Intro to SpedEd, Ch. 10, 11,12

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Heward, W. L., Alber-Morgan, S. R., & Konrad, M. (2022). Exceptional Children: An Introduction to Special Education (12th ed.). Pearson, Hoboken

Blindness and Low Vision
ADHD/ADD, Health Impairments, and Physical Disabilities
Low Incidence Disabilities

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David Cunningham

Estados Unidos

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Intro to SpedEd, Ch. 10, 11,12


Intro to SpedEd, Ch. 10, 11,12Versión en línea Heward, W. L., Alber-Morgan, S. R., & Konrad, M. (2022). Exceptional Children: An Introduction to Special Education (12th ed.). Pearson, Hoboken Blindness and Low Vision ADHD/ADD, Health Impairments, and Physical Disabilities Low Incidence Disabilities por David Cunningham 1 How is blindness defined (legally and educationally)? a Legal blindness is defined as visual acuity of 20/200 or less in the better eye with the use of a corrective lens b Legal blindness is defined as visual acuity of 20/40 or more in the better eye with the use of a corrective lens c Legal blindness is defined as visual acuity of 30/300 or more in the better eye with the use of a corrective lens d Legal blindness is defined as visual acuity of 50/200 or less in the better eye with the use of a corrective lens 2 What are the generalized characteristics of someone that is blind? a Children with visual impairments play and interact more during free time and often excel quickly in the development of social skills b Blindness or severe visual impairment means having improved motor development and decreased risk of falls c Abstract concepts, analogies, and idiomatic expressions can be particularly difficult for children who cannot see. d Often, social skills are very high in response to the social signals of others. 3 What are the educational approaches utilized with students that are blind or have low vision? a Sink or Swim Classroom Instruction is the best approach b You should eliminate all auditory instructions to decrease distractions and improve the student's focus c It is best to acclimate the student to the general classroom by removing all assistive devices to help improve the student's social skills d Provide recorded audio and visual resources to allow for playback by the student to reference multiple times as needed. 4 What are the educational placement alternatives for students that are blind or have low vision? a Today, 68% of all school-age students with visual impairments receive their education in regular classrooms, 12% attend resource rooms for part of each day. b Today, an estimated 85% of students receive class instruction inside special residential facilities c Today, over 75% of students must attend a separate classroom, safe from the general classroom d Today, 90% of students must return home, because facility access is limited. 5 What are the most prevalent types of physical disabilities and health impairments that one is likely to see in school-aged children and youth? a Epilepsy and Seizures b Rickets and Chives c Dehydration and Hallucinations d Covid-19 and FLU A&B 6 What are some of the variables affecting the impact of physical disabilities and health impairments on educational performance? a Today, education needs minimal accommodations, most students can fully access education online with minimal services. b Today, the intensive health and learning needs of the students require a complex and coordinated array of specialized instruction, therapy, and related services. In addition, they need intensive instruction in a “parallel curriculum” on “coping with their disabilities” c Today, these students just need to "Double Down" on their efforts to learn. The sky's the limit! d It is impossible to accommodate these students and their education placement must be home to live their best life. 7 What is the definition of ADHD? How does one diagnose a child with ADHD? a ADHD is Attention Definition Hypoid Disorder that causes one to move around too much in their sleep. To be diagnosed, you must visit a specialist for a sleep test. b "The essential feature of attention-deficit/hyperactivity disorder (ADHD) is a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development” (American Psychiatric Association, 2013, p. 61)The essential feature of attention-deficit/hyperactivity disorder (ADHD) is a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development” (American Psychiatric Association, 2013, p. 61)To be diagnosed with ADHD, a child must have exhibited six or more of these symptoms for at least 6 months in two or more environments, with the onset of several symptoms by age 12 years. These symptoms must interfere with the child’s functioning in social, academic, or occupational tasks and not be the result of another mental disorder (e.g., mood disorder, anxiety disorder). c Today, ADHD is just regarded as just a phase that children go through and no diagnosis is needed, just let the school counselor know about the situation. d ADHD students are very quiet, often unable to move very fast but do well in small groups. Getting a specialist to diagnose children is essential to keep them from becoming too sedentary. 8 What are the definitions of severe, profound and multiple disabilities? a "Severe" disabilities are the worst, often these students will not return to school. "Profound" disabilities are minor but no accommodations can be provided to help. "Multiple" means more than one disability impedes their progress. b "Severe" disabilities are often near death but can attend school with few accommodations. "Profound" disabilities are only mental disabilities and visual accommodations can be provided to help. "Multiple" means more than ten disabilities impedes their progress. c No single widely accepted definition of "severe" disabilities exists. "Profound" disabilities have “serious and dramatic impairments that may include significant or complete sensory impairment, severe cognitive impairments, severe physical disabilities, chronic health conditions, and sometimes terminal illness. "Multiple" means more than one disability impedes their progress. d "Severe" disabilities are often never encountered and there are no accommodations that can be provided. "Profound" disabilities are only mental disabilities and wheel chair accommodations can be provided to help. "Multiple" means more than one disabilities is impeding their progress.. 9 What are the characteristics of students with severe and multiple disabilities? a Most students with severe disabilities exhibit no special characteristics, they are often normal as their peers and require no accommodations. Students with multiple disabilities often exhibit high anxiety in school and prefer placement in a residential facility that can truly help them learn.. b Most students with severe disabilities are intellectually gifted and talented. Students with multiple disabilities often exhibit high social acceptance in their hospital schools. c Most students with severe disabilities exhibit cheerful attitudes. Students with multiple disabilities often exhibit depression and hate. d Most students with severe disabilities exhibit significant deficits in intellectual functioning. The majority have more than one disability. Many need special services and supports because of any combination of motor impediments; communication, visual, and auditory impairments; or seizure disorders. 10 What is the definition of TBI? What are the effects and educational implications of TBI? a TBI can cause slight impairments that fall into two main categories: (a) physical and sensory changes (e.g., lack of coordination, spasticity of muscles); (b) cognitive impairments (e.g., short- and long-term memory deficits, difficulty maintaining attention, language problems). Full participation in the general education classroom can be conducted as normal with no accommodations to be provided, per Federal Law. Regression is common and often it cannot be overcome. b TBI injuries cause impairments that fall into three main categories: (a) physical and sensory changes (e.g., lack of coordination, spasticity of muscles); (b) cognitive impairments (e.g., short- and long-term memory deficits, difficulty maintaining attention, language problems); and (c) social, behavioral, and emotional problems (e.g., mood swings, self-centeredness, lack of motivation. TBI is the leading cause of death in children and the most commonly acquired disability in childhood. Regression can be common, have a teacher, counselor, or aide meet with the student at the beginning and end of each school day to review the day’s schedule, keep track of assignments, and monitor progress. c Brain TBI is the leading cause of death in children and the most common acquired disability in childhood, these children do not attend school with their limited life span. d TBI is not always visible and mostly minor and inconsequential to the education of the student.

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Intro to SpedEd, Ch. 10, 11,12

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Intro to SpedEd, Ch. 10, 11,12Versión en línea

por David Cunningham

How is blindness defined (legally and educationally)?

What are the generalized characteristics of someone that is blind?

What are the educational approaches utilized with students that are blind or have low vision?

What are the educational placement alternatives for students that are blind or have low vision?

What are the most prevalent types of physical disabilities and health impairments that one is likely to see in school-aged children and youth?

What are some of the variables affecting the impact of physical disabilities and health impairments on educational performance?

What is the definition of ADHD? How does one diagnose a child with ADHD?

What are the definitions of severe, profound and multiple disabilities?

What are the characteristics of students with severe and multiple disabilities?

What is the definition of TBI? What are the effects and educational implications of TBI?