Jan 3 2012 mvpns sped
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This document discusses support for children with special needs. It covers several parts of the law related to assisting children with disabilities from infancy through age 22. It provides information on determining eligibility for early intervention from ages 0-2.9 and for special education from ages 3-22. It describes the mandate for students with disabilities to receive their education in regular classrooms to the maximum extent appropriate. Finally, it defines key terms related to inclusion and mainstreaming of students with disabilities.
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Autism is a developmental disorder that is congenital and affects intellectual disabilities. It is caused by a combination of genetic and environmental factors that impact brain development and functioning, affecting communication and social skills. People with autism have issues with non-verbal communication and social interactions. Treatment focuses on speech, occupational, behavioral and social skills therapy as well as physical activity and medication to help with symptoms.
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Mental retardation
MENTAL RETARDATION
PRESENTED BY –MISS MANJOT KAUR GILL
MENTAL RETARDATION
Intellectual disability, also known as general learning disability and mental retardation is a generalized neurodevelopment disorder characterized by significantly impaired intellectual and adaptive functioning.
Mental retardation is defined as significantly sub average general intellectual functioning and impairment in cognitive and adaptive functioning.
CAUSES
Prenatal/antenatal causes- infection- syphilis, meningitis, rubella.
Physical damage – injury, hypoxia
Intoxications- lead poisoning, certain drugs
Placenta dysfunction- toxemia, nutritional growth retardation.
Prenatal causes- birth asphyxia
Prolonged birth
Difficult birth
Obstructed labour
Premature birth
Birth injury
Instrumental delivery
Postnatal causes – injury
Accident
Child abuse
Infection e.g. encephalitis, meningitis
malnutrition
Genetic causes
Social-cultural causes- deprivation of socio-cutural stimulation
Isolation
TYPES OF MENTAL RETARDATION
MILD – I.Q.= 50-70
MODERATE- I.Q. 30-50
SEVERE- less than 30
PROFOUND – Less than 15
PROBLEMS DE TO MENTAL RETARDATION
Personal
Social
Educational
Sexual and marital
PREVENTION OF MENTAL RETARDATION
Primary prevention-
Good antenatal, intranatal and postnatal care
Improve the socio-economic status of the community.
Education of the public.
Genetic counseling to at risk patients.
Syphilis and AIDS screening.
Vaccination of girls with rubella vaccine.
Avoiding consanguinal marriage.
Prevention measures to reduce child abuse, road traffic accident and home accidents.
Secondary prevention-
Early detection and treatment of preventable disorders.
Amniocentesis and medical termination of pregnancy .
Early detection of correctable disorders.
Prevention of further damage of impaired children.
Tertiary prevention- treatment of physical and psychological problems by drugs , by behavior modification.
Hospitalization and custodial care of severe mentally retarded or those with psychological problems.
Education and training of mentally retarded to avoid handicaps.
Make plans according to the problems and capacity of mentally retarded child.
REHABLITATION AND NURSING CARE
Assessment of the needs
Education
Training
Custodial care
THANKS
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This document discusses different types of special needs that can impact children's education, including hearing impairment, speech disorders, and visual impairment. It provides details on various conditions:
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2) It lists three broad categories of special needs - physical, developmental, and sensory impairment. Visual impairment is then discussed in more depth, including common causes and methods for identification.
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MENTAL RETARDATION
PRESENTED BY –MISS MANJOT KAUR GILL
MENTAL RETARDATION
Intellectual disability, also known as general learning disability and mental retardation is a generalized neurodevelopment disorder characterized by significantly impaired intellectual and adaptive functioning.
Mental retardation is defined as significantly sub average general intellectual functioning and impairment in cognitive and adaptive functioning.
CAUSES
Prenatal/antenatal causes- infection- syphilis, meningitis, rubella.
Physical damage – injury, hypoxia
Intoxications- lead poisoning, certain drugs
Placenta dysfunction- toxemia, nutritional growth retardation.
Prenatal causes- birth asphyxia
Prolonged birth
Difficult birth
Obstructed labour
Premature birth
Birth injury
Instrumental delivery
Postnatal causes – injury
Accident
Child abuse
Infection e.g. encephalitis, meningitis
malnutrition
Genetic causes
Social-cultural causes- deprivation of socio-cutural stimulation
Isolation
TYPES OF MENTAL RETARDATION
MILD – I.Q.= 50-70
MODERATE- I.Q. 30-50
SEVERE- less than 30
PROFOUND – Less than 15
PROBLEMS DE TO MENTAL RETARDATION
Personal
Social
Educational
Sexual and marital
PREVENTION OF MENTAL RETARDATION
Primary prevention-
Good antenatal, intranatal and postnatal care
Improve the socio-economic status of the community.
Education of the public.
Genetic counseling to at risk patients.
Syphilis and AIDS screening.
Vaccination of girls with rubella vaccine.
Avoiding consanguinal marriage.
Prevention measures to reduce child abuse, road traffic accident and home accidents.
Secondary prevention-
Early detection and treatment of preventable disorders.
Amniocentesis and medical termination of pregnancy .
Early detection of correctable disorders.
Prevention of further damage of impaired children.
Tertiary prevention- treatment of physical and psychological problems by drugs , by behavior modification.
Hospitalization and custodial care of severe mentally retarded or those with psychological problems.
Education and training of mentally retarded to avoid handicaps.
Make plans according to the problems and capacity of mentally retarded child.
REHABLITATION AND NURSING CARE
Assessment of the needs
Education
Training
Custodial care
THANKS
Mental retardation [recovered]
This document discusses mental retardation, including its definition, causes, classification, signs and symptoms, diagnosis, and treatment. Mental retardation refers to subaverage intellectual functioning and impairments in adaptive behavior that manifest during development. It can be caused by genetic, metabolic, prenatal and postnatal factors. Mental retardation is classified as mild, moderate, severe or profound based on IQ scores. Diagnosis involves collecting medical history, examinations, and tests. Treatment focuses on behavior management, supervision, skills development programs, counseling and training.
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Emotional or behavioral disorder (EBD) refers to a pattern of inappropriate behaviors and emotions that affects 2-3% of the population, more commonly boys and those from low socioeconomic backgrounds. Students with EBD often have below average IQ, difficulty with learning, emotions, relationships, and impulsive behaviors. They benefit from structured lessons, positive reinforcement, rules and procedures, individualized attention, and adaptive tools to help with emotions, behaviors, and social skills.
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Mentally retarded children have below average intellectual functioning and struggle with independence, adapting to changes, and following instructions compared to their peers. They are classified based on IQ scores as imbeciles, idiots, or morons. The causes of mental retardation include genetic factors, injuries during birth, and postnatal infections or malnutrition. When educating mentally retarded children, schools should provide an individualized curriculum and teaching methods in a supportive environment to help them develop skills and maximize their abilities.
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Mental Retardation
The term “mentally handicap” is now used for the conduction “mental retardation”.
At least 2 to 3 % of Indian population are mentally handicapped in any form.
Mental handicapped is the significantly sub average general intellectual functioning existing concurrently with deficits in adaptive behavior manifested during the developmental period.
It includes the learning disability, poor maturation and social mal adjustment in combination.
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Presentation on Definition of Special Need Children for BSEd course of Bangladesh Institute of Special Education
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Mental retardation, also known as intellectual disabilities, refers to an IQ below 70 that develops before age 18 and affects 1-3% of the population. It has over 250 known biological and environmental causes, including genetic factors, chromosomal abnormalities, prenatal/perinatal injuries, and childhood disorders. Students with mental retardation receive educational supports that vary depending on their level of adaptive and intellectual functioning. While terminology and definitions have evolved, assessments still primarily rely on IQ cut-offs, though adaptive behavior is also considered.
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This document discusses mental retardation, including its definition, causes, types, and ways to support individuals. It defines mental retardation as significantly below average intellectual functioning and adaptive deficits appearing by age 18. Causes include genetic conditions like Down syndrome, infections, problems during pregnancy or birth. Mental retardation is classified by IQ scores into mild, moderate, severe and profound. Individuals in each category have different abilities and support needs. The document advocates for inclusive programming and community support to help those with mental retardation develop skills and fitness.
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A mental condition, present from early childhood, characterized by great difficulty in communicating and forming relationships with other people and in using language and abstract concepts.
Developmental disabilities
This document discusses the causes and classifications of developmental disabilities. It identifies several potential causes including congenital issues present at birth, genetic disorders, metabolic disorders, prenatal infections, complications during birth, and environmental factors like poverty and toxins. Specific disorders mentioned include Down syndrome, Fragile X syndrome, PKU, cystic fibrosis, and cerebral palsy. Developmental disabilities are classified based on factors like intellectual ability, specific learning disabilities, speech/language delays, emotional/behavioral disorders, sensory impairments, and autism.
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Categories
The document categorizes and describes different types of exceptional learners:
1) It identifies seven categories of exceptional learners - learning disabilities, attention-deficit hyperactivity disorder, speech and communication disorders, emotional/conduct behaviors, autism, mental retardation, physical and health impairments.
2) It provides brief descriptions of each category's specific cognitive, academic, or physical challenges.
3) The final category is giftedness, referring to learners with significantly high cognitive development.
Children with special need
This document discusses different types of special needs that can impact children's education, including hearing impairment, speech disorders, and visual impairment. It provides details on various conditions:
1) It defines hearing impairment and describes three main types of speech disorders - voice disorders, articulation disorders, and fluency disorders.
2) It lists three broad categories of special needs - physical, developmental, and sensory impairment. Visual impairment is then discussed in more depth, including common causes and methods for identification.
3) Educational provisions for visually impaired children are mentioned, including regular class placements, itinerant teacher programs, resource room programs, and full-time special classes.
Perinatal and postnatal causes of intellectual disabilities chapter 2 pp. 43 63
This document discusses perinatal and postnatal causes of intellectual disabilities. Perinatal causes include prematurity, low birth weight, and complications during labor and delivery. Survival rates for premature babies have increased, but so have rates of developmental disabilities. Postnatal causes include head injuries, infections like meningitis, genetic disorders, seizures, toxic exposures, malnutrition, and environmental deprivation. Many causes can be prevented through efforts like car seats, safe playgrounds, vaccinations, reducing lead exposure, and supportive early environments.
פרופ' ג'רמי טורק: מוגבלויות: קללה או ברכה
This document discusses labelling and classifications in developmental disabilities. It explores both the advantages and disadvantages of labelling, noting that while labels can help facilitate support and treatment, they also risk oversimplifying complex individuals and pathologizing normal human variation. The document provides an overview of key developmental disabilities like intellectual disability, autism spectrum disorder, and ADHD based on DSM-5 criteria and changes. It also discusses prevalence rates, co-occurrence of disorders, and the high risk of psychiatric disorders among those with developmental or intellectual impairments.
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Overview of visual impairments tamuk
A child is considered visually impaired if they have impaired vision that negatively affects their education, even with correction. This includes both partial sight and blindness, as determined by an ophthalmologist or optometrist. A functional vision evaluation and learning media assessment must also indicate the child needs special education due to their visual impairment. A vision specialist provides specialized instruction and services to meet the unique needs of students with visual impairments by assisting in understanding their educational needs and providing environmental accommodations. Duties of a vision specialist include preparing materials in large print or Braille, providing orientation and mobility instruction, and consulting with educational staff.
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This document discusses intellectual disabilities (ID), including definitions, causes, diagnosis, and treatment. ID is characterized by limitations in both intellectual and adaptive functioning that originate before age 18. Causes can include genetic conditions, illnesses, injuries, or environmental factors. Diagnosis involves assessing intellectual and adaptive functioning. Treatment focuses on early intervention, special education, accommodations, and addressing any co-occurring conditions. Common types of ID discussed include Down syndrome, fragile X syndrome, fetal alcohol spectrum disorder, autism, and shaken baby syndrome. Rarer conditions like Prader-Willi syndrome and Angelman syndrome are also mentioned.
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Special senses Abbreviations
This document contains definitions and abbreviations for several medical terms related to the eye, ear, and throat. It defines terms like PE tubes, EENT, BC, OM, EM, XT, OS, EOM, and VA. PE tubes are small tubes surgically placed in the ear to drain infections. EENT stands for eye, ear, nose and throat. BC refers to bone conduction of sound through the skull. OM is otitis media, an ear infection or inflammation of the middle ear.
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This document discusses support for children with special needs. It covers several parts of the law related to assisting children with disabilities from infancy through age 22. It provides information on determining eligibility for early intervention from ages 0-2.9 and for special education from ages 3-22. It discusses the mandate for students with disabilities to receive their education in regular classrooms to the maximum extent appropriate. Finally, it defines inclusion as receiving at least part of one's education in a regular classroom and distinguishes it from the older term "mainstreaming".
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Week 1 Electronic Resource
Categories of Disability Under IDEA
The nation’s special education law is called the Individuals with Disabilities Education Act, or IDEA. As part of making special education and related services available to children with disabilities in the public schools, IDEA defines the term “child with a disability.” That definition includes specific disability terms, which are also defined by IDEA, as this webpage describes
The IDEA’s disability terms and definitions guide how States in their own turn define disability and who is eligible for a free appropriate public education under special education law. The definitions of these specific disability terms from the IDEA regulations are shown beneath each term listed below. Note, in order to fully meet the definition (and eligibility for special education and related services) as a “child with a disability,” a child’s educational performance must be adversely affected due to the disability.
1. Autism: means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term autism does not apply if the child’s educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in #5 below.
A child who shows the characteristics of autism after age 3 could be diagnosed as having autism if the criteria above are satisfied.
2. Deaf; Blindness: means concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
3. Deafness means a hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance.
4. Developmental Delay: for children from birth to age three (under IDEA Part C) and children from ages three through nine (under IDEA Part B), the term developmental delay, as defined by each State, means a delay in one or more of
Week 1 Electronic Resource
Categories of Disability Under IDEA Page 2
the following areas: physical development; cognitive development; communication; social or emotional development; or adaptive [behavioral] development
5. Emotional Disturbance: means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:
(a) An inability to learn that cannot be explained by intellectual, senso.
Deafblind
This document provides information about deafblindness and the unique needs of children who are deafblind. It defines deafblindness as the combination of hearing and vision impairments that prevents a child's needs from being met in programs for deaf or blind children alone. Children who are deafblind learn primarily through touch and require individualized attention and direct teaching to stimulate learning and development across areas like communication, movement, cognition, and social-emotional skills. The document outlines common causes of deafblindness and important intervention strategies to support deafblind children, such as communication methods, orientation and mobility training, and individualized education programs.
Low incidence disabilities
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.
PHYSICALLY HANDICAPPED.pptx
This document discusses physically and mentally handicapped children. It defines physical and mental handicaps and provides examples of different types. It discusses causes of handicaps including communicable, non-communicable, genetic, and non-genetic causes. It outlines approaches to prevention including at the individual and community level. It discusses rights of handicapped children and interventions for their physical, psychosocial, educational, vocational needs as well as disability-friendly infrastructure. Symptoms and management of mental retardation are also summarized.
challenged children.pptx
The document discusses various types of challenges children may face including physical, mental, and social handicaps. It defines key terms like impairment, disability, and handicap according to the WHO. It then covers specific physical handicaps like blindness, deafness, dumbness, and crippled conditions. Mental handicaps like mental retardation are also examined. The document discusses the causes, signs and symptoms, diagnosis, and management of various challenges. It concludes by looking at welfare services and facilities available to support challenged children.
Modyul 2 sub modyul 2.2 paksa 4 sesyon 3 pwds presentationrevised
The document discusses various aspects of disability in the Philippines. It states that 10% of the Philippine population has a disability, which could be higher according to WHO projections. Most disabled people in the Philippines live in poverty in rural areas and do not receive appropriate services. It then provides definitions and descriptions of different types of disabilities including physical, intellectual, sensory and other disabilities like ADHD, learning disabilities, autism and speech/language disorders. Causes and functional implications of each disability are described.
8 Hour Required Medicaid Preservice
This document provides an overview and objectives of an 8-hour training course for Medicaid waiver service providers. It covers the following key points:
- The training covers all areas required by 5123:2-2-01 including understanding developmental disabilities, individual rights, providing home and community services, incident reporting, and infection control.
- Objectives include gaining understanding of philosophies for supporting individuals with disabilities, understanding service plans, reporting incidents, preventing illness from bloodborne pathogens, and Medicaid waiver requirements.
- Trainees must pass a multiple choice quiz at the end with 100% accuracy through multiple attempts to complete the training. The course includes readings and a narrative section.
DD Medicaid Pre-Service
This document provides an overview and objectives of an 8-hour training course for Medicaid waiver service providers. It covers the following key points:
- The training covers all areas required by 5123:2-2-01, including understanding developmental disabilities, individual rights, providing home and community services, incident reporting, and infection control.
- Objectives include gaining understanding of philosophies for supporting individuals with disabilities, understanding service plans, incident reporting, preventing illness from bloodborne pathogens, and Medicaid waiver documentation requirements.
- Trainees must pass a multiple choice quiz at the end with 100% accuracy through multiple attempts in order to complete the training. The quiz covers all training materials.
Medicaid Pre-service DD (rev 2014 4-7)
This document provides an overview of an 8-hour training course required for providers of Medicaid waiver services in Ohio. The training covers several topics required by Ohio law, including understanding developmental disabilities, individual rights, providing home and community-based services, reporting incidents, and infection control practices. The objectives of the training are to give providers basic knowledge about serving individuals with disabilities, understanding service plans and reporting responsibilities, preventing infectious diseases, and Medicaid waiver requirements. The course includes readings, videos, and a quiz providers must pass with 100% accuracy.
Introduction to Special Education- Nature, Theories and Concepts
This presentation will show you the following:
1) Definition of Special Education (SpEd) and SpEd Related Concepts
2) Legal Bases of Special Education Based on Idea 2004, ESSA, Magna Carta Ra 7277 DECS Order No. 26, S. 1997
3) History and Development of Special Education
Mental retardation by archana
Mental retardation (MR) is a generalized disorder appearing before adulthood, characterized by significantly impaired cognitive functioning and deficits in two or more adaptive behaviors.
Intellectual-Disability-f.pptx
Intellectual disability, formerly known as mental retardation, is characterized by below average intelligence and a lack of skills necessary for daily living. It affects approximately 3% of the global population. There are different levels of intellectual disability ranging from mild to profound depending on IQ scores and adaptive functioning. Causes can include genetic conditions, problems during pregnancy or childbirth, illnesses, injuries, and other factors. Services and support are available for people with intellectual disabilities throughout their lives.
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Jan 3 2012 mvpns sped
- 1. Supporting All Children Our Work with Children with Special Needs
- 2. Part A General Provisions Part B Assistance for Education of all Children with Disabilities Part C Infants and Toddlers with Disabilities Part D National Activities to Improve Education of Children with Disabilities
- 5. Early Start (ages 0-2.9) Teachers, parents, health workers to….. San Andreas Regional Center (800) 404 5900 or fax medical/developmental information (408) 392-3821 Preschool ( ages 2.9 -5) Parents to….. School district AND San Andreas Regional Center Intake Coordinator ( 408) 374-9960
- 6. EARLY START ELIGIBILITY (AGES 0-2.9) EDUCATION ELIGIBILITY ( AGES 0-2.9) Ages Birth -23 months: 33% Autism developmental delay in one or Deaf-Blindness Deafness more domain Emotional Disturbance Hearing Impairment Ages 24-33 months: 50% Mental Retardation delay in any one of the Multiple Disabilities domains OR 33% delay in two Orthopedic Impairment or more domains. Other Health Impairment Specific Learning Disability Speech Language Traumatic Brain Injury Visual Impairment
- 7. Students with disabilities receive their education in a regular classroom environment to the maximum extent appropriate or , to the extent such placement is not appropriate, in an environment with the least possible amount of segregation from the non disables students’ nondisabled peers and community.
- 8. Special Education classes ( School District) Hospitals Special schools Private schools Home Instruction Parent Cooperatives Adult Education Libraries, play groups, restaurant, teen parenting….. Federal program: Head Start (must be income eligible) State program: State preschool Mandate: Must receive services with children who do not have a disability. ( Least Restrictive Environment)
- 9. An individual with a disability means any person age 3-22 has: mental or physical impairment which substantially limits one or more of major life activity; a record of such an impairment; or is regarded as having such an impairment Under Section 504, impairment may include any disorder or disability that “substantially” reduces a student’s ability to access learning in the educational environment because of a learning or behavior related condition
- 10. INCLUSION MAINSTREAMING Understood to mean that Used in initial years (1974) children receive at least a of IDEA, but “inclusion” is certain portion of his/her the preferred more education in a regular “politically correct” term. classroom.