Uploaded by Alecia McClendon

McClendon AComparison Graphic Organizer

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RUNNING HEAD: Comparision Graphic
Organizer
Category
Cause
1
Definition
Characteristics
Prevalence
Autism
Developmental
disability
significantly
affecting verbal and
non-verbal
communication and
social interaction
Some experts say
that autism is
caused by genetics
or vaccinations
The most accepted
prevalence rate for
autism is 10 per
10,000, a rate
derived from
analysis of 32
separate prevalence
surveys conducted
between 1966 and
2001. T
Deaf-Blindness
Simultaneous
hearing and visual
impairments causes
severe
communication and
other
developmental
educational needs
Individuals with
autism will always
have developmental
differences in
communicative
function, social
interaction skills,
and behavioral
characteristics that
will be present to
varying degrees.
Down Syndromes,
Trisomy 13, Usher
Syndrome
Deaf-Blind from
birth, Maternal
rubella, genetic
syndromes
In the 2003-2004
school year, 1,667
students were
served under the
category of
multiple disabilities
in the United
States, representing
0.03% of all special
education students.
Deafness
Hearing impairment
so severe that a
child is impaired in
processing
linguistic
information
genetic or
hereditary factors,
infections,
developmental
abnormalities, or
environmental/trau
matic factors.
genetic or
hereditary factors,
infections,
developmental
abnormalities, or
environmental/trau
matic factors.
The U.S.
Department of
Education reports
5,971,495 students
receiving special
education services
in the 2003-2004
school year.
Potential Impact on
Learning
Individuals with
autism will always
have developmental
differences in
communicative
function, social
interaction skills,
and behavioral
characteristics that
will be present to
varying degrees.
Communication/lan
guage development
Movement and
motor development
Cognitive
development and
the ability to learn
Emotional/social
development
Body image and
self-concept
students with
auditory
impairments
characteristically
experience
significant issues
with regard to
social and
RUNNING HEAD: Comparision Graphic
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2
intellectual
development,
speech and
language, and
educational
achievement.
Developmental
Delay
A delay in either,
physical, cognitive,
communication
social or emotional
development
heir characteristics
vary with the
disability category
determined by the
Admission, Review
and Dismissal
committee.
n/a
There is no data
available that
reflects an accurate
count of children
served as "NonCategorical Early
Childhood."
Emotional
Disturbance
Inability to learn
that cannot be
explained by
intellectual,
sensory, or health
factors
emotional
development,
behavioral
development,
and cognitive
development.
Depression, Mania,
Chronic Pain,
Personaity Disorder
7.7%, or 461,055
students, received
special education
services based on a
classification of
emotional
disturbance.
Services are
designed by the
evaluation to meet a
child's needs in
physical
development,
cognitive
development,
communication,
social or emotional
development, and
adaptive
development.
Students with
emotional disorders
can be found at
every level of
cognitive
functioning, but the
majority of these
students tend to
have low average
intelligence.
RUNNING HEAD: Comparision Graphic
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3
Hearing
Impairment
Impairment in
hearing, can be
permanent, or
fluctuating
Conductive Hearing
loss, sensorineural
hearing loss, mixed
hearing loss, central
hearing disorders
Genetic or
Hereditary factors,
infections,
developmental
abnormalities or
environmental
traumatic factors
The U.S.
Department of
Education reports
5,971,495 students
receiving special
education services
in the 2003-2004
school year.
students with
auditory
impairments
characteristically
experience
significant issues
with regard to
social and
intellectual
development,
speech and
language, and
educational
achievement.
Intellectual
Disability
Subaverage
intellect
two characteristics
shared in varying
degrees by all
individuals with
intellectual
disabilities are
limitations in
intellectual
functioning and
limitations in
adaptive behavior.
Developma delays
Prevalence ratings
for intellectual
disabilities are
inconsistent,
highlighting the
often hidden nature
of intellectual
disabilities within
other disability
classifications.
With the
appropriate
supports in place,
students with
intellectual
disabilities can
achieve a high
quality of life in
many different
aspects. Curriculum
and instruction
must be carefully
modified to help
these students reach
their potential in
both academics and
RUNNING HEAD: Comparision Graphic
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Multiple
Disabilities
Simultaneous
impairments which
causes severe
educational needs
that are unable to
be accommodated
Orthopedic
Impairment
Severe orthopedic
impairment that
affects a child’s
educational
performance
Other Health
Impairment
Limited strength,
vitality, or alertness
children with
multiple disabilities
will typically share
deficits in five
distinct areas of
development:
intellectual
functioning,
adaptive skills,
motor skills,
sensory
functioning, and
communication
skills.
Neuromotor
Impairments,
Degenerative
Diseases, and
Musculoskeletal
Disorders
Delay in
development
asthma, attention
deficit disorder,
attention deficit
hyperactivity
disorder, diabetes,
epilepsy, cardiac
conditions,
hemophilia,
Genetics, Health
issues
Club foot,
impairments caused
by disease, bone
tuberculosis,
cerebral palsy
4
other functional
areas such as
independent living.
Most of the
The U.S.
students served
Department of
Education reports under the multiple
disability category
5,971,495
do have some level
students
of cognitive
receiving special impairment, but the
education
specific diagnosis
services in the
of this impairment
2003-2004 school can often be
ambiguous or
year.
undetermined.
The U.S.
Department of
Education reports
5,971,495 students
receiving special
education services
in the 2003-2004
school year.
The U.S.
Department of
Education reports
5,971,945 students
receiving special
education services
in the 2003-2004
school year.
Many students with
orthopedic
impairments have
no cognitive,
learning,
perceptual,
language, or
sensory issues.
Students with
AD/HD, no matter
what subtype, can
have deficits in
three areas that may
impact their
educational
performance. These
RUNNING HEAD: Comparision Graphic
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leukemia,
rheumatic fever,
sickle cell anemia,
and nephritis.
Specific Learning
Disability
A disorder of the
basic psychological
processes involved
in understanding or
in using language,
spoken or written
Academic problems Trauma
Disorders of
Environmental
attention
Influences
Poor motor abilities
Psychological
process deficits and
informationprocessing
problems
Lack of cognitive
strategies needed
for efficient
learning
Oral language
difficulties
Speech or
Language
Development
Communication
disorder such as
stuttering, impaired
articulation,
language
impairment
articulation
Delay development
disorders, fluency
disorders, and voice
disorders.
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three areas are
executive
functioning,
intellectual
functioning, and
social/emotional
functioning.
Specific learning
Learning
disabilities are
disabilities are
considered a highhistorically
incidence disability. characterized as
The U.S.
having a strong
Department of
impact on
Education reports
psychological
that there are over
processes,
2.8 million students academic
being served for
achievement, and
specific learning
social/emotional
disabilities
development.
Speech and
language
impairments are
considered a highincidence disability.
Approximately
20% of children
receiving special
education services
are receiving
Delays and
disorders may
range from so
subtle that they
have little or no
impact on daily
living and
socialization to the
inability to produce
speech or to
RUNNING HEAD: Comparision Graphic
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Traumatic Brain
Injury
Acquired injury to
the brain caused by
external physical
force
Symptoms can vary
greatly depending
upon the extent and
location of the brain
injury. However,
impairments in one
or more areas (such
as cognitive
functioning,
physical abilities,
communication, or
social/behavioral
disruption) are
common
Open or closed
head injuries
resulting in
impairments
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services for speech
and language
disorders.
About 80,000 to
90,000 of the
475,000 children
who have sustained
TBIs are
permanently
disabled from their
accidents or injuries
understand and use
language.
Students with TBI
are too often
inappropriately
classified as having
learning
disabilities,
emotional
disturbance, or
mental retardation.
As a result, the
needed educational
and related services
may not be
provided within the
special education
program.