of US population have mental retardation 0 8085 of those classified as mentally retarded are in mild retardation 0 category 10 are in moderate retardation category remaining 5 are split between severe retardation and profound retardation O Intensities of support I Intermittent Supports on an as needed basis I Limited Consistency over time I Extensive Regular involvement I Pervasive Constancy and high intensity 0 Causes I Biological About 67 of those with severe retardation gt Brain damage from metabolic disorders TaySachs disease or head injuries Inherited disorders or syndromes Down Syndrome Degenerative disorders Parkinson s disease Developmental disorders of brain formation Birth injuries Fetal alcohol or drug conditions Malnutrition I Environmental VVVVVV gt Poor social and cultural environment in early life often characterized by child abuse neglect and social or sensory deprivation and limited opportunities to learn language 0 Teaching students with mental retardation I Functional curriculum Skills students need in order to function independently when they are 21 I Life Skills Skills students with mental retardation will need to carry out activities in the 6 domains of adult functioning VVVVVV Employment Home and family life Leisure pursuits Community involvement Emotional and physical health Personal responsibility relationships I Selfdetermination Learning how to take responsibility for one s own learning I Applied Behavior Analysis Instructional technique that can be used effectively to teach students with mental retardation VVVV V Define new skills precisely and analyze them into subtasks Measure them directly and frequently in terms of performance Provide frequent opportunities for students to respond actively Provide immediate and systematic feedback for student performance Utilize procedures to enable control of behavior to transfer from instructional cues to naturallyoccurring ones Utilize strategies for enabling students to transfer these new skills to situations outside of the training situation Classification Recognizing student s needs by putting himher in one or more categories Benefits They get the help they need brings issue of exceptionality to public s O attention Drawbacks Focuses on problems which decreases learning opportunities Serves ages 322 Individualized Education Program IEP Program of study personalized for each lowers selfesteem student with a disability 0 The team that prepares a child s IEP must include O I Child s parents I Child s regular teacher I Child s special education teacher I A knowledgeable representative of the school district I A person who can knowledgably interpret evaluation results I Other individuals having special knowledge of the child if requested by parents or school I The child if at least 14 Must include the following components I Child s current level of educational performance I Measurable goals for the school year I Special education to be provided for the child to meet the above stated goals I The reasons if any why the child will not participate with nondisabled children I Modifications of state or districtwide assessments of student achievement I When the services and modifications if any will begin and what their frequency duration and location will be I The manner in which the child s annual progress toward the goals will be measured and how the child s parents will be informed throughout the year Individuals with Disabilities Education Act IDEA Ensures all students with disabilities have special education and related services that are designed to meet their needs Federal funds must be available to cover part of these mandates 6 major principles of IDEA O 0 Zero Reject Schools must provide all disabled children with special education Nondiscriminatory identification and evaluation Testing and evaluation procedures for eligibility determination don t discriminate on basis of race culture or native language and placement decisions can t be based on only one test score Free appropriate public education FAPE for all disabled children regardless of type or severity including an IEP Least Restrictive Environment LRE Disabled students will be educated with nondisabled students as much as possible I Inclusion Process of educating learners with exceptionalities in regular classrooms Way of enforcing LRE Due Process safeguards to protect rights of disabled children and their parents 0 Parent and student participation in shared decisions 0 Least Restrictive to most restrictive placement options 0 O O O O 0 General education classroom Without modifications General education classroom With aids and services Resource services Selfcontained classroom Specialized setting outside of school home or hospital Residential placement 0 There are 14 disabilities categories included in IDEA O OOOOOOOOOOOOO Autism AU gt Fastest growing category DeafBlindness Emotional Disability ED Deafness Hearing Impairment HI Intellectual Disability ID Mental Retardation Multiple Disabilities Orthopedic Impairment OI Specific Learning Disabilities SLD gt Highest incidence category Other Health Impairment OHI SpeechLanguage Impairment SI Visual Impairment VI Traumatic Brain Injury TBI Developmental Delay DD gt Specifically designed for 38 year olds 0 136 of learners receive special education services 0 Largest category Learning Disabilities 474 of students ages 621