Popular in Understanding and Accommodating Students with Exceptionalities
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This 5 page Class Notes was uploaded by Jillian O'Connor on Monday March 28, 2016. The Class Notes belongs to EDSP 3054 at University of Oklahoma taught by Joyce Brandes in Summer 2015. Since its upload, it has received 19 views. For similar materials see Understanding and Accommodating Students with Exceptionalities in Special Education at University of Oklahoma.
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Date Created: 03/28/16
Orthopedic Impairments and Other Health Impairments Orthopedic Impairment -Severe orthopedic impairment that adversely affects a child's educational performance. Includes congenital anomaly, impairments caused by disease, and impairments from other causes. Ex: Cerebral palsy, polio Cerebral Palsy (CP) -Disorder of movement or posture -Types: -Spastic: characterized by tightness in one or more muscle groups, 70-80% of people with cerebral palsy has this kind -Dyskinetic- impairment in muscle tone -Athetoid- abrupt/involuntary movements -Ataxic- lack of balance -Mixed- combination of two or more types Spina Bifida and Neural Tube Defects -Refers to a malformation of the spinal cord -Spina Bifida Occulta- No damage to spinal cord; mildest, most common -Meningocele- covering of the spinal cord protrudes creating a defect in the spine; can be repaired surgically -Myelomeningocele- Contains the spinal cord covering as well as part of the spinal cord or nerve roots; most serious form, causes a variety of physical impairments -Folic Acid reduces -Environmental affects: obesity, hypothermia, maternal diabetes Other Health Impairments -Other health concerns that adversely affects a child's educational performance- limited strength, vitality,or alertness -anything with a medical diagnosis -Ex: ADHD, cancer Epilepsy -Seizures: temporary neurological abnormalities that result from unregulated electrical discharges in the brain -1% of people before 20 that have seizures -Partial seizure: begin one site of the cerebral hemisphere and involve only one motor or sensory system -Generalized seizure -tonic-clonic: may lose consciousness, rigid, and then rhythmic contractions -absence: may lose consciousness for ten seconds -Used to be known as brain storms Classroom -May have difficulty paying attention due to seizures -Medication side effects: attention, energy -Emotional issues: depression Asthma -Long-lasting condition characterized by airway obstruction, inflammation, and hyper-irritability of the bronchial tubes Types -Mild Intermittent: 2 or fewer episodes per week -Mild Persistent: more than 2 episodes per week -Moderate Persistent: daily episodes -Severe Persistent: continual episodes interfering with physical activity Classroom -Fatigue -Frequent absences -34% in special education as opposed to 19% in general education setting -Causes of attacks: cigarette smoke, changes in air temperature, strong smells, air pollution, strong emotions, and medication -10 genes have been found to have an impact on susceptibility Other Conditions -Diabetes -Cystic Fibrosis -Sickle Cell Anemia -TORCH viruses -Hemophilia Intellectual Disabilities Intellectual Disabilities- Significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and satisfied during the developmental period, that adversely affects the child'd educational performance. 1848-Howe -Perkins Institute of the Blind 1867-AAMR 1917-State Institutions were in all but four states 1922- CEC 1965- Christmas in Purgatory 1970- Rivera, Willowbrook 2006- AAIDD Mild ID- 50/55-70 IQ -less obvious, need a little support -trainable/educable Moderate ID- 35-55 IQ -trainable -more support Severe/Profound ID- 20-40 IQ -extensive supports Characteristics -Intellectual Functioning -IQ test -Memory Issues -Short-term- remembering instructions -Generalization -struggle to transfer skill to a different setting/environment -EX: how you should behave in the classroom, hugging, going out to eat -Motivation Adaptive Behavior -Being able to respond to a new situation/environment appropriately -conceptual- writing a paper, money, time -social- interacting with friends, manners, meeting new people, don't blurt out things in class -practical- going to the bathroom, tying your shoes, getting ready for school/day, occupational skills Prevalence -8.1% of students receiving services are for ID -decrease from pervious years- misclassified, reduction of led Causes -Timing -prenatal, shaken baby syndrome-anything that cuts off oxygen, dramatic brain injury -Risk Factors -substance abuse, genetics, chromosomes, social-family issue, infections, CO2 exposure Prevention -Prenatal Education -avoid drug use, good nutrition -Children -early intervention (Sooner Start) -Society -eliminate the risk of child poverty, vaccines, early intervention programs, healthcare Types of Supports -Natural- someone who sees that you need help, will help you -see someone in a wheel at the mall and hold the door open for them -Non-Paid- volunteering -Generic- available to everyone -transportation, wheel chair ramp -Specialized- vocational rehab, special education services Evaluation -IQ Tests -measuring intellectual ability, behavioral, educational, adaptive behavior -transition- 9th grade or 16- whichever comes first Diagnosis -IQ scores -Behavior- observations by teachers, special ed teachers, parents, doctors -Screening- Hearing/vision, classroom work products -Pre-Referral/Referral- RtI -Nondiscriminatory Evaluation Education -Trying to increase their level of independence -Employable when they graduate -Getting them involved in the community Elementary/Middle School Secondary and Transition -Elementary/Middle School-the earlier the better -Come up with a goal: what do I want to learn -Plan: what do I want to do today -What did I learn -High School- want them in the environment that they will be working in -Embassy Suites -typically graduate high school at 21 -need more time to get caught up Related Services Supplementary Aids and Services -teacher assistants -can become too dependent- never learn how to do it on their own -pairings -difficult to keep roles separate Other Educational Needs -273 box 9.7-Inclusion tips -Functional: money, telling time, taking the bus Measuring Progress -Looking at the big picture -adaptive, social, behavior skills -inventories and assessments that help gage that Accommodations -Time -Modify Goals -Dictation -Output -Explaining anything and everything- biggest accommodation
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