IDEA Disability Category Comparison TemplateDisability C

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IDEA Disability Category Comparison Template Disability Category Definition Characteristics Causes Prevalence Potential Effect on Learning Autism Autism is a developmental disability that affects communication (verbal and nonverbal) and social skills. -Difficulty communicating and interpreting motives and cues of others -Not comfortable with change -Poor social skills -May engage in the same activity over and over (SARRC, n.d.) The causes of Autism are not clear, but has something to do with brain development before birth Autism is one of the fastest growing disabilities. Prevalence has changed to 1 in 68 children in U.S. (Autism Society, 2016, para. 2) Difficulty with written expression. Reading comprehension, math problem solving, fine and gross motor skills may also be affected, over and under selective attention Deaf-Blind Deafness Developmental Delay Emotional Disturbance Hearing Impairment Intellectual Disability Multiple Disabilities Orthopedic Impairment Other Health Impairment Specific Learning Disability Speech or Language Impairment Traumatic Brain Injury Visual Impairment Including Blindness © 2018. Grand Canyon University. All Rights Reserved. ...

IDEA Disability Category Comparison Template
Disability Category
Definition
Characteristics
Causes
Prevalence
Potential Effect on Learning
Autism
Autism is a developmental disability that affects communication
(verbal and nonverbal) and social skills.
-Difficulty communicating and interpreting motives and cues of
others
-Not comfortable with change
-Poor social skills
-May engage in the same activity over and over (SARRC, n.d.)
The causes of Autism are not clear, but has something to do
with brain development before birth
Autism is one of the fastest growing disabilities. Prevalence has
changed to 1 in 68 children in U.S. (Autism Society, 2016, para.
2)
Difficulty with written expression. Reading comprehension,
math problem solving, fine and gross motor skills may also be

affected, over and under selective attention
Deaf-Blind
Deafness
Developmental Delay
Emotional Disturbance
Hearing Impairment
Intellectual Disability

Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury

Visual Impairment Including Blindness
© 2018. Grand Canyon University. All Rights Reserved.

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10.6 Developmental Disabilities and Education In addition to gifted children and those with more profound intellectual disorders, a significant number of children receive other kinds of special education services. About 6.4 million schoolchildren receive public special education services in the United States. Over 85% are related to behavioral problems (emotional disturbance) and developmental and learning disabilities (National Center for Education Statistics, 2013a). Whereas the numbers of individuals with intellectual disabilities in public schools have declined somewhat over the past two decades, those with emotional disturbances and other developmental disorders have increased dramatically. Like many other disabilities that affect children, the reason for this trend is unknown. Overall, the percentage of children enrolled in special education has increased from 8.3% in 1977 to over 13% currently. As shown in Figure 10.5, enrollment in special education has been dropping gradually since reaching a peak of 13.8% during the 2004–2005 school year. Figure 10.5: Number of children receiving special education services Public education services must meet the needs of all children, including those who have special needs. Source: U.S. Department of Education. Autism Spectrum Disorder Early impairments in communication, including speech delays and nonverbal communication (e.g., gestures, eye contact), are characteristic signs of autism spectrum disorder (ASD). Other common markers include fixated interests, repetitive behaviors, and inflexibility over routines. Because of better screening procedures, this developmental disorder can now be identified by 18–24 months of age. A substantial proportion of children with ASD are mute, and many more attain initial language and then lose it. Recent brain imaging has discovered that ASD brains probably process voices and other social stimuli differently beginning at an early age (Grossman, Oberecker, Koch, & Friederici, 2010; Johnson, 2004; Lloyd-Fox, Johnson, & Blasi, 2013). Courtesy of Ron Mossler One of the characteristics of Asperger's syndrome is idiosyncratic, or uniquely peculiar, behaviors. In this writing sample from a sixth grader, Trevor refused to skip lines between spelling words. What is only barely visible (in the center of the image) is the smeared paper from Trevor's propensity to press extremely hard on his pencil. A bit over half of all children with ASD have intellectual disabilities (Centers for Disease Control and Prevention, 2014d). The vast majority have social deficits, too, like skills needed to form friendships or to display empathy (another instance of the interaction of physical, cognitive, and psychosocial domains). Behavioral stereotypes like repetitive rocking or hand flapping that are indicative of ASD are often compared to obsessive-compulsive disorder (OCD). However, people with OCD usually perform rituals (compulsions) in order to experience relief from their thoughts (o.

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