Chapter 8: Intellectual Disabilities
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Intellectual disabilities are defined by significantly below average intellectual functioning and deficits in adaptive behaviors that manifest during development and adversely affect educational performance. Students are identified based on levels of support needed, with eligibility criteria including intellectual functioning scores more than two standard deviations below average, deficits in adaptive behaviors, and low academic achievement. Effective educational practices for students with intellectual disabilities include a functional curriculum, adaptations, direct instruction of academic and social skills, hands-on learning, assistive technology, and peer tutoring.
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General guidelines for intellectual and developmental disabilities
This document provides information on intellectual and developmental disabilities (IDD). It defines a developmental disability as one that originates in childhood, is expected to continue indefinitely, and substantially limits major life activities. IDD can affect cognitive abilities, language, mobility, learning, self-care, and independent living. Examples of specific IDD include Down syndrome, fetal alcohol syndrome, autism, and intellectual disability. The document discusses causes, characteristics, and diagnostic criteria based on the DSM and ICD.
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The document discusses learning disabilities and emerging trends related to the topic. It covers the evolution of concepts of learning disabilities from the late 1800s to present. It also discusses approaches to defining and assessing learning disabilities, including the discrepancy model and response to intervention model. Additionally, it reviews the epidemiology, pathophysiology, assessment, management and issues regarding learning disabilities.
Intellectual disabilities
The document discusses intellectual disabilities and their causes, characteristics, and impact on cognitive functioning. It explains that intellectual disabilities can be caused by genetic abnormalities, problems during pregnancy like illness/infections, complications during birth like lack of oxygen, premature birth, or brain infections after birth. Those with intellectual disabilities often have problems with memory, learning rates, attention, generalization of skills, and motivation. They may take longer to learn and recall information, have trouble focusing on tasks, and applying skills in new contexts without support. The document provides details on how intellectual disabilities affect different areas of cognitive development and learning.
Specific learning disorders
This document discusses specific learning disorder (SLD), also known as dyslexia. It defines SLD as a neurodevelopmental disorder that impairs academic skills like reading, writing, and math. SLD is lifelong but can vary in severity, and is more common in males. Signs often appear in childhood and include difficulty with reading, spelling, writing, and math skills. The document provides diagnostic criteria for SLD and discusses differentiating it from other disorders and conditions.
Intellectual disability
The document discusses the history and definitions of intellectual disability/mental retardation. It covers terms that were previously used like "idiot" and "moron" and explains newer terms like "intellectual disability." Causes include genetic/chromosomal factors as well as environmental influences. Characteristics of intellectual disability can include difficulties with learning, social skills, adaptive behaviors, attention, memory, and speech/language. The document outlines assessment methods and teaching strategies for students with intellectual disabilities. It also describes several specific genetic syndromes associated with intellectual disability like Down syndrome, fragile X syndrome, and phenylketonuria.
Chapter 6: Learning Disabilities
This document discusses learning disabilities and dyslexia. It defines learning disabilities according to IDEA as disorders involving difficulties processing language or low academic achievement not due to other factors. Characteristics include uneven skills, issues in reading, writing, math, memory, attention, and social problems. Dyslexia is defined as difficulty reading despite intelligence and opportunity. The document discusses identifying learning disabilities using discrepancy and response to intervention models and through formal evaluations. It outlines principles of effective instruction for students with learning disabilities such as using big ideas, mediated scaffolding, judicious review, and teaching conspicuous strategies.
Adhd Ppt
ADHD is a common neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. It affects about 5% of children worldwide, with boys being diagnosed three times as often as girls. There are three main presentations of ADHD - predominantly inattentive, predominantly hyperactive/impulsive, and combined type. Diagnosis involves ruling out other possible causes and observing symptoms cross several environments. Treatment typically involves medication, behavioral therapy, and educational accommodations to help manage symptoms and improve functioning.
Intellectual disabilities
This document discusses intellectual disabilities. It defines intellectual disabilities as limitations in intellectual functioning and adaptive behaviors that originate before age 18. Causes can include genetic syndromes, infections, trauma, and other medical conditions. People with intellectual disabilities may have difficulties with language, learning, concentration, behavior, and independent living. They benefit from supported education tailored to their needs, including adaptations to curriculum, assistive technology, life skills training, and opportunities for employment and social involvement. Teachers can help by using concrete examples, repetition, participation, and addressing different learning styles.
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General guidelines for intellectual and developmental disabilities
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The document discusses learning disabilities and emerging trends related to the topic. It covers the evolution of concepts of learning disabilities from the late 1800s to present. It also discusses approaches to defining and assessing learning disabilities, including the discrepancy model and response to intervention model. Additionally, it reviews the epidemiology, pathophysiology, assessment, management and issues regarding learning disabilities.
Intellectual disabilities
The document discusses intellectual disabilities and their causes, characteristics, and impact on cognitive functioning. It explains that intellectual disabilities can be caused by genetic abnormalities, problems during pregnancy like illness/infections, complications during birth like lack of oxygen, premature birth, or brain infections after birth. Those with intellectual disabilities often have problems with memory, learning rates, attention, generalization of skills, and motivation. They may take longer to learn and recall information, have trouble focusing on tasks, and applying skills in new contexts without support. The document provides details on how intellectual disabilities affect different areas of cognitive development and learning.
Specific learning disorders
This document discusses specific learning disorder (SLD), also known as dyslexia. It defines SLD as a neurodevelopmental disorder that impairs academic skills like reading, writing, and math. SLD is lifelong but can vary in severity, and is more common in males. Signs often appear in childhood and include difficulty with reading, spelling, writing, and math skills. The document provides diagnostic criteria for SLD and discusses differentiating it from other disorders and conditions.
Intellectual disability
The document discusses the history and definitions of intellectual disability/mental retardation. It covers terms that were previously used like "idiot" and "moron" and explains newer terms like "intellectual disability." Causes include genetic/chromosomal factors as well as environmental influences. Characteristics of intellectual disability can include difficulties with learning, social skills, adaptive behaviors, attention, memory, and speech/language. The document outlines assessment methods and teaching strategies for students with intellectual disabilities. It also describes several specific genetic syndromes associated with intellectual disability like Down syndrome, fragile X syndrome, and phenylketonuria.
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This document discusses learning disabilities and dyslexia. It defines learning disabilities according to IDEA as disorders involving difficulties processing language or low academic achievement not due to other factors. Characteristics include uneven skills, issues in reading, writing, math, memory, attention, and social problems. Dyslexia is defined as difficulty reading despite intelligence and opportunity. The document discusses identifying learning disabilities using discrepancy and response to intervention models and through formal evaluations. It outlines principles of effective instruction for students with learning disabilities such as using big ideas, mediated scaffolding, judicious review, and teaching conspicuous strategies.
Adhd Ppt
ADHD is a common neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. It affects about 5% of children worldwide, with boys being diagnosed three times as often as girls. There are three main presentations of ADHD - predominantly inattentive, predominantly hyperactive/impulsive, and combined type. Diagnosis involves ruling out other possible causes and observing symptoms cross several environments. Treatment typically involves medication, behavioral therapy, and educational accommodations to help manage symptoms and improve functioning.
Intellectual disabilities
This document discusses intellectual disabilities. It defines intellectual disabilities as limitations in intellectual functioning and adaptive behaviors that originate before age 18. Causes can include genetic syndromes, infections, trauma, and other medical conditions. People with intellectual disabilities may have difficulties with language, learning, concentration, behavior, and independent living. They benefit from supported education tailored to their needs, including adaptations to curriculum, assistive technology, life skills training, and opportunities for employment and social involvement. Teachers can help by using concrete examples, repetition, participation, and addressing different learning styles.
Chapter 7: Emotional Behavioral Disorders
This document defines emotional and behavioral disorders and outlines practices for identifying and supporting students with EBD. EBD is defined by IDEA as exhibiting behaviors like inability to learn or build relationships that negatively impact education. Students are identified through evaluating behavior, social skills, and academics. Primary characteristics include externalizing behaviors like aggression and internalizing behaviors like withdrawal. Functional behavior assessments and positive behavior support plans identify the function or need behind problem behaviors and teach replacement behaviors. Best practices include academic, social, and behavioral interventions.
Intellectual Disability
This document is aimed at providing brief information about Intellectual disability and legal definitions of ID given by different organizations.
"Intellectual disability is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 22."
There are four levels of ID:
Mild
Moderate
Severe
Profound
Childhood disorders(report)
This document provides information on several childhood disorders including mental retardation, learning disorders (dyslexia, dyscalculia, dysgraphia), developmental coordination disorder, and motor skills disorder. It defines each disorder, lists key diagnostic criteria and symptoms, and discusses prevalence, gender patterns, typical onset and course, and treatment approaches. Mental retardation is characterized by deficits in cognitive and life skills arising from genetic and environmental factors before age 18. Learning disorders involve deficits in reading, mathematics, or writing abilities. Developmental coordination disorder and motor skills disorder involve impaired development of motor coordination and skills.
Children With Emotional & Behavioral Disorders
This document provides an overview of children with emotional and behavioral disorders (EBD). It begins by introducing Beth Thomas, a child who was diagnosed with Reactive Attachment Disorder after suffering early childhood abuse. It then discusses the historical perspectives on EBD, defining EBD according to federal criteria. It outlines the commonness, diagnostic issues, and various causes of EBD such as neurology, genetics, and environmental factors. It distinguishes between externalizing disorders characterized by aggression and internalizing disorders involving anxiety and withdrawal. It examines various risk factors and approaches to support children with EBD, including response to intervention, applied behavior analysis, social skills training, and the importance of family involvement.
Specific learning disorder
The document discusses specific learning disorders (SLD), including the key changes made to SLD in the DSM-5. It describes the diagnostic criteria for SLD as difficulties learning academic skills like reading, writing, spelling or math that are substantially below age expectations and cause interference. It also outlines the specific academic domains that can be impaired in SLD and specifies current severity as mild, moderate or severe.
Learning Disability Presentation
Learning disabilities are common among students and, as 21st century teachers, it is our responsibility to identify the students facing any such problem and provide remedial measures to them. Thus, it is very important for teachers to understand the meaning of Leaning Disability.
Here's a presentation on the meaning, types and symptoms of Learning Disability.
Intellectual disability
This document provides information on intellectual disability (ID), including definitions, levels of severity, comorbid disorders, risk factors, causes, and treatment with psychotropic medications. Key points include:
- ID is defined by deficits in both IQ (70 or below) and adaptive functioning. It ranges from mild to profound depending on IQ scores.
- The most common causes are Down syndrome, Fragile X syndrome, and fetal alcohol syndrome, together accounting for 30% of cases.
- Risk factors include heredity, early embryonic alterations, environmental influences, and pregnancy/birth complications.
- Common comorbid disorders are ADHD, mood disorders, and autism spectrum disorders. Stimulants and
Learning Disabilities, ADHD, and Emotional/Behavioral Disorders
This document discusses learning disabilities and attention deficit hyperactivity disorder. It defines learning disabilities and ADHD, describes their characteristics and prevalence. It discusses the identification process and assessments used to diagnose these disabilities. It also outlines common academic and behavioral issues associated with them, as well as recommended intervention strategies.
Specific learning disabilities
This document provides information about specific learning disabilities, including:
- It defines specific learning disabilities as lifelong neurological disorders that affect a child's ability to acquire and apply knowledge.
- It discusses the NH criteria for identifying a specific learning disability, including identifying a severe discrepancy in areas like oral expression, listening comprehension, reading, writing, or math.
- It describes common characteristics and classroom strategies for specific types of learning disabilities, including dyslexia (affecting reading), dysgraphia (affecting written expression), and dyscalculia (affecting math).
Emotional and Behavioral Disorder
The document discusses emotional and behavioral disorders (EBD). It describes how Eli Mike Bower first developed the term "emotional disturbance" in the 1960s while researching students who needed services for severe emotional and behavioral problems. It then provides characteristics and examples of different types of EBDs like adjustment disorder, anxiety disorder, obsessive compulsive disorder, attention deficit/hyperactivity disorder, and others. Finally, it suggests that people with EBDs need a comfortable supportive environment and highlights World Mental Health Day and its goal of raising awareness about mental illness.
Specific Learning Disability
Dr. Anjana Thadhani's presentation at Tata Learning Disability Forum (TDLF), 2013.
The Forum for Learning Disabilities centred on the theme ‘Learning Disabilities – a more inclusive perspective’. The forum this year included in its purview three additional Learning Disabilities (LD), namely Specific Learning Disability (SpLD), Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD).
In line with the TATA Group’s corporate sustainability endeavors, TIS initiated the Tata Learning Disability Forum (TLDF) in 2006 to ensure that students with special education needs receive the required attention as well as to spread awareness about LD which had been receiving scant attention in India. Since then, via the TLDF platform, TIS has been successful in generating an increased level of awareness and enabling progress in remediation activities for students with LD.
Intellectual disability
This document discusses intellectual disability, including definitions, classifications, prevalence, causes, assessment, management, and issues faced by children with intellectual disability in the MENA region. It provides details on the DSM-5 and ICD-11 classifications and describes the assessment process. It notes that intellectual disability is often co-occurring with other neurological or mental health conditions. The document also discusses prevention, early intervention, education, and support services that can help children with intellectual disability and their families.
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INTELLECTUAL DISABILITY PART- I
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Presentation (dyslexia)
Dyslexia is a neurobiological learning disability that affects reading and language processing skills. It is characterized by difficulties with letter recognition, spelling, and reading comprehension. Art therapy was used to treat a 7-year-old boy named Ben who had dyslexia. Therapy sessions incorporated visual art, music, and activities to practice reading and writing. Over 12 months of therapy, Ben showed improved engagement, self-esteem, and motivation to learn. His difficulties with reading and writing functions also improved.
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The document discusses different types of exceptional children including those with learning difficulties, physical disabilities, intellectual gifts, or talents. It provides characteristics of intellectually gifted children such as fast learning, strong comprehension, critical thinking, creativity, and wide-ranging interests. It also describes characteristics of children with low intelligence like short attention spans, difficulty comprehending, and slow responses. Finally, it outlines general mental characteristics that change from early to late childhood such as social awareness, attention span, memory, and ability to think abstractly.
Students With Emotional Behavior Disorders
Emotional behavioral disorder is defined by three conditions: chronicity, severity, and educational impact. It can be caused by adverse early environments, aggression, or social rejection. Students with EBD often have high dropout rates, low GPAs, and low standardized test scores. Effective classrooms for these students focus on preventing problems through clear rules and expectations while maintaining academic instruction. Teachers must provide structure, feedback, and opportunities for positive social engagement to improve outcomes for students with EBD.
CHILD PSYCHIATRY
The document defines and classifies mental retardation according to definitions from the AAMD and DSM-IV. It notes that mental retardation involves subaverage intellectual functioning and concurrent impairments in adaptive behavior that manifest before age 18. Mental retardation is classified as mild, moderate, severe or profound based on IQ levels. The effects on families include distress, depression, rejection of the child, and dissatisfaction with medical services. Clinical features and important causes of mental retardation are also listed. The diagnosis and management of mental retardation are discussed.
Learning disorders
The document defines and discusses several types of learning disorders: reading disorder, mathematics disorder, and disorder of written expression. It provides details on the diagnostic criteria, epidemiology, etiology, clinical features, comorbidities, diagnosis, differential diagnosis, and treatment of each disorder based on the DSM-IV-TR. It also discusses a category of learning disorder not otherwise specified for problems that do not meet the criteria for a specific learning disorder but still significantly interfere with academic achievement.
Types of Learning Disabilities
This document discusses several learning disorders: Auditory Processing Disorder (APD), also known as Central Auditory Processing Disorder, which affects how the brain processes and understands auditory information; Dyscalculia, which involves difficulties with mathematical concepts and operations; Dysgraphia, which impacts written expression; Dyslexia, characterized by problems with reading; and Dyspraxia, a disorder involving motor control and coordination. For each, it outlines common signs and symptoms and provides strategies to help students who have these disorders.
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Intellectual Disability
This document is aimed at providing brief information about Intellectual disability and legal definitions of ID given by different organizations.
"Intellectual disability is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 22."
There are four levels of ID:
Mild
Moderate
Severe
Profound
Childhood disorders(report)
This document provides information on several childhood disorders including mental retardation, learning disorders (dyslexia, dyscalculia, dysgraphia), developmental coordination disorder, and motor skills disorder. It defines each disorder, lists key diagnostic criteria and symptoms, and discusses prevalence, gender patterns, typical onset and course, and treatment approaches. Mental retardation is characterized by deficits in cognitive and life skills arising from genetic and environmental factors before age 18. Learning disorders involve deficits in reading, mathematics, or writing abilities. Developmental coordination disorder and motor skills disorder involve impaired development of motor coordination and skills.
Children With Emotional & Behavioral Disorders
This document provides an overview of children with emotional and behavioral disorders (EBD). It begins by introducing Beth Thomas, a child who was diagnosed with Reactive Attachment Disorder after suffering early childhood abuse. It then discusses the historical perspectives on EBD, defining EBD according to federal criteria. It outlines the commonness, diagnostic issues, and various causes of EBD such as neurology, genetics, and environmental factors. It distinguishes between externalizing disorders characterized by aggression and internalizing disorders involving anxiety and withdrawal. It examines various risk factors and approaches to support children with EBD, including response to intervention, applied behavior analysis, social skills training, and the importance of family involvement.
Specific learning disorder
The document discusses specific learning disorders (SLD), including the key changes made to SLD in the DSM-5. It describes the diagnostic criteria for SLD as difficulties learning academic skills like reading, writing, spelling or math that are substantially below age expectations and cause interference. It also outlines the specific academic domains that can be impaired in SLD and specifies current severity as mild, moderate or severe.
Learning Disability Presentation
Learning disabilities are common among students and, as 21st century teachers, it is our responsibility to identify the students facing any such problem and provide remedial measures to them. Thus, it is very important for teachers to understand the meaning of Leaning Disability.
Here's a presentation on the meaning, types and symptoms of Learning Disability.
Intellectual disability
This document provides information on intellectual disability (ID), including definitions, levels of severity, comorbid disorders, risk factors, causes, and treatment with psychotropic medications. Key points include:
- ID is defined by deficits in both IQ (70 or below) and adaptive functioning. It ranges from mild to profound depending on IQ scores.
- The most common causes are Down syndrome, Fragile X syndrome, and fetal alcohol syndrome, together accounting for 30% of cases.
- Risk factors include heredity, early embryonic alterations, environmental influences, and pregnancy/birth complications.
- Common comorbid disorders are ADHD, mood disorders, and autism spectrum disorders. Stimulants and
Learning Disabilities, ADHD, and Emotional/Behavioral Disorders
This document discusses learning disabilities and attention deficit hyperactivity disorder. It defines learning disabilities and ADHD, describes their characteristics and prevalence. It discusses the identification process and assessments used to diagnose these disabilities. It also outlines common academic and behavioral issues associated with them, as well as recommended intervention strategies.
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This document provides information about specific learning disabilities, including:
- It defines specific learning disabilities as lifelong neurological disorders that affect a child's ability to acquire and apply knowledge.
- It discusses the NH criteria for identifying a specific learning disability, including identifying a severe discrepancy in areas like oral expression, listening comprehension, reading, writing, or math.
- It describes common characteristics and classroom strategies for specific types of learning disabilities, including dyslexia (affecting reading), dysgraphia (affecting written expression), and dyscalculia (affecting math).
Emotional and Behavioral Disorder
The document discusses emotional and behavioral disorders (EBD). It describes how Eli Mike Bower first developed the term "emotional disturbance" in the 1960s while researching students who needed services for severe emotional and behavioral problems. It then provides characteristics and examples of different types of EBDs like adjustment disorder, anxiety disorder, obsessive compulsive disorder, attention deficit/hyperactivity disorder, and others. Finally, it suggests that people with EBDs need a comfortable supportive environment and highlights World Mental Health Day and its goal of raising awareness about mental illness.
Specific Learning Disability
Dr. Anjana Thadhani's presentation at Tata Learning Disability Forum (TDLF), 2013.
The Forum for Learning Disabilities centred on the theme ‘Learning Disabilities – a more inclusive perspective’. The forum this year included in its purview three additional Learning Disabilities (LD), namely Specific Learning Disability (SpLD), Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD).
In line with the TATA Group’s corporate sustainability endeavors, TIS initiated the Tata Learning Disability Forum (TLDF) in 2006 to ensure that students with special education needs receive the required attention as well as to spread awareness about LD which had been receiving scant attention in India. Since then, via the TLDF platform, TIS has been successful in generating an increased level of awareness and enabling progress in remediation activities for students with LD.
Intellectual disability
This document discusses intellectual disability, including definitions, classifications, prevalence, causes, assessment, management, and issues faced by children with intellectual disability in the MENA region. It provides details on the DSM-5 and ICD-11 classifications and describes the assessment process. It notes that intellectual disability is often co-occurring with other neurological or mental health conditions. The document also discusses prevention, early intervention, education, and support services that can help children with intellectual disability and their families.
Intellectual impairment slideshare by atfah jutt
A detailed presentation on the topic intellectual impairment,which includes its definition, causes, levels, curriculum, strategies and inhibits assessment and its conclusion.
INTELLECTUAL DISABILITY PART- I
A SEMINAR ON INTELLECTUAL DIABILITY, DEFINITIONS, NOSOLOGY, HISTORY, CLASSIFICATION, CHANGES IN DSM 5 AND PROPOSED ICD-11 CRITERIA, ETIOLOGY & COMORBID DISORDERS.
Dyscalculia- 15 minute presentation
A brief overview of Dyscalculia.
Download the slides as all references/links/notes are in the footnotes.
by @Astsupportaali and @MrShryane
Presentation (dyslexia)
Dyslexia is a neurobiological learning disability that affects reading and language processing skills. It is characterized by difficulties with letter recognition, spelling, and reading comprehension. Art therapy was used to treat a 7-year-old boy named Ben who had dyslexia. Therapy sessions incorporated visual art, music, and activities to practice reading and writing. Over 12 months of therapy, Ben showed improved engagement, self-esteem, and motivation to learn. His difficulties with reading and writing functions also improved.
Learning Disability
Learning disabilities are problems that affect the brain's ability to process information, making it difficult for students to learn as quickly as others. They are characterized by significant difficulties acquiring skills like listening, speaking, reading, writing, reasoning or math. Learning disabilities are often identified through testing that compares cognitive ability to academic achievement. They can be caused by issues during pregnancy/birth, genetic factors, accidents or other central nervous system dysfunction. Common types include dyslexia, dysgraphia, dyscalcula and dyspraxia.
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The document discusses different types of exceptional children including those with learning difficulties, physical disabilities, intellectual gifts, or talents. It provides characteristics of intellectually gifted children such as fast learning, strong comprehension, critical thinking, creativity, and wide-ranging interests. It also describes characteristics of children with low intelligence like short attention spans, difficulty comprehending, and slow responses. Finally, it outlines general mental characteristics that change from early to late childhood such as social awareness, attention span, memory, and ability to think abstractly.
Students With Emotional Behavior Disorders
Emotional behavioral disorder is defined by three conditions: chronicity, severity, and educational impact. It can be caused by adverse early environments, aggression, or social rejection. Students with EBD often have high dropout rates, low GPAs, and low standardized test scores. Effective classrooms for these students focus on preventing problems through clear rules and expectations while maintaining academic instruction. Teachers must provide structure, feedback, and opportunities for positive social engagement to improve outcomes for students with EBD.
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The document defines and classifies mental retardation according to definitions from the AAMD and DSM-IV. It notes that mental retardation involves subaverage intellectual functioning and concurrent impairments in adaptive behavior that manifest before age 18. Mental retardation is classified as mild, moderate, severe or profound based on IQ levels. The effects on families include distress, depression, rejection of the child, and dissatisfaction with medical services. Clinical features and important causes of mental retardation are also listed. The diagnosis and management of mental retardation are discussed.
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Types of Learning Disabilities
This document discusses several learning disorders: Auditory Processing Disorder (APD), also known as Central Auditory Processing Disorder, which affects how the brain processes and understands auditory information; Dyscalculia, which involves difficulties with mathematical concepts and operations; Dysgraphia, which impacts written expression; Dyslexia, characterized by problems with reading; and Dyspraxia, a disorder involving motor control and coordination. For each, it outlines common signs and symptoms and provides strategies to help students who have these disorders.
detailed presentation on learning disabilities
This document discusses learning disabilities, including definitions, types, suspected causes, assessment practices, and legal considerations. It notes that learning disabilities affect a broad range of academic and functional skills, such as reading, writing, and reasoning. Common types include dyslexia, dyscalculia, and dysgraphia. Assessment involves informal methods like observations as well as formal testing of cognitive abilities, information processing, and educational achievement. Technology can help individuals with learning disabilities, and laws like IDEA, Section 504, and ADA provide legal protections for students.
Written Language and Technology Supports
Technology can provide many benefits for students with writing difficulties. It allows for accommodation of weaknesses through features like word prediction, speech to text, and graphic organizers. Teachers should focus on integrating technology into the writing process and explicitly teaching skills like keyboarding. Research shows improvements in writing quality, quantity, and student attitudes when using programs that support planning, drafting, and collaboration.
Teaching Written Expression
Dialogue journals are an effective writing technique where a less proficient writer has a written conversation with a more experienced writing partner free from correction, allowing the struggling writer to choose topics and practice writing skills. They benefit ESL students and those with learning disabilities by reducing writing anxiety and allowing freedom of expression. Teachers should identify student pairs, provide clear directions on implementation, and assess progress over time without formal grading.
Specific learning disability
This document provides an overview of learning disabilities (LD), including the types of disorders, facts about LD, the history and legislation surrounding LD, research in various areas related to LD, preventing misdiagnosis, definitions, and resources and strategies. It discusses topics such as brain injuries causing atypical information processing, 2.4 million US students having LD diagnoses, the 1969 law mandating support services, and research in the 1930s-40s linking visual processing to brain injury.
Learning disabilities
This document discusses learning disabilities and difficulties, including definitions, prevalence, causes, and strategies for teaching children with these challenges. Some key points:
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- Around 10-16% of Australian students have learning difficulties, and 4% have disabilities. Rates vary globally.
- Learning challenges can impact taking in, remembering, understanding, or expressing information. They do not reflect intelligence.
- Causes may be internal medical/neurological factors or external like opportunities/experiences. Difficulties often persist into adulthood.
- Effective teaching strategies include
Intellectual disability
Intellectual disability is characterized by deficits in cognitive ability and adaptive functioning that originate before age 18. It involves limitations in conceptual, social, and practical skills. The severity of intellectual disability can be mild, moderate, severe, or profound based on IQ scores. Causes include genetic syndromes, biological factors, medical conditions during pregnancy or birth, and psychosocial problems. Placement programs may include inclusion, individualized education, behavior therapy, and transition to adult services focusing on independent living skills and employment. Current research studies various approaches to improving academic engagement and quality of life for those with intellectual disability.
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Presentation of Learning Disabilities by Dr Tarek Elabsy
A learning disability is a condition that makes the learning process difficult due to how the brain processes information. It is found in children of normal intelligence who have difficulties learning specific skills like reading, writing, or math. Learning disabilities are disorders that affect basic psychological processes involved in understanding or using language, spoken or written. They can manifest as problems listening, thinking, speaking, reading, writing, spelling, or doing math. Learning disabilities have a variety of potential causes and symptoms, and a diagnosis requires evaluation by a trained professional using standardized tests.
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Specific learning disorders are neurodevelopmental disorders that affect academic skills like reading, writing, and math. They are caused by biological factors that impact the brain's ability to process verbal and nonverbal information efficiently. Specific learning disorders are characterized by persistent academic skills deficits that are inconsistent with a person's intelligence. Common types include dyslexia, dyscalculia, and dysgraphia. Diagnosis involves testing that shows a person's academic skills are significantly lower than expected given their age and intelligence.
Ch. 8: Emotional or Behavioral Disorders
The document discusses emotional and behavioral disorders (EBD) in children, including definitions, types, identification, prevalence, causes, characteristics, effects on school performance, and approaches to prevention and treatment. It notes that EBD is difficult to define and identify, can involve externalizing or internalizing behaviors, and disproportionately impacts boys and African American students. Early intervention is important to address problems before they become entrenched patterns.
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GCN512 behavioral disorders
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This document discusses intellectual impairments and strategies for supporting learners with intellectual impairments in the classroom. It defines intellectual impairments as limitations in intellectual functioning and adaptive behavior that originate before age 18. The document outlines causes of intellectual impairments including genetic factors and environmental factors. It also discusses consequences of intellectual impairments for learners in areas like physical, social, and independence. The document provides guidance for teachers on identifying learners' needs, developing support profiles, and implementing strategies to support learners with intellectual impairments, such as allowing breaks, using simple instructions, and encouraging interaction with other students.
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3) The individuals involved in IEP development including parents, teachers, representatives and the student.
4) Elements of IEPs like present levels, goals, family involvement and instructional implications.
5) Approaches to support students such as positive behavior supports, differentiated instruction, study skills and functional academics.
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The document discusses low-incidence disabilities which affect less than 1% of students. It defines various low-incidence disabilities like deafness, blindness, deaf-blindness, traumatic brain injury, orthopedic impairments, and health impairments. For each disability, it describes characteristics, service delivery options, and teaching strategies. Common to all low-incidence disabilities is that they are difficult to serve due to lack of school knowledge and resources to support the students.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 6
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
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Chapter 8: Intellectual Disabilities
- 1. Chapter 8: Mild Intellectual Disabilities Adapted from a presentation by the Wisconsin Department of Public Instruction
- 2. Focus Questions How are intellectual disabilities defined? What are the primary criteria used to identify students with intellectual disabilities? What are the major characteristics of students with intellectual disabilities? What educational practices improve outcomes for students with intellectual disabilities?
- 3. IDEA Definition • Significantly sub-average intellectual functioning • Exists concurrently with deficits in adaptive behavior • Manifested during the developmental period • Adversely affects educational performance
- 4. Levels of Supports The AAMR recommends identifying students based on levels of supports needed to function effectively: • Intermittent • Limited • Extensive • Pervasive
- 5. Eligibility Criteria The child must meet the criteria with regard to: • Intellectual Functioning • Adaptive Behavior • Academic Functioning
- 6. Intellectual Functioning The child has a standard score of 2 or more standard deviations below the mean (<70) on an individually administered intelligence test • verbal ability • either performance or nonverbal ability
- 7. Normal Distribution of IQ Scores
- 8. Adaptive Behavior The child has deficits in measures of adaptive behavior: • Communication • Leisure • Self-care • Self-direction • Social skills • Health and Safety • Home-living skills • Applying academic skills • Use of community • Work resources
- 9. Academic Functioning Intellectual functioning adversely affects educational performance as shown by achievement tests scores in: • Language • Reading • Writing • Mathematics creating a need for special education and related services.
- 10. Primary Characteristics Academic • Low achievement in all areas • Delayed language development • Basic literacy and functional math Cognitive • Slow rate of learning • Limited attention • Difficulty remembering • Lack of generalization
- 11. Primary Characteristics Social • Trouble understanding social interactions • Difficulty picking up social cues • Problems discriminating between appropriate and inappropriate behavior • Lack of opportunity (in segregated settings)
- 12. Educational Practices • Functional vs. general curriculum • Curricular adaptations • Universal Design for Learning • Assistive technology • Direct/systematic instruction • Hands-on “real life” experiences • Social skills instruction • Peer Tutoring
- 13. Systematic Instruction • Task Analysis – Break complex skill into steps – Teach steps using prompting system • Prompting systems – System of least prompts – Time delay • Data collected to determine effectiveness