Week Seven Cd
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This document discusses the characteristics of students with mild to moderate cognitive disabilities. It defines key terms like intellectual disability and developmental disability. It notes that students with cognitive disabilities typically have below average cognitive ability and deficits in adaptive skills like conceptual, social, and practical skills. The document outlines that early intervention is important for children with cognitive disabilities. As students get older, the academic gap between them and their peers tends to widen. Instruction for students with cognitive disabilities focuses on functional curriculum, life skills, and vocational training using approaches like applied behavior analysis and direct instruction.
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This document discusses inclusion of persons with disabilities in education. It begins by defining key terms like segregation, integration and inclusion. It then discusses international conventions and national laws in India that promote inclusive education. Barriers to inclusion like medical models of disability and societal mindsets are identified. The document outlines processes for identifying students' special education needs, developing individualized plans and providing interventions. Challenges in implementing inclusion like links between disability and poverty are also highlighted. Overall, the document advocates for inclusive practices in education to overcome exclusion of persons with disabilities.
Journey into dyslexia adhd
Learning disabilities and attention deficit hyperactivity disorder (ADHD) affect a significant portion of school-aged children. Learning disabilities refer to difficulties with specific academic skills like reading, writing, or math, and are caused by neurological differences. ADHD is characterized by inattention, hyperactivity, and impulsivity that interfere with functioning. Both conditions can impact students across intelligence levels and in multiple settings. Accurately diagnosing them considers factors like achievement compared to ability and responsiveness to interventions.
Session 3
The document outlines an agenda for a teacher training session on differentiated instruction. It includes discussions on homework, parent-teacher communication, preparing for conferences, and implementing differentiated strategies in the classroom. Specific topics covered are gathering student materials and data for conferences, establishing agendas, communicating with parents, and using learning profiles and multiple intelligences to differentiate content, process, and products.
Learners with Exceptionalities
This document discusses terminology and categories related to learners with exceptionalities. It defines key terms from the World Health Organization like impairment, disability, and handicap. It also outlines categories of exceptionalities including cognitive/academic difficulties, social/emotional/behavioral difficulties, physical disabilities, sensory impairments, and giftedness. Specific conditions are described within each category like dyslexia, ADHD, autism, and visual impairments. Approaches for supporting learners with exceptionalities are also mentioned such as people-first language, instructional accommodations, consultation, encouragement, and patience.
Learners with exceptionalities
This document discusses terminology and categories of exceptionalities among learners. It defines key terms from the World Health Organization like impairment, disability, and handicap. Exceptional learners are those who differ from average learners and may have cognitive, behavioral, physical, sensory, or gifted needs. Categories of exceptionalities include cognitive/academic difficulties, social/emotional/behavioral difficulties, physical disabilities, sensory impairments, and giftedness. The document also discusses specific conditions under each category and strategies for facilitating learning among students with exceptionalities.
LEARNING DISABILITY
A learning disability is a disorder that affects one or more basic psychological processes involved in understanding or using spoken or written language. It can manifest as difficulties with listening, thinking, speaking, reading, writing, spelling, or math. Common causes include genetics, problems during pregnancy/birth, brain injuries, and environmental factors like poor early education. Learning disabilities are diagnosed by comparing IQ and achievement test scores - a significant discrepancy indicates a learning disability. Specific types of learning disabilities include dyslexia, dysgraphia, dyscalculia, and others related to language, motor skills, sensory processing and more.
Learning disabilities power point ma
This document provides an overview of learning disabilities, including definitions, types, causes, rates of incidence, and characteristics. It discusses dyslexia, dyscalculia, dysgraphia, dyspraxia, central auditory processing disorder, non-verbal learning disorders, and language disorders. It also addresses approaches to diagnosing ADD/ADHD and dyslexia. Instructional strategies and technologies that can assist students with learning disabilities are presented.
Sped 4 Learning Disability Definition and Types
This document discusses learning disabilities. It defines a learning disability as a classification that causes difficulties in learning in a typical manner, often due to unknown factors that affect the brain's ability to process information. Learning disabilities can make it challenging for individuals to learn as quickly or in the same way as others. The document outlines several types of learning disabilities, including dyslexia, dysgraphia, dyscalculia, and nonverbal learning disabilities. It also discusses how learning disabilities are diagnosed through testing of cognitive abilities, academic performance, and classroom observations.
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Mentor Conclave 2015 - Learning in Action - Dr. Smitha Desai - Special Educat...
This document discusses inclusion of persons with disabilities in education. It begins by defining key terms like segregation, integration and inclusion. It then discusses international conventions and national laws in India that promote inclusive education. Barriers to inclusion like medical models of disability and societal mindsets are identified. The document outlines processes for identifying students' special education needs, developing individualized plans and providing interventions. Challenges in implementing inclusion like links between disability and poverty are also highlighted. Overall, the document advocates for inclusive practices in education to overcome exclusion of persons with disabilities.
Journey into dyslexia adhd
Learning disabilities and attention deficit hyperactivity disorder (ADHD) affect a significant portion of school-aged children. Learning disabilities refer to difficulties with specific academic skills like reading, writing, or math, and are caused by neurological differences. ADHD is characterized by inattention, hyperactivity, and impulsivity that interfere with functioning. Both conditions can impact students across intelligence levels and in multiple settings. Accurately diagnosing them considers factors like achievement compared to ability and responsiveness to interventions.
Session 3
The document outlines an agenda for a teacher training session on differentiated instruction. It includes discussions on homework, parent-teacher communication, preparing for conferences, and implementing differentiated strategies in the classroom. Specific topics covered are gathering student materials and data for conferences, establishing agendas, communicating with parents, and using learning profiles and multiple intelligences to differentiate content, process, and products.
Learners with Exceptionalities
This document discusses terminology and categories related to learners with exceptionalities. It defines key terms from the World Health Organization like impairment, disability, and handicap. It also outlines categories of exceptionalities including cognitive/academic difficulties, social/emotional/behavioral difficulties, physical disabilities, sensory impairments, and giftedness. Specific conditions are described within each category like dyslexia, ADHD, autism, and visual impairments. Approaches for supporting learners with exceptionalities are also mentioned such as people-first language, instructional accommodations, consultation, encouragement, and patience.
Learners with exceptionalities
This document discusses terminology and categories of exceptionalities among learners. It defines key terms from the World Health Organization like impairment, disability, and handicap. Exceptional learners are those who differ from average learners and may have cognitive, behavioral, physical, sensory, or gifted needs. Categories of exceptionalities include cognitive/academic difficulties, social/emotional/behavioral difficulties, physical disabilities, sensory impairments, and giftedness. The document also discusses specific conditions under each category and strategies for facilitating learning among students with exceptionalities.
LEARNING DISABILITY
A learning disability is a disorder that affects one or more basic psychological processes involved in understanding or using spoken or written language. It can manifest as difficulties with listening, thinking, speaking, reading, writing, spelling, or math. Common causes include genetics, problems during pregnancy/birth, brain injuries, and environmental factors like poor early education. Learning disabilities are diagnosed by comparing IQ and achievement test scores - a significant discrepancy indicates a learning disability. Specific types of learning disabilities include dyslexia, dysgraphia, dyscalculia, and others related to language, motor skills, sensory processing and more.
Learning disabilities power point ma
This document provides an overview of learning disabilities, including definitions, types, causes, rates of incidence, and characteristics. It discusses dyslexia, dyscalculia, dysgraphia, dyspraxia, central auditory processing disorder, non-verbal learning disorders, and language disorders. It also addresses approaches to diagnosing ADD/ADHD and dyslexia. Instructional strategies and technologies that can assist students with learning disabilities are presented.
Sped 4 Learning Disability Definition and Types
This document discusses learning disabilities. It defines a learning disability as a classification that causes difficulties in learning in a typical manner, often due to unknown factors that affect the brain's ability to process information. Learning disabilities can make it challenging for individuals to learn as quickly or in the same way as others. The document outlines several types of learning disabilities, including dyslexia, dysgraphia, dyscalculia, and nonverbal learning disabilities. It also discusses how learning disabilities are diagnosed through testing of cognitive abilities, academic performance, and classroom observations.
Week 12 Implications
This document discusses evidence-based practices (EBPs) for teaching students with mild to moderate intervention needs. It defines EBPs as treatments or interventions that have been shown through research to positively impact student outcomes. While EBPs may not always work for every student, teachers should select the treatment most likely to be effective based on research and only change to other options if needed. EBPs do not restrict teacher creativity but rather provide a framework shown to secure student outcomes when implemented with fidelity. The document advocates for increased use of EBPs in special education according to research, despite some limitations in generalizing studies and a lack of clear resources identifying EBPs for teachers.
Week 8 Other Disabilities
This document discusses the characteristics of students with mild to moderate intervention needs. It notes that these students often have specific learning disabilities, emotional/behavioral disorders, or cognitive disabilities. Additionally, students with ADHD, traumatic brain injuries, or autism spectrum disorders may require similar intervention levels. For each of these disabilities - ADHD, TBI, and ASD - the document provides definitions from sources like the DSM-IV and characteristics commonly associated with each disability.
Week 14 collaboration a
This document discusses strategies for teaching students with mild to moderate intervention needs. It covers explicit instruction, strategy instruction, differentiated instruction, collaboration, consultation, and co-teaching. Explicit instruction uses a clear multi-step process to teach content. Strategy instruction teaches skills that apply across topics rather than specific content. Differentiated instruction modifies what or how a student learns based on their needs through accommodations or modifications. Collaboration involves teams working together for students. Consultation provides support between professionals. Co-teaching uses two teachers with shared responsibility in the classroom.
Week one sped 23000
This week introduces the course on exceptionalities, ensuring students can access the online systems and discussing any issues. The instructor provides an overview of the semester procedures and technology requirements, and facilitates an introductory discussion to build community. The syllabus and additional screencasts are also made available to outline expectations and topics for the next week on the context, history, and law surrounding exceptionalities.
Week one powerpoint (F2011)
This document provides an overview of the first week of a course on students with mild to moderate intervention needs. It outlines introducing the syllabus and technology platforms, facilitating an introductory online discussion to establish community and address any technical issues, and securing the required textbook in preparation to define and discuss the prevalence of mild to moderate disabilities in the following week.
Sped 23000 introduction
This 3 sentence summary provides an overview of an introductory document for an exceptionalities course. The document outlines getting started for the semester, addressing any technology issues, and reviewing the syllabus and online discussion procedures to facilitate a sense of community and ensure all students can access course materials. It also references introductory screencasts for the class.
Physical disabilities sped 5 23000
This document provides an introduction to physical disabilities for a course on exceptionalities. It defines physical disability and orthopedic impairment under Ohio law. It notes the prevalence of orthopedic impairments is around 0.9% of the school population. Specific conditions discussed include cerebral palsy, muscular dystrophy, spina bifida, seizure disorders, and asthma. The document stresses the importance of language and definitional clarity. It also notes that instructional approaches for students with physical disabilities must be as diverse as the populations due to the wide variation between individuals.
Week six sld sped_23000
1. The document provides an introduction to specific learning disabilities, including the historical context and definitions of SLD.
2. Specific learning disabilities are a heterogeneous group of disorders that can affect areas such as reading, writing, math, reasoning, and organization. Identification is typically done through a discrepancy model or response to intervention.
3. Prevalence rates show that over half of students with SLD spend less than 60% of the day outside general education, and early indicators may be present in areas like motor skills, processing, and attention.
Week five cd sped_23000
This document provides an overview of cognitive disabilities, including definitions, prevalence, causal factors, identification, and instructional implications. It discusses how cognitive disabilities are defined based on IQ scores below 70-75 and adaptive skill deficits. Approximately 15% of students with cognitive disabilities spend less than 21% of the day outside general education, while 41% spend more than 60% of the day outside general education. Causal factors include prenatal, peri-natal, and postnatal issues, though cognitive disabilities are often idiopathic. Students are identified through IQ and adaptive behavior assessments. Instruction should focus on generalization, maintenance, direct instruction, and functional curriculum, with modifications for assessments.
Week Two Powerpoint Definition+Prevalence
The document discusses key topics related to students with mild to moderate intervention needs including definitions, prevalence, and specific disabilities. It distinguishes between disabilities and handicaps, notes several ways these students are referred to, and highlights issues with definitional clarity. Statistics are provided showing high-incidence disabilities comprise about 64% of students with disabilities. Specific details are also given on emotional/behavioral disorders, specific learning disabilities, and cognitive disabilities.
Week two definition+prevalence
The document discusses key topics related to students with mild to moderate intervention needs including definitions, prevalence, and specific disabilities. It distinguishes between disabilities and handicaps, noting disabilities are lifelong while handicaps depend on environmental demands. Several terms are used interchangeably to refer to this population. Data finds around 9% of students have disabilities, with about 64% having high-incidence disabilities like specific learning disabilities, emotional/behavioral disorders, or cognitive disabilities. Federal and state definitions of specific disabilities are discussed.
Menatal Retardation
Intellectual disabilities involve limitations in cognitive abilities and adaptive behaviors that occur before age 18. They are assessed through IQ tests and evaluations of adaptive skills needed for daily living. People with intellectual disabilities can benefit from supports that are tailored to their individual needs and strengths, which may allow for increased functioning over time. Effective teaching methods focus on breaking down tasks, providing practice, and ensuring skills are mastered before moving to new concepts. The goal is to help people with intellectual disabilities transition to independent or supported employment and achieve the best possible quality of life.
Lecture notes 5
This document discusses interventions for intellectual disability (ID). It describes early intervention programs that provide enriched environments for young children with ID to enhance their intellectual and social skills. Behavioral treatments aim to control negative behaviors through techniques like functional analysis and using reinforcement to strengthen desirable behaviors. Early educational intervention is most effective during preschool years. A multi-component approach is needed considering the individual's development, family/institutional setting, and community. Screening during pregnancy can identify risks and preventions can help when causes are known like fetal alcohol syndrome.
Chapter 4
Learning disabilities are defined as average intelligence with substantially delayed academic achievement that is not caused by other factors like cultural differences. Students are identified as having a learning disability if there is a discrepancy of 23 or more points between their intelligence and achievement test scores. While definitions and identification methods differ between states, learning disabilities are generally characterized by difficulties in areas like reading, writing, math, attention, memory, and organization that interfere with academic progress.
Chapter 4
Learning disabilities are neurologically-based disorders that affect a student's ability to learn in one or more areas, despite average intelligence. They affect over 50% of students with disabilities and are characterized by a significant discrepancy between achievement and potential. Students are identified using discrepancy formulas that compare intelligence and achievement test scores. While formulas vary by state, most require a difference of 23 or more standard score points for special education eligibility. Proper identification and support through strategies like structured classrooms and inclusion are needed to help students with learning disabilities achieve.
Chapter 4
Learning disabilities are defined as average intelligence with substantially delayed academic achievement, not caused by other factors like sensory impairments or environment. Students are identified by a discrepancy between intelligence and achievement test scores. Identification criteria differ between school districts and states. The field of learning disabilities emerged in the 1960s and the number of students identified has increased dramatically since. Common learning characteristics include issues with attention, motivation, problem-solving, and information processing.
Spe 792 face to face class 1
This document summarizes an advanced seminar on educating individuals with severe disabilities. It discusses definitions of disabilities, characteristics of individuals with severe disabilities, legislation and litigation that led to civil rights protections, components of effective educational programs, and models of service delivery. The agenda includes defining the population, discussing characteristics, rights, program standards, and effective program models.
Question 2.3
There are several factors that can influence differences in how successfully learners acquire a second language. Psychological factors within the individual include age, sex, aptitude, motivation, cognitive styles, personality, and learning strategies. Age does not necessarily determine success, as both children and adults can be successful learners. While research on sex differences is mixed, some studies have found women outperform men in certain language tasks. Aptitude, motivation, and learning strategies adopted by the individual also impact success. Cognitive styles and personality traits interact with social and learning contexts in complex ways to influence outcomes.
Question 1.3
There are several factors that can influence differences in how successfully learners acquire a second language. Psychological factors within the individual include age, sex, aptitude, motivation, cognitive styles, personality, and learning strategies. Age does not necessarily determine success, as both children and adults can be successful learners. While research on sex differences is mixed, some studies have found women outperform men in certain language tasks. Aptitude, motivation, and learning strategies adopted by the individual also impact success. Cognitive styles and personality traits interact with social and learning contexts in complex ways to influence outcomes.
ADHD is a neurodevelopmental disorder defined by impairing levels.docx
ADHD is a neurodevelopmental disorder defined by impairing levels of inattention, disorganization, and/or hyperactivity-impulsivity. Inattention and disorganization entail inability to stay on task, seeming not to listen, and losing materials, at levels that are inconsistent with age or developmental level. Hyperactivity-impulsivity entails overactivity, fidgeting, inability to stay seated, intruding into other people’s activities, and inability to wait—symptoms that are excessive for age or developmental level. In childhood, ADHD frequently overlaps with disorders that are often considered to be “externalizing disorders,” such as oppositional defiant disorder and conduct disorder. ADHD often persists into adulthood, with resultant impairments of social, academic and occupational functioning.
The neurodevelopmental motor disorders include developmental coordination disorder, stereotypic movement disorder, and tic disorders. Developmental coordination disorder is characterized by deficits in the acquisition and execution of coordinated motor skills and is manifested by clumsiness and slowness or inaccuracy of performance of motor skills that cause interference with activities of daily living. Stereotypic movement disorder is diagnosed when an individual has repetitive, seemingly driven, and apparently purposeless motor behaviors, such as hand flapping, body rocking, head banging, self-biting, or hitting. The movements interfere with social, academic, or other activities. If the behaviors cause self-injury, this should be specified as part of the diagnostic description. Tic disorders are characterized by the presence of motor or vocal tics, which are sudden, rapid, recurrent, nonrhythmic, stereotyped motor movements or vocalizations. The duration, presumed etiology, and clinical presentation define the specific tic disorder that is diagnosed: Tourette’s disorder, persistent (chronic) motor or vocal tic disorder, provisional tic disorder, other specified tic disorder, and unspecified tic disorder. Tourette’s disorder is diagnosed when the individual has multiple motor and vocal tics that have been present for at least 1 year and that have a waxing-waning symptom course.
Specific learning disorder, as the name implies, is diagnosed when there are specific deficits in an individual’s ability to perceive or process information efficiently and accurately. This neurodevelopmental disorder first manifests during the years of formal schooling and is characterized by persistent and impairing difficulties with learning foundational academic skills in reading, writing, and/or math. The individual’s performance of the affected academic skills is well below average for age, or acceptable performance levels are achieved only with extraordinary effort. Specific learning disorder may occur in individuals identified as intellectually gifted and manifest only when the learning demands or assessment procedures (e.g., timed tests) pose barriers that cannot be ov ...
Question 1.4
Differences among learners can influence their success in acquiring a second language. Psychological factors like age, sex, aptitude, motivation, cognitive styles, personality, and learning strategies all potentially play a role. Research has produced mixed findings on how some of these factors like age and sex impact language learning, and their effects depend on interactions with social and learning contexts. Aptitude, motivation, and learning strategies employed appear to be important predictors of success, though other variables also influence ultimate proficiency attainment in a second language.
Week Five Sld Characteristics
Students with mild to moderate intervention needs who have specific learning disabilities (SLDs) often have difficulties in key academic areas such as reading, writing, and math. Specifically:
- They may struggle with phonological awareness skills needed for reading such as segmenting, blending, and rhyming sounds. They also may lack automaticity and fluency in reading.
- In writing, they could have problems with organization, spelling, grammar, and content.
- In math, difficulties may appear in calculation, problem-solving, and applying mathematical concepts.
- These students also typically have weaknesses in working memory, executive function, motivation, attention, and social skills. Early intervention is important to address these issues
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Week 12 Implications
This document discusses evidence-based practices (EBPs) for teaching students with mild to moderate intervention needs. It defines EBPs as treatments or interventions that have been shown through research to positively impact student outcomes. While EBPs may not always work for every student, teachers should select the treatment most likely to be effective based on research and only change to other options if needed. EBPs do not restrict teacher creativity but rather provide a framework shown to secure student outcomes when implemented with fidelity. The document advocates for increased use of EBPs in special education according to research, despite some limitations in generalizing studies and a lack of clear resources identifying EBPs for teachers.
Week 8 Other Disabilities
This document discusses the characteristics of students with mild to moderate intervention needs. It notes that these students often have specific learning disabilities, emotional/behavioral disorders, or cognitive disabilities. Additionally, students with ADHD, traumatic brain injuries, or autism spectrum disorders may require similar intervention levels. For each of these disabilities - ADHD, TBI, and ASD - the document provides definitions from sources like the DSM-IV and characteristics commonly associated with each disability.
Week 14 collaboration a
This document discusses strategies for teaching students with mild to moderate intervention needs. It covers explicit instruction, strategy instruction, differentiated instruction, collaboration, consultation, and co-teaching. Explicit instruction uses a clear multi-step process to teach content. Strategy instruction teaches skills that apply across topics rather than specific content. Differentiated instruction modifies what or how a student learns based on their needs through accommodations or modifications. Collaboration involves teams working together for students. Consultation provides support between professionals. Co-teaching uses two teachers with shared responsibility in the classroom.
Week one sped 23000
This week introduces the course on exceptionalities, ensuring students can access the online systems and discussing any issues. The instructor provides an overview of the semester procedures and technology requirements, and facilitates an introductory discussion to build community. The syllabus and additional screencasts are also made available to outline expectations and topics for the next week on the context, history, and law surrounding exceptionalities.
Week one powerpoint (F2011)
This document provides an overview of the first week of a course on students with mild to moderate intervention needs. It outlines introducing the syllabus and technology platforms, facilitating an introductory online discussion to establish community and address any technical issues, and securing the required textbook in preparation to define and discuss the prevalence of mild to moderate disabilities in the following week.
Sped 23000 introduction
This 3 sentence summary provides an overview of an introductory document for an exceptionalities course. The document outlines getting started for the semester, addressing any technology issues, and reviewing the syllabus and online discussion procedures to facilitate a sense of community and ensure all students can access course materials. It also references introductory screencasts for the class.
Physical disabilities sped 5 23000
This document provides an introduction to physical disabilities for a course on exceptionalities. It defines physical disability and orthopedic impairment under Ohio law. It notes the prevalence of orthopedic impairments is around 0.9% of the school population. Specific conditions discussed include cerebral palsy, muscular dystrophy, spina bifida, seizure disorders, and asthma. The document stresses the importance of language and definitional clarity. It also notes that instructional approaches for students with physical disabilities must be as diverse as the populations due to the wide variation between individuals.
Week six sld sped_23000
1. The document provides an introduction to specific learning disabilities, including the historical context and definitions of SLD.
2. Specific learning disabilities are a heterogeneous group of disorders that can affect areas such as reading, writing, math, reasoning, and organization. Identification is typically done through a discrepancy model or response to intervention.
3. Prevalence rates show that over half of students with SLD spend less than 60% of the day outside general education, and early indicators may be present in areas like motor skills, processing, and attention.
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Week five cd sped_23000
This document provides an overview of cognitive disabilities, including definitions, prevalence, causal factors, identification, and instructional implications. It discusses how cognitive disabilities are defined based on IQ scores below 70-75 and adaptive skill deficits. Approximately 15% of students with cognitive disabilities spend less than 21% of the day outside general education, while 41% spend more than 60% of the day outside general education. Causal factors include prenatal, peri-natal, and postnatal issues, though cognitive disabilities are often idiopathic. Students are identified through IQ and adaptive behavior assessments. Instruction should focus on generalization, maintenance, direct instruction, and functional curriculum, with modifications for assessments.
Week Two Powerpoint Definition+Prevalence
The document discusses key topics related to students with mild to moderate intervention needs including definitions, prevalence, and specific disabilities. It distinguishes between disabilities and handicaps, notes several ways these students are referred to, and highlights issues with definitional clarity. Statistics are provided showing high-incidence disabilities comprise about 64% of students with disabilities. Specific details are also given on emotional/behavioral disorders, specific learning disabilities, and cognitive disabilities.
Week two definition+prevalence
The document discusses key topics related to students with mild to moderate intervention needs including definitions, prevalence, and specific disabilities. It distinguishes between disabilities and handicaps, noting disabilities are lifelong while handicaps depend on environmental demands. Several terms are used interchangeably to refer to this population. Data finds around 9% of students have disabilities, with about 64% having high-incidence disabilities like specific learning disabilities, emotional/behavioral disorders, or cognitive disabilities. Federal and state definitions of specific disabilities are discussed.
Menatal Retardation
Intellectual disabilities involve limitations in cognitive abilities and adaptive behaviors that occur before age 18. They are assessed through IQ tests and evaluations of adaptive skills needed for daily living. People with intellectual disabilities can benefit from supports that are tailored to their individual needs and strengths, which may allow for increased functioning over time. Effective teaching methods focus on breaking down tasks, providing practice, and ensuring skills are mastered before moving to new concepts. The goal is to help people with intellectual disabilities transition to independent or supported employment and achieve the best possible quality of life.
Lecture notes 5
This document discusses interventions for intellectual disability (ID). It describes early intervention programs that provide enriched environments for young children with ID to enhance their intellectual and social skills. Behavioral treatments aim to control negative behaviors through techniques like functional analysis and using reinforcement to strengthen desirable behaviors. Early educational intervention is most effective during preschool years. A multi-component approach is needed considering the individual's development, family/institutional setting, and community. Screening during pregnancy can identify risks and preventions can help when causes are known like fetal alcohol syndrome.
Chapter 4
Learning disabilities are defined as average intelligence with substantially delayed academic achievement that is not caused by other factors like cultural differences. Students are identified as having a learning disability if there is a discrepancy of 23 or more points between their intelligence and achievement test scores. While definitions and identification methods differ between states, learning disabilities are generally characterized by difficulties in areas like reading, writing, math, attention, memory, and organization that interfere with academic progress.
Chapter 4
Learning disabilities are neurologically-based disorders that affect a student's ability to learn in one or more areas, despite average intelligence. They affect over 50% of students with disabilities and are characterized by a significant discrepancy between achievement and potential. Students are identified using discrepancy formulas that compare intelligence and achievement test scores. While formulas vary by state, most require a difference of 23 or more standard score points for special education eligibility. Proper identification and support through strategies like structured classrooms and inclusion are needed to help students with learning disabilities achieve.
Chapter 4
Learning disabilities are defined as average intelligence with substantially delayed academic achievement, not caused by other factors like sensory impairments or environment. Students are identified by a discrepancy between intelligence and achievement test scores. Identification criteria differ between school districts and states. The field of learning disabilities emerged in the 1960s and the number of students identified has increased dramatically since. Common learning characteristics include issues with attention, motivation, problem-solving, and information processing.
Spe 792 face to face class 1
This document summarizes an advanced seminar on educating individuals with severe disabilities. It discusses definitions of disabilities, characteristics of individuals with severe disabilities, legislation and litigation that led to civil rights protections, components of effective educational programs, and models of service delivery. The agenda includes defining the population, discussing characteristics, rights, program standards, and effective program models.
Question 2.3
There are several factors that can influence differences in how successfully learners acquire a second language. Psychological factors within the individual include age, sex, aptitude, motivation, cognitive styles, personality, and learning strategies. Age does not necessarily determine success, as both children and adults can be successful learners. While research on sex differences is mixed, some studies have found women outperform men in certain language tasks. Aptitude, motivation, and learning strategies adopted by the individual also impact success. Cognitive styles and personality traits interact with social and learning contexts in complex ways to influence outcomes.
Question 1.3
There are several factors that can influence differences in how successfully learners acquire a second language. Psychological factors within the individual include age, sex, aptitude, motivation, cognitive styles, personality, and learning strategies. Age does not necessarily determine success, as both children and adults can be successful learners. While research on sex differences is mixed, some studies have found women outperform men in certain language tasks. Aptitude, motivation, and learning strategies adopted by the individual also impact success. Cognitive styles and personality traits interact with social and learning contexts in complex ways to influence outcomes.
ADHD is a neurodevelopmental disorder defined by impairing levels.docx
ADHD is a neurodevelopmental disorder defined by impairing levels of inattention, disorganization, and/or hyperactivity-impulsivity. Inattention and disorganization entail inability to stay on task, seeming not to listen, and losing materials, at levels that are inconsistent with age or developmental level. Hyperactivity-impulsivity entails overactivity, fidgeting, inability to stay seated, intruding into other people’s activities, and inability to wait—symptoms that are excessive for age or developmental level. In childhood, ADHD frequently overlaps with disorders that are often considered to be “externalizing disorders,” such as oppositional defiant disorder and conduct disorder. ADHD often persists into adulthood, with resultant impairments of social, academic and occupational functioning.
The neurodevelopmental motor disorders include developmental coordination disorder, stereotypic movement disorder, and tic disorders. Developmental coordination disorder is characterized by deficits in the acquisition and execution of coordinated motor skills and is manifested by clumsiness and slowness or inaccuracy of performance of motor skills that cause interference with activities of daily living. Stereotypic movement disorder is diagnosed when an individual has repetitive, seemingly driven, and apparently purposeless motor behaviors, such as hand flapping, body rocking, head banging, self-biting, or hitting. The movements interfere with social, academic, or other activities. If the behaviors cause self-injury, this should be specified as part of the diagnostic description. Tic disorders are characterized by the presence of motor or vocal tics, which are sudden, rapid, recurrent, nonrhythmic, stereotyped motor movements or vocalizations. The duration, presumed etiology, and clinical presentation define the specific tic disorder that is diagnosed: Tourette’s disorder, persistent (chronic) motor or vocal tic disorder, provisional tic disorder, other specified tic disorder, and unspecified tic disorder. Tourette’s disorder is diagnosed when the individual has multiple motor and vocal tics that have been present for at least 1 year and that have a waxing-waning symptom course.
Specific learning disorder, as the name implies, is diagnosed when there are specific deficits in an individual’s ability to perceive or process information efficiently and accurately. This neurodevelopmental disorder first manifests during the years of formal schooling and is characterized by persistent and impairing difficulties with learning foundational academic skills in reading, writing, and/or math. The individual’s performance of the affected academic skills is well below average for age, or acceptable performance levels are achieved only with extraordinary effort. Specific learning disorder may occur in individuals identified as intellectually gifted and manifest only when the learning demands or assessment procedures (e.g., timed tests) pose barriers that cannot be ov ...
Question 1.4
Differences among learners can influence their success in acquiring a second language. Psychological factors like age, sex, aptitude, motivation, cognitive styles, personality, and learning strategies all potentially play a role. Research has produced mixed findings on how some of these factors like age and sex impact language learning, and their effects depend on interactions with social and learning contexts. Aptitude, motivation, and learning strategies employed appear to be important predictors of success, though other variables also influence ultimate proficiency attainment in a second language.
Week Five Sld Characteristics
Students with mild to moderate intervention needs who have specific learning disabilities (SLDs) often have difficulties in key academic areas such as reading, writing, and math. Specifically:
- They may struggle with phonological awareness skills needed for reading such as segmenting, blending, and rhyming sounds. They also may lack automaticity and fluency in reading.
- In writing, they could have problems with organization, spelling, grammar, and content.
- In math, difficulties may appear in calculation, problem-solving, and applying mathematical concepts.
- These students also typically have weaknesses in working memory, executive function, motivation, attention, and social skills. Early intervention is important to address these issues
Week five sld characteristics_fall
Students with mild to moderate intervention needs who have specific learning disabilities (SLDs) often have difficulties in key academic areas such as reading, writing, and math. Specifically:
- They may struggle with phonological awareness skills needed for reading such as phoneme identification, categorization, blending, and segmentation. They also may lack reading automaticity, fluency, and comprehension.
- In writing, they could have problems with organization, content, spelling, grammar, and usage.
- In math, difficulties may appear in calculation, problem-solving, application, and mathematical reasoning and procedures.
- These students also typically have challenges with metacognitive skills like working memory, executive function, motivation,
SPECIAL EDUCATION
This document provides information about children and youth with special education needs related to mental retardation. It discusses the concept and definitions of mental retardation, classifications, incidence and prevalence, causes, learning and behavioral characteristics, assessment procedures and models, educational programs and approaches. It outlines chromosomal disorders as causes of mental retardation occurring before birth, including Down syndrome, Klinefelter syndrome, Fragile X syndrome, Williams syndrome, and Prader-Willi syndrome. It also discusses phenylketonuria as an inborn error of metabolism that can lead to mental retardation if left untreated.
Learning
The document discusses learning disabilities and attention deficit hyperactivity disorder. It defines learning disabilities as disorders that affect processes like reading, writing, math, memory, and executive functions. Learning disabilities are neurological and can occur across intelligence levels. Attention deficit hyperactivity disorder is characterized by inattention, hyperactivity, and impulsivity. It affects around 3-7% of school-aged children and often co-occurs with learning disabilities. The document provides examples of simulations to illustrate challenges faced by those with learning disabilities or ADHD.
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 discusses underachievement and gifted students. It begins by defining different types of underachievers: successful, creative, underground, at-risk, dual exceptional, and autonomous learners. For each type, it provides characteristics and recommendations for support. It also discusses common issues gifted students face like depression, anxiety, and perfectionism. Overall, the document emphasizes that underachievement is complex with many potential contributing factors and no single definition. Individualized support is important to address each student's specific needs.2nd Advocacy Session August 2012
The document discusses various topics related to being a successful post-secondary student, including:
- The importance of choice and commitment in one's education
- Characteristics and expectations of the social role of a student
- Statistics on post-secondary enrollment and degree completion rates
- Assessing and supporting students with learning disabilities
- Traditional methods of assessing learning disabilities through standardized tests
The overall message is that success in post-secondary education requires understanding one's social role as a student and making informed choices about one's education and commitment to learning.
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Weekfourteen highschool
Transitioning to high school involves providing information and support to both parents and students. It requires collaboration between middle and high school personnel to share information and ensure academic and social supports are in place. Effective transition planning involves bringing together a large team including agencies outside K-12 education and most importantly, including students. The key ideas are using backward planning to structure transition activities and promoting self-advocacy skills in students.
Week Three Assignment Description
This research used qualitative, quantitative, and meta-analysis methodologies to investigate the relationships between different variables. The results showed what occurred but the research must also demonstrate trustworthiness, accessibility, and usability.
Week three law and research
This document provides an overview of week three topics for an education course, including laws impacting special education like IDEA and NCLB. It discusses key components of IDEA like IEP teams, FAPE, and LRE. Research on collaboration between teachers, parents, and other professionals is presented showing positive impacts on student outcomes, especially early on. Students are assigned to conduct their own research on a topic using valid methodology and addressing results and trustworthiness.
Instruction sped 23000
This document provides an instruction on co-teaching. It discusses various co-teaching models including one teach/one assist, station teaching, parallel teaching, alternative teaching, and team teaching. It emphasizes the importance of equity, shared responsibility, planning, and developing positive professional relationships for effective co-teaching. The document also defines co-teaching and mentions examples of co-teaching situations to be referenced.
Other low incidence sped 5 23000
This document provides an introduction and definitions for various low incidence disabilities including traumatic brain injury (TBI), deaf-blindness, multiple disabilities, cognitive disabilities and autism. It notes that all the disabilities discussed affect less than 1% of the population and definitions are provided from legal standards rather than severity. Characteristics of TBI are described as widely variable depending on the nature, location and severity of the injury and may include memory, learning and behavioral issues.
Other low incidence sped 23000
This document discusses low incidence disabilities including traumatic brain injury (TBI), deaf-blindness, multiple disabilities, autism, and conduct disorder (CD). It defines each disability and notes that they each affect less than 1% of the population. For students with these disabilities, instruction and services should be based on individual needs rather than a "severe" distinction, and approaches may vary as widely as the populations themselves.
Asd sped 23000
The document provides an introduction to autism spectrum disorders including definitions, potential causes, prevalence statistics, core characteristics, and instructional implications. Autism is defined as a developmental disability affecting communication and social interaction. It is generally diagnosed before age three and can adversely impact educational performance. Common characteristics include repetitive behaviors, resistance to change, and unusual responses to sensory experiences. The prevalence of autism in schools is approximately 0.29% of the population but it affects 1.7% of students with disabilities. Students with autism often benefit from predictable routines, direct instruction, and specialized interventions like applied behavior analysis and social skills training.
Hi vi sped 23000
This document provides an introduction to students with hearing and vision impairments for a course on exceptionalities. It defines hearing impairment, deafness, and vision impairment. It provides prevalence data showing hearing impairments affect 0.11% of students and 1.2% of those in special education, while vision impairments affect 0.04% and 0.4% respectively. Causes and anatomy are briefly mentioned but not the focus. Sign language is discussed as a true language that makes students who sign bilingual. Instructional considerations for both hearing and vision impairments are outlined.
Week three sped 23000
This document provides an overview of topics that will be covered in an introductory special education course over the semester. Some of the key topics introduced include inclusion, labels, universal design for learning, differentiated instruction, technology, accommodations and modifications, identification, assessment, early intervention, transition, and discipline. The instructor acknowledges there is a lot of material to cover from the textbook and certain topics will be examined more closely than others.
Week nine sped 23000 communication
Students with communication disorders may have speech or language impairments that adversely affect their educational performance, such as stuttering, impaired articulation, language impairments, or voice impairments. Speech and language services can exist as the principal service or as a related service to assist a child with another disability. Language acquisition involves the development of phonology, morphology, syntax, semantics, and pragmatics. Types of communication disorders include phonological disorders, articulation disorders, voice disorders, fluency disorders like stuttering, and motor speech disorders. When working with students with communication disorders, teachers should be sensitive, aware, collaborate with speech language pathologists, and provide early intervention.
Week eight sped 23000 ebd
1) The document discusses students with emotional and behavioral disorders (EBD) and provides Ohio's legal definition which includes inability to learn or build relationships, inappropriate behavior, unhappiness, or physical fears associated with school or personal problems.
2) It notes that identification and characteristics of EBD are intertwined and that evaluation is multidisciplinary and multifaceted with no single cutoff score. Characteristics can be internalizing like low activity or withdrawn behavior, or externalizing like aggression or argumentativeness.
3) The text addresses prevalence of EBD students outside general education, early childhood signs, school age issues like comorbidity and transition, and instructional approaches including ABA,
Week seven sped 23000 adhd
1) This document provides an introduction to exceptionalities and students with ADHD for an education course.
2) It defines ADHD and clarifies that it is classified as an "other health impairment" rather than having its own category. ADHD is generally diagnosed by medical professionals based on DSM criteria.
3) The document recommends several research papers and textbooks for understanding the characteristics of ADHD and effective treatment options, noting these sources provide better analysis than typical lectures.
Week four sped23000
This document provides an overview of topics to be covered in a course on exceptionalities, including multiculturalism, identification processes, and families. It notes that representation of certain racial groups is disproportionate among some disability categories. Boys significantly outnumber girls in being identified for disabilities overall. Proper evaluation and identification is important and must be conducted without bias using valid methods. Response to Intervention is an alternative approach to identifying learning disabilities that examines student response to instructional interventions. Families are important members of the identification and planning process.
Week two--sped 23000
This document provides an introduction to exceptionalities and special education. It defines key terms like disability, handicap, and inability. It explains that special education is specially designed instruction to meet the unique needs of students with disabilities. This instruction can take place in various settings and includes services like modified lessons, previews of new material, and behavior support systems. The document also outlines the legal framework for special education including students' rights to a free and appropriate public education under laws like the Individuals with Disabilities Education Act. It notes several important terms and documents used in special education services and planning, such as IEPs, ETRs, and LRE designations.
Week two sped_23000
This document provides an introduction to exceptionalities and special education. It defines key terms like disability, handicap, and inability. It explains that special education is a service designed to meet the unique needs of students with disabilities through specialized instruction, materials, and equipment. The document also outlines the major disability categories under IDEA and important concepts like FAPE, IEPs, and LRE that are reflected in special education laws.
Week two sped23000
This document provides an introduction to exceptionalities and special education. It defines key terms like disability, handicap, and special education. It outlines the various disability categories under the Individuals with Disabilities Education Act. It also summarizes important aspects of special education including the continuum of services, placement considerations, and important legal terms and documents like the IEP. The document is meant to give context and an overview of the history, laws, and foundations of special education.
Week 15 ei + transition_fall
This week's reading focuses on early intervention and transition. Early intervention aims to support infants and toddlers with disabilities and their families. Transition services help students with disabilities transition from high school to post-secondary education or employment. The document also discusses prevention strategies like primary, secondary, and tertiary prevention. It provides statistics on outcomes for students with disabilities related to standardized testing, graduation rates, unemployment, and poverty levels compared to peers without disabilities.
Week 12 implications_fall
This document discusses evidence-based practices (EBPs) for teaching students with mild to moderate intervention needs. It defines EBPs as interventions supported by experimental research showing they positively impact student outcomes. While EBPs may not always work, teachers should use those most likely to succeed first. EBPs do not restrict creativity but require fidelity. Teachers are encouraged to use EBPs to secure academic and behavioral goals for students. The document reviews current and recommended readings on EBPs for different disability categories and implementing EBPs in the field.
Week 11 service _ fall
This document discusses characteristics of students with mild to moderate intervention needs and special education services. It defines special education as a service rather than a place, and notes that services like pre-teaching vocabulary or using a token economy can be provided in various settings. The least restrictive environment principle means students should be educated with non-disabled peers to the maximum extent appropriate. A continuum of services exists from self-contained classrooms to general education classrooms with or without support to related services like speech therapy. Placement decisions are guided by providing students a free and appropriate public education in the least restrictive setting.
Week ten assessment fall
This week's class on assessment and identification of students with mild to moderate intervention needs will deviate slightly from the syllabus. The instructor will provide a shorter PowerPoint emphasis and emphasize the literature. There will be no quiz this week, but students should participate in the online discussion. The document discusses various methods to identify specific learning disabilities (SLD), cognitive disabilities (CD), and emotional/behavioral disabilities (EBD). It notes that any assessment has limitations and there is significant overlap between the characteristics of different disabilities.
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Week Seven Cd
- 1. Week seven: Characteristics of CD Characteristics of Students with Mild/Moderate intervention needs SPED 4/53050 Instructor: Brian FRiedt
- 2. Definitional clarity Cognitive deficits Below 70 in Ohio Below 75 in Ohio, (standard error and clinical judgment) Adaptive skill deficits Two or more areas Contextually dependent Many different ways to refer to the same thing Mental retardation Intellectual disability Developmental disability Cognitive disability (Ohio’s preference and our own)
- 3. Definitional clarity There is a cut – off score Disability exists on a continuum Book makes “mild” distinction Law does not Level of support Identification through: IQ test Adaptive behavior assessment
- 4. Characteristics Likely to be idiomatic As with other disabilities, we’re most concerned with manifestation in the classroom Gap widens over time Low cognitive ability result in deficits in: Memory Attention Language development and use Maintenance/generalization Motivation/persistence
- 5. Adaptive skills In general: the skills that people need to function in their daily lives Conceptual Language, literacy, money, self-direction, time Academic or proto-academic Interpersonal Responsibility, gullibility, victimization, rules The interaction of the person and the world Practical Self-care, ADL, stable environment, leisure, employability Ability to maintain oneself
- 6. Early childhood Early intervention Campbell and Ramey (1997) report positive effects for intellectual and academic achievement through age 12. Love et al. (2005) report significant cognitive and language development gains and decreases in aggressive behavior for students engaged in Early Head Start As with SLD, might be labeled a delay Deviation from developmental timeline
- 7. Elementary grades Academic demands reveal cognitive disability Increased gap between typically developing peers and students with cognitive disability Identification contingent on manifestation of delay in classroom setting
- 8. Middle/high school Widening gap means identification has happened Diverging needs Access to general education curriculum Functional curriculum Vocational training Life skills Functional academic skills
- 9. Instruction ABA Direct instruction Functional curriculum