Gifted and Talented Students by Emily

Definition - Children and youth with outstanding talents perform, or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience or environment. These children and youth exhibit high performance capabilities in intellectual, creative, or excel in specific academic fields. They require services or activities not ordinarily provided by the school. Outstanding talents are present in children and youth from all cultural groups, across all economic strata and in areas of human endeavor.

Characteristics - Gifted and Talented Students usually portray one or more of the following multiple intelligences:

• linguistic
• logical - mathematical
• musical
• spatial
• bodily - kinesthetic
• intrapersonal
• interpersonal
• naturalist

Also extended practice, dedication, and high motivation is needed to succeed are the characteristics necessary to complete the portrait of a productive person. These characteristics can be inherited from your parents through genetics or they can be a reflection of the students social and emotional development.

Difference From Others - Gifted students are very dedicated in what they wanna do. They work hard to achieve perfection. Sometimes they base all their time on one topic to succeed in one (like academics) and turn out to not be as strong in another (like social). Also many students have topics come easy to them so they may slack of in class and pass/succeed with flying colors. (Higher IQ)

Assistive Technologies & Education Plan - As teachers many believe they don't have to worry about gifted students because they will always get the material presented. Although that is a good thought, it is wrong. You need to worry about all the students in the classroom. If you don't continue to stimulate every student in the classroom, the students' minds will become complacent with themselves. Especially with gifted and talent students, if their minds are not being challenged they are not learning/working to their fullest potential. All teachers need to teach to the highest level so it challenges every students mind instead of teaching to the middle and challenging some while others are just there. In order to get everyone to succeed to their highest potential, every student needs to be challenged. Computer technologies help a great deal in continuously stimulatingg the young minds to keep them reaching for the higher levels. Also using such techniques as content sophistication curriculum compacting and problem based learning to get students to think critically, on a higher level outside the box will keep their minds expanding. Also allowing students to use game systems like Nintendo DS to do educational games and expand the mind will help keep the attention of the gifted and talents students who may not be getting challenged enough.


(A math game to challenge students)









(A game to help students with word creation and spelling)








Community Programs - Gifted and Talents students need to be able to show their talents anywhere they go. Every community has local youth centers (here is North Tonawanda Youth Center as an example) with academic clubs and games so they can show their skills while socializing with others. Also after-school clubs, sports, and contest help expand the students minds beyond the classroom. Spelling bees and art shows allow students to show their skills while being challenged by others around them. Lastly, gifted and talented students can work as volunteers in programs like SABAH (Skating Athletes Bold At Heart) and the Special Olympics to learn how to work with others who may be developing slower.


Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed. , pp. 285-320). Boston, NY: Houghton Mifflin Company.

Specific Learning Disabilities by Emily

Definition - Specific learning disabilities are disorders in one or more of the basic psychological processes involved in understanding or in using language, spoken or written that may manifest itself in an imperfect ability to:

• listen
• think
• speak
• read
• write
• spell
• mathematical calculations

including conditions such as:

• perceptual disabilities
• brain injury
• minimal brain dysfunction
• dyslexia
• developmental aphasia

*NOTE: Specific learning disorders do not include learning problems that are primarily the result of:

• visual, hearing, or motor disabilities
• mental retardation or IDD
• emotional disturbance
• environmental, cultural, or economic disadvantage

Characteristics - Specific learning disabilities vary from person to person. Each one is like a rare snowflake because no two disorders are exactly the same. Each case varies in social, personal, and academics aspects where the students could be seen:

• having dyslexia
• having attention-deficit hyperactivity disorder
• struggling in school work
  
• inability to follow directions

Those are just a few examples but not limited to how a students may act with a learning disability. Every case is different so no solid standards can be made for all cases.

Difference From Others - Students with specific learning disabilities develop their academic, personal and social skills at a slower pace. A student can be doing great in the way they present themselves and have loads of friends but they could struggle academically. Also some students have problems reading due to dyslexia because they are having problems reading which slows down their cognitive skills. Also students may have trouble concentrating due to built up energy from attention-deficit hyperactivity disorder. Every learning disability is different, which means every student develops and grows at a different rate. They may develop one skill while another lacks but you can't set up standards or present how a child is different because all cases are different which makes each one unique.

Assistive Technologies & Education Plans - One way to evaluate how a learning disability effects a student's ability to take in, think about, and share things that he or she is learning by using the "Information-Processing Model." This model allows teachers to evaluate each student and then take that information and develop a curriculum course that would benefit the students most. Also multiple games, computers, movies, and other technologies can help give a new perspective on a topic to try and get through to students who don't learn with normal activities, notes, and lecture. Also changing around the location and environment around the students will help to keep students minds interested and not complaisant.


(This is an example of a computer game to teach math skills.)











(This Leapfrog technology help children learn how to read)










Community Programs - Community programs such as SABAH (Skating Athletes Bold At Heart) and the Special Olympics allow students with hyperactivity to release their built up energy in a way that is beneficial to them. With the built up energy gone, the students can focus their minds on the academics in front of them. Also working with volunteers and other students in the programs, their social skills will expand allowing them to care his or her self with a higher confidence. Also there are multiple summer camps and youth centers in every community that helps students who need extra help get it in a way that's fun and entertaining.


Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed. , pp. 107-143). Boston, NY: Houghton Mifflin Company.

Sensory Impairment by Emily

Definition -

1. Hearing - Limitations, impairments or absence of the capacity to hear with amplification, resulting in one or more of the following: reduced performance in hearing acuity tasks, difficulty with oral communication, and/or difficulty in understanding information that is presented verbally in the education environment. The term includes students who are deaf and students who are hard of hearing.
2. Vision - Limitations, impairments, or absence of capacity to see after correction, resulting in one or more of the following: reduced performance in visual acuity tasks, difficulty with written communication, and/or difficulty with understanding information presented visually in the education environment. The term includes students who are blind and students with limited vision.
3. Deafblind - Concomitant hearing and visual impairments, the combination of which causes severe communication and other developmental and educational needs.

Characteristics -

1. Hearing - Characteristics of hearing impairments are delay in speech and language, difficulty with articulation delay in reading and spelling skills, cognitive delay, limited speech, and limited peer/social skills.
2. Vision - Characteristics of vision impairments are no/slight vision, enhanced other senses, lack in their ability to use certain visual concepts (colors, or three dimensional shapes) and hampered cognitive development

Difference From Others - Students with hearing problems differ from other students with their delay in language and speech. Their speech and language along with their reading and spelling skills are delayed because usually a student would learn from listening to others read and talk but since they cannot fully hear it delays their development. Without hearing how words are pronounced or without being able to hear how the words are articulated the student doesn't get the true concept. The lack and delay in speech and language effects the development of the students cognitive and academic skills. For students who hare vision impaired, since they either lack or have the inability to see, the students cognitive skills and social skills. Their cognitive skills suffer because "it limits the integrating experiences and the understanding of those experiences that the visual sense brings naturally to sighted children" (Kirk, Gallagher, Coleman, Anastasiow, 2009. p. 367). Also their social skills lack because they don't know how to carry their presents and cannot see actions so their understanding of a conversation could differ from the true meaning.

Assistive Technologies & Education Plans - Sensory skills like vision and hearing are very important in their contributete to the development of a students cognitive learning. In order to help a student develop their skills without one of their main senses, assistive technologies are needed. For a student who has problems hearing such devices like hearing aids help the student use what hearing they have become amplified so they have a better chance of hearing everyday things. Also alerting devices and alarm systems have been developed with bright flashing lights and vibrations to help and warn students who cannot hear very well. Devices like this help students understand concepts they may not be able to hear. Also students who are hard of hearing should learn sign language in order to have a method of communication with others since their speech and language skills are delayed or don't exist. For students who are blind they can verbally express themselves because they are able to hear others talk and read, but they themselves cannot read due to their inability to see. The form of reading for the blind is Braille. Braille is the use of raised bumps on a paper to act as letters and words so the students can read. They move their fingers right to left over the bumps to distinguish the different letters and numbers that make up the words. Also other technologies like adaptive keyboards, augmentative communication devices, braille embosser, braille translation software, braille writing equipment, closed-circuit television, portable note takers, refreshable braille displays, scanner, screen magnification, and screen reader help increase, maintain or improve functional capabilities of individuals with disabilities. More devices for hearing and visually impairments are:
Hearing

1. pen and paper (notes)
2. computer/portable word processor
3. closed captioning
4. flash alert signals
5. phone amplifier

(example of closed captioning)










Vision

1. eyeglasses
2. magnifiers
3. large print books
4. screen magnifier
5. braille materials

(example of screen magnification)









Community Programs - Programs like SABAH (Skating Athletes Bold At Heart) is a great way to allow students to ice skate with assistance even if they cannot hear or see. They can do all the activities a "normal" child can do just with some assistance through multiple programs. Also the Special Olympics and Respite cares help mix up the environments surrounding the students, and at each one they learn a different skill. Many programs that are out there for the students and their families help get the students moving and learning in a new way.


Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed. , pp. 322-402). Boston, NY: Houghton Mifflin Company.

Physical Impairment by Emily

Definition - Significant limitation, impairment or delay in physical capacity to move coordinate actions or perform physical activities, exhibited by difficulties in one or more of the following areas:

• physical or motor task
• independent movements
• performing basic life function

The term shall include severe orthopedic impairment or impairments caused by congenital anomaly, cerebral palsy, amputations and fractures if such impairment adversely affects a student's educational performance.

Characteristics - The following disorders are a part of physical impairments because they all have an inability to move a body part or diminishing moving power. They attack one's physical abilities.

1. Cerebral Palsy (CP)
2. Neural Tube Defects
3. Seizure Disorders
4. Traumatic Brain Injury (TBI)
5. Muscular Dystrophy
6. Spinal Muscular dystrophy
7. Juvenile Arthritis
8. Spinal Curvatures
9. Limb Deficiencies
   
10. Hip Conditions
11. Any other musculoskeletal conditions

Difference From Others - Students with physical impairments need to count on others for help. They can't necessarily move on their own or they move at a slower pace so games need to be modified for them. Also students may not have control of their muscles and limbs so they may not be able to communicate or talk the same as "normal" students do. These students also may need classroom modifications for wheelchairs and walkers so they can be mobile.

Assistive Technologies & Education Plan - Students with physical disabilities need many types of assistance to be successful in school. One, they may need walkers and wheelchairs to be able to be mobile. Assistance with movements is important for those who need them so they can feel independent and be free to move like "normal" students. Also putting students in an inclusion class will allow them to stay on the same level of participation in social and academic activities as their peers. It is important for the students to social with students their age because it helps them feel accepted and establish what it feels like to be "normal". Also communication boards and speaking computers allow students to address their needs, wants and problems because they don't have strong language, speech and communication skills. Some additional technologies include:

For mobility:

• grab bars or rails
• powered scooters

For Activities of Daily Life

• non-skid materials
• universal cuff and straps for holding items in hand
• adapted eating utensils, dressing equipment, devices for hygiene and cooking

For Seating

• non-slip surface on chair
• holster, rolled towel, blocks for feet

Recreation

• toys adapted with Velcro
• toys with single-switch operation
• universal cuff to hold crayons
• arm support
• electronic aid to operate TV, DVD, etc
• computer games

(Example of a Universal Cuff)













(Example of a Powered Scooter)











Community Programs - There are community and state organizations that help students with disabilities get out in the community to find a job. There are locations that counsel and train students with disabilities to be able to enter the job field and contribute to society. Also Respite cares help take care of the student so they get to be mobile and get out of their house and give their parents a break. Assistance like summer camps and youth groups are everywhere and can be found by asking your child's teacher or search the Internet.

Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed. , pp. 403-447). Boston, NY: Houghton Mifflin Company.

Neurological Impairment By Emily

Definition - Limitation or impairment in the capacity of the nervous system, with difficulties exhibited in one or more of the following areas:

• the use of memory
• the control and use of cognitive functioning
• sensory and motor skills
• skills in speech and language
• organizational skills of processing information
• social skills or basic life function

Limitations and impairments in the capacity of the nervous system could cause the student mental and physical distress.

Characteristics - There are 3 basic characteristics of neurological impairment.

• Difference in Brain Structure which causes reading problems, attention deficit and auditory processing difficulties.
• Neurologically based problems that can affect learning in various ways like minimal brain dysfunction, Strauss syndrome, and brain injuries.
• Physical disabilities (also known as neuromotor impairments) like cerebral palsy (CP), neural tube defects, seizure disorders, and traumatic brain injury (TBI).

Difference From Other - Students with neurological impairments have troubles with cognitive functioning (ability to control memory), language, speech skills, communication skills, social skills, organizational skills, and can not complete everyday activities or functions due to physical or learning disabilities. Neurological impairments involves the brain and nervous system which causes the problems with brain functions and physical movements. Students with neurological impairments need constant help to do even the simplest tasks like getting dresses or brushing their teeth, but also need space and encouragement to develop skills of their own.

Assistive Technologies & Education Plans - Neurological impairments lead to deficits in the child's social, communication speech, language and physical development so assistive technologies help greatly. Communication boards are a great way for students with language, speech, and communication problems to express themselves and their needs. For memory challenges, visual displays with grouped information to express the information are a whole instead of individual facts. Also breaking down processes and creating scaffolding and Tier to show the steps of a problem allows for a better understanding of the presented information. Also computer games, and electronic aids to operate a TV or DVD are useful tools because it allows the student to control an aspect of their life without necessarily physically moving more then a finger. Sometimes assistive technologies that do more with less action are the best tools when working with neurological impairments.

Electronic Communication Board (Manual Use)










(Electronic Aid for Movie - uses a touch screen for easier access and allows student who don't necessarily have enough strength to push a button to feel independent in control what they see.)





Community Programs - Every community has local resources that are there to assist families who need it. The communities have interventions and counseling for families who need it. After-school programs are available for parents who work late so their student can keep learning even when they are not at school or home. Also Respite cares are everywhere to get students out of their everyday environment and into a new one where they are safe and their parents get a break. Another location of help would be an Independent Living Location. This is where student and young adults can live on their own in a facility where someone is around to help at all time. These locations and services can be found in your local phone book or with a simple Internet search.


Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed.). Boston, NY: Houghton Mifflin Company.

Intellectual Impairment By Emily

Definition - Significant limitation or impairment in the permanent capacity for performing cognitive tasks, functions, or problem solving, exhibited by more than one of the following:

• a slower rate of learning
• disorganized patterns of learning
• difficulty with adaptive behavior
• difficulty understanding abstract concepts.

(This was formally known as Mental Retardation and now currently known as Intellectual and Developmental Disabilities [IDD].)
IDD is seen to be caused mainly by three influences. The three influences are genetic factors, toxic agents, and infection. Students with the genetic factors are students with down syndrome, phenyeketonuria, and fragile X syndrome. Students with the influence of toxic agents usually have fetal alcohol syndrome and effects of lead. Last but not least, students that have been influenced by infections have rubella and encephalitis. Along with the influences there are many characteristics that separate a student with IDD from students who are seen as "normal".

Characteristics - There are three groups of characteristics that are used to determine students with IDD.

1. Ability to Process Information

• Students may have limited cognitive abilities
• Students may have problems with their central processing which includes the classification of a stimulus through the use of memory, reasoning and evaluation. (classification = organization of information in the student's memory.)
• Also their executive function which is the decision making function that controls attention, central processing and expression could lack power. A lack in the executive function is a key factor in poor performance of children with IDD.

2. Ability to Acquire and Use Language

• Due to the lack in cognitive abilities, many times language develops in the same way in the students just in a much slower rate.
• Also students with IDD who's language develops at a much slower rate have troubles communicating and speeching to others, which leads to the last group of characteristics.

3. Ability to Acquire Emotional and Social Skills

• Due to the lack of language development, students with IDD have troubles fitting in with other students. The IDD student's social skills suffer because the student is not fully fitting in with the other students.
• Since the student in not fitting in very well, their emotional skills begin to take over. The student with IDD begins to act out and cause trouble to get attention so it is harder for then to establish good social and emotional skills.
• Lower level of social acceptance in the classroom + Peer relationship problems = emotional, social and behavioral problems.

Difference from Others - Students with IDD develop at a slower rate that students who are considered "normal". Students with IDD have the inability to adapt academically and socially to the expected standards of his or her age group, which makes them the outcast of the classroom. The troubles with fitting and troubles having peer relationships makes them differ from others their age. IDD students rate of development with cognitive, social, behavioral, and emotional skills are much slower which is what makes them differ the most from other students.

Assistive Technologies & Education Plans - Instructional strategies for IDD is an Individualized Education programs or IEP. IEP is a plan "for child and family to increase the collaboration between professionals and parents and to ensure some thoughtful consideration about how children would be served within the special education program" (Kirk, Gallagher, Coleman, Anastasiow, 2009. p. 163). These plans are individualized based on the child's needs and what works best for the child. This plan is now focused on developmental and personal strengths for the most effective educational intervention. (Ex. If vocational skills lack, students can express thoughts through the arts like drawing or dancing.) Also IEPs reflect 3 areas of development: academics, social, and physical. Another instructional strategy would work around differentiated instructing which means teachers adjust the level of difficulty of a task to fit the developmental level of the child. Also scaffolding teaching helps students physically see the steps of a lesson so they can in return model it. Assistive technologies such as communication boards, adapted books, computers, and augmentative communications devices allow students to communicate and complete tasks with added help and modern understanding. Technologies open up a new world for students with IDD.

(example of a communication board)










(Example of an Adapted Book)

















Community Programs - Programs that help out the students and families adapt into the community and state organizations are the Special Olympics and Respite care. These allow the students to do normal activities like sports, and arts & crafts where the student participate in individual and team activities with winning and losing. This expands their physical ad social skills. Also respite care is a location where parents can drop off their child for a day or two when they feel they need a break. This allows the parents to release their stresses and know their child is being cared for correctly and are safe.


Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed. , pp. 144-182). Boston, NY: Houghton Mifflin Company.

Laws Regarding Special Eduacation by Christina

• PUBLIC LAW 88-164- in 1963 this law authorized funds for training professionals to work with children with special needs and for research and demonstration for students with IDD and deafness.
  
• PUBLIC LAW 94-142- this law was passed in 975 and is called the Education for All Handicapped Children Act. There are six key principles at the heart of this law that have shaped special as well as general education during the past three decades. These principles include zero reject, nondiscriminatory evaluation, individualized education program, least restrictive environment, due process, and parental participation.

Zero reject- all children with disabilities must be provided a free and appropriate public education.

Nondiscriminatory evaluation- each student must receive a full individual examination before being placed in a special education program, with tests appropriate to the child's cultural and linguistic background.

Individualized education program- an individualized education program (IEP) must be written for every student with a disability who is receiving special education. The IEP must describe the child's current performance and goals for the school year, the particular special education services to be delivered, and the procedures by which outcomes are evaluated.

Least restrictive environment- As much as possible, children who have disabilities must be educated with children who are not handicapped.

Due process- Due process is a set of legal procedures to ensure that fairness of educational decisions and the accountability of both professionals and parents in making those decisions.

Parental participation- Parents are to be included in the development of the IEP, and they have the right to access their child's educational records.

• PUBLIC LAW 99-457- is the Education of the Handicapped Act Amendments of 1986, it provided that opportunity by allocating federal funds for the states to develop plans and programs for children and their families from birth on. The name of the Education of the Handicapped Act was then changed to Individuals with Disabilities Education Act, or IDEA.
  
• IDEA 2004- The newly changed Education of the Handicapped Act. Most of the changes in the act involve the quality of personnel, IEP standards and transition services.
  

Quality of personnel- this means that special education specialists must hold full state certification as special education teachers and have a license to teach.
IEP standards- IEP's must reflect scientifically based instructional practices, cognitive behavioral interventions, and early intervention services, as appropriate. They must now include plans for the use of assistive technology and short-term objectives for children with disabilities who take alternative assessments.
Transition services- a transition plan must be included in all IEP's for students at age 16 and for younger students if appropriate. Transition services must include instruction, community experiences, development of employment, and other post school adult-living objectives.

• SECTION 504 OF THE REHABILITATION ACT OF 1973 (PL 93-112)- the law says that it is illegal to deny participation in activities or programs solely because of a disability. Individuals with disabilities must have equal access to programs and services.
  
• AMERICANS WITH DISABILITIES ACT OF 1992- this law extends civil rights to persons with disabilities.
  
• PUBLIC LAW 107-110: NO CHILD LEFT BEHIND- this requires schools to present test data to prove their effectiveness. This does create some problems for students with disabilities. This is because often times these students have a difficult time gaining a year academically for every year spent ins school, and for their teachers, who must deal with such unrealistic expectations.
  

Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed. , pp. 35-70). Boston, NY: Houghton Mifflin Company.

Health impairments by Christina

Health impairments- chronic or acute health problems such that the physiological capacity to function is significantly limited and that results in limited strengths, vitality, or alertness, including a heightened alertness to environmental stimuli, resulting in limited alertness with respect to the educational environment.

Characteristics:

Major Health Impairments

• Juvenile diabetes- is a disorder in which the blood sugar of the individual is abnormally high because he body does not produce enough insulin or because the body is insensitive to the insulin that is produced.
  
• Asthma- is a condition affecting an individual's breathing.
  
• Cardiac conditions- each year in the US an estimated forty thousand infants are born with heart disease that range from so slight that problems might not appear for years to severe that they are immediately life threatening.
  
• Blood disorders
  
• Cystic fibrosis- is an inherited disease that affects a child's breathing and digestion.
  
• Cancer- the most common kinda of cancer in children are leukemia, lymphoma, and brain tumors.
• Other Conditions
  

Congenital Diseases

• HIV/AIDS- Acquired immune deficiency syndrome is the breakdown of the body's immune system caused by the human immunodeficiency virus. The likelihood of a child with HIV infecting another child during normal classroom activity i low but teachers must still take precautions.
  
• TORCH infections= congenital diseases that include toxoplasmosis, rubella, cytomegaloviris infections, and herpes simplex infections

Acquired Disease - children who become seriously ill may require regular medication or other medical treatment. Some serious or chronic illnesses will require a prolonged hospital stay for a child. If this is the case, everything should be done to continue the child's educational suport in the hospital.

• Hepatitis B
• Meningitis
• Encephalitis
• Other conditions

How children with heath impairments differ:
The unique needs of children who have health impairments require that each child must be considered individually.
These children need to have constant assistance in most everything that they do. They have to always be attending to their health impairment. Depending on the severity of their impairment the severity it will way on their lives and the way they grow up.

Assistive Technology:

Hear are some potential classroom modifications for students with health problems:
Asthma- avoidance of allergens; participation in physical activity; administration of medication as needed.
Congenial heart disease- participation in physical activity; administration of medication as needed, diet or fluids.
Diabetes- Diet, bathroom frequency, availability of snakes and source of sugar; balance of exercise and food.
Leukemia- Participation in physical activity; exposure to communicable diseases.
Seizure disorder- participation in physical activity; environment; administration of medication if needed.
Spina bifida- Participation in physical activity; environment to accommodate mobility and movement; fluids; pressure relief.
Sickle cell anemia- participation in physical activity; fluids.
Juvenile rheumatoid arthritis- participation in physical activity; environment9stairs); administration of medication as needed; frequency of movement; classroom activities (writing, carrying books)
Hemophilia- physical activity
Cystic fibrosis- physical activity; administration of medication as needed; diet.

Organizations:

This site has many of the impairments listed above along with organizations and centers specific to each.


Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed. , pp. 403-447). Boston, NY: Houghton Mifflin Company.

Emotional impairment by Christina

Emotional Impairment- one or more of the following characteristics exhibited over a long period of time and to a marked degree that adversely affects educational performance: an inability to learn that cannot be explained by intellectual, sensory, or health factors; an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; inappropriate types of behavior or feelings under normal circumstances; a general pervasive mood of unhappiness or depression; or a tendency to develop physical symptoms or fear associated with personal or school problems.

Characteristics:

Federal Definition of Emotional and Behavior Disorder
... a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance-
A. An inability to learn that cannot be explained by intellectual, sensory, or health factors;
B. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
C. Inappropriate types of behavior or feelings under normal circumstance;
D. A general pervasive mood of unhappiness or depression; or
E. A tendency to develop physical symptoms or fear associated with personal or school problems.
F. The term does not apply to children who are socailly maladjusted unless it is determined that they have an emotional disturbance.

Learned helplessness- in children is the belief that nothing they do can stop bad things from happening.

Children with conduct disorders learn the aggressive behavior is a way of getting what they want, particularly when parental punishment is sporadic and ineffective and provides another model of aggressiveness.

Children who are victims of abuse and violence often learn to inflict those behaviors on others.

How students with emotional impairments differ:

Parents and professionals looking for the reasons that some children have externalizing disorders need to examine an array of potential influences that include the individual's biological makeup and cognitive ability, along with family factors and his or her relationship to the larger society. Emotional disorders can either be genetic or acquired. Here are some of the risk factors:

• biological
  
• family
• school
• culture and ethnic
• substance abuse
• risk for internalizing anxiety and depression
  

Assistive Technology:

Computers can be an especially useful tool for a student with a behavioral disorder because it provides an objective, neutral response to the child's sometimes provoking or challenging behaior. A computer is not capable of interacting emotionally with a child.



One of the techniques used most frequently to control the behavior of children with behavior disorders is the time-out sending students who have violated classroom rules to a secluded place in the room.

Applied Behavioral Analysis- One of the most frequently used methods of modifying students behavior.

Organizations:
The Council for Students with Behavioral Disorders- this organization is dedicated towards the professionals that work with students with behavioral disorders.

National Organization for Parents With Children in Special Education- This web page deals with educating people about children with emotional disorders.


Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed. , pp. 183-217). Boston, NY: Houghton Mifflin Company.

Developmental delay by Chirstina

Developmental delay- Significantly limited, impaired, or delayed learning capacity of a young child (3-9 years old), exhibited difficulties in one or more of the following areas: receptive and/or expressive language cognitive abilities; physical functioning; social, emotional, or adaption functioning; and/ or self-help skills

Major Categories of Adaptive Behavior:
Conceptual Skills

• Receptive and expressive language
• reading and writing
• money concepts
• self-direction
  

Social Skills

• interpersonal
  
• responsibility
• self-esteem
• gullibility
• naivete
• follows rules
• obeys laws
• avoids victimization
  

Practical Skills

• instructional activities
  

Characteristics:

• The most obvious characteristic of children who have mild or moderate IDD is their limited cognitive ability their ability to process information.
  
• Many children who have IDD have problems in central processing or the classification of a stimulus through the use of memory, reasoning, and evaluation.
• Executive function- the decision- making function that controls attention, central processing, and expression, is the key factor in the poor performance of children with IDD.
• The ability to develop language is one of the great achievements of humans. and there always has been curiosity as to how language development is changed or modified in children and adults with IDD. Language develops in the same fashion, only more slowly, in children with IDD.
  
• Emotional and behavioral issues associated with IDD may lower social acceptance by peers in the inclusive classroom.
  

How children with Developmental delay differ:

Children with developmental delay develop essentially the same way as other children, they have a typical human growth and developmental pattern, just at a slower pace. This effects the cognitive process and tier ability to acquire and use language because they are so far behind other students.



Assistive Technology:

There are different intensities of support for persons with IDD:

• Intermittent refers to support as needed but that is not necessarily present at all times.
• Limited refers to support provided on a regular basis for a short period of time.
• Extensive support indicates ongoing and regular involvement.
  
• The prevasive level of support describes constant high-intensity help provided across environments and involving more staff than the other categories.
  

The most common adaptation suggestion to teachers for children with IDD is differntiated instruction, this means that each teacher adjusts the level of difficulty of tasks to fit the level of development of the child with IDD.

Possitive Behavior Supports are one of the most advanced moves made for children with IDD. This strategy espouses that, when faced with some form g behavior disruption, the teacher should focus on human motivation, not just on human behavior.




For the child with IDD, the computer is actually a window on the world, given capable instruction in its use and the availability of appropriate software.

Organizations:

Special Olymplics- the purpose of the games is to allow children with disabilities the opportunity to participate in races, swimming meets, field events, and team games and to feel what other athletes feel in competition, in winning and losing, this is an experience they are rarely able to achieve anywhere else.


Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed. , pp.144-182). Boston, NY: Houghton Mifflin Company.

Communication, Language, and Speech Disorder by Christina

Communication impairment- Significantly limited, impaired, or delayed capacity to use expressive and/or receptive language, exhibited by difficulties in one or more of the following areas: speech, such as articulation and/or voice, conveying, understanding, or using spoken, written, or symbolic language.

Characteristics:

This disorder is broken up into three different categories:

• Communication- is the exchange of thoughts, information, feelings, and ideas, and it requires three things: a sender, a message, and a receiver. It is important to note that communication happens when all of three of these are working all three need to be present for communication to happen Communication problems emerge when there are difficulties with any one of these elements.

Communication disorders disrupt the individuals ability to send, receive, and process information.

• Language- There are two kinda a language that are involved in communication. There is receptive and expressive language. Receptive involves being able to take the message and understand it. Expressive language is the ability to produce a message to send, this typically involves speaking and writing.
  

Each element of language - phonology, morphology, syntax, semantics, and pragmatics- is a potential source of a language disorder.

• Speech- is the systematic oral production of the words of a given language. Sounds become speech only when they produce words that have meaning. We think of normal speech as a combination of articulation, fluency, and voice.

Speech disorders may include problems with articulation and phonological processing, fluency, and or voice.

Many of the other disabilities that we talk about in other chapters lead to communication disorders. Some of these include:

• Intellectual and Developmental Delays
• Cerebral Palsy
• Learning Disabilities
• Severe and Profound Multiple Disabilities
• Autism
• Deaf/ Hearing Impaired
• Visual Impairments
• Emotional and Behavioral Problems
  

How children with communication disorder differ:

Communication is central to our ability to fit into society successfully, and when difficulties with language and or speech interfere with communication, children often experience problems. These problems can affect the formation of a child's friendships, school success, and self-esteem. As a society we rely on being able to communicate with other people on a daily basis in order to get from day to day. Not being able to have this communication will drastically affect a child's life.


Assistive Technology:





Communication boards vary in complexity from a board with simple pictures to sophisticated groups of letters, words, pictures and special symbols. The use of these aids has been shown to assist the child in acquiring language many times without speech, but not always. This is an example of unaided communication system



Aided communication systems provide some type of voice output and so can be used in a variety of situations. Speech synthesis is a text-to-speech technology that allows a person to type a message into a computer, which turns that written message into speech. Although the quality of the synthetic voice may not be high, this technology allows an individual who has no speech to "talk" which others.



Another unaided communication device would be American Sign Language.

Organizations:

National Instituate on deafness and other communications disorders.

Support groups this website not only give support groups for parents and children who suffer with communication disorders it give links to websites that have foundations and online talk forums for children and parents who have communication impairments.



Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed. , pp.219-249). Boston, NY: Houghton Mifflin Company.

Autism by Chirstina

Autism- Developmental disability that significantly affects verbal and nonverbal communication and social interaction generally evident before age three, and that adversely affects a child's educational performance.

Characteristics of Children with Autism:

• One of the indicators of a fundamental development disability in autistic children has been a lack of a theory of mind, the ability of human beings to understand the thinking and feelings of others. A theory of mind is necessary for understanding, predicting, and shaping the behavior of others.
  
• One of the characteristics shared by many persons with autism is a hypersensitivity noise in the environment. It almost seems as if they have lost the ability to modulate sounds, as these sounds come in with great impact.
• Children on the autism spectrum also have difficulty with a range of motor skills such as gross motor skills, fine motor skills, and motor planning.

Other characteristics that are almost always present in children with autism:

• Failure to develop social relationships
• Language retardation with impaired comprehension
  
• Ritualistic or compulsive behaviors
  

How Children with Autism Differ:

Children with autism often have trouble with pretend play, imitating adult behaviors, or pointing to objects on command. These are typical behaviors that children do as they are growing up they wan tot be just like their parents doing everything that they do. Also often times when children are young parents ask whats this whats that and children point. Playing and pretending that different things are real is an important part of children growing up.
Children who have autism often differ from typical growth and development patterns because they often lack proper communication. They have a hard time with speech and for that mater have to resort to building communication skills in different ways.
There are many different levels of severity when it comes to autism so the amount a child will differ will depend on this.

Assistive Technology:



Children with autism often have difficulty confronting unorganized environments and become anxious in an unpredictable classroom, one adaptive strategy has been what is called structured teaching. This means presenting the child with autism what an individual daily schedule that describes what is going to happen at each time in the school day.



The importance of communication to the child with autism is universally agreed on. When the child does develop speech and receptive language in the usual fashion, different devices are tried to increase the child's communication skills and example of one is above. One is demonstrated above, Picture Exchange Communication System.

American Sign Language may also be introduced in order to increase communication skills.



A computer mouse or touch screen can help to increase hand eye coordination for students with autism.

Organizations:
There are many different organization that are statewide and community centered that aid in children with autism. Some of these organizations word directly with the parents and others work directly with the children.This hyperlink provides a listing of different organizations that deal with autism disorder as well as links directly to information that deals with the specific organization.

TEACCH-
Is a statewide program in North Carolina with six regional centers, Intensive work is done with parents to help them become teachers of their own children with autism.



Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed. , pp.250-284). Boston, NY: Houghton Mifflin Company.

Our Plan

We have divided up the disabilities using the chart in chapter one and adding children with gifts and talents.

Emily-
Gifts and Talents
Intellectual impairment
Neurological impairment
Physical impairment
Sensory impairment
Special learning disability

Christina-
Autism
Communication impairment
Developmental delay
Emotional impairment
Health Impairment
Laws

We are going to create a separate blog entry for each of the disabilities. At the end of each entry it will have the name of the person who created the blog entry.