High Incidence Disabilities EDU 525 High Incidence Disabilities
High Incidence Disabilities EDU 525
High Incidence Disabilities • Mental Handicap - MILD • Learning Disabilities • Speech and Language Disabilities • Behavioral Disorders
Definitions in this power point • Come from rule 51 which are the SPED regulations for the state of Nebraska • Based on IDEA and originally PL 94 -142
Mental Handicaps- MILD • In order to diagnose a child as having a mental handicap he/she must have deficits in… • 1. Low IQ • 2. Low Academic Achievement • 3. Low ability in adaptive behaviors
Mental Handicaps Low IQ 1. …significant subaverage general intellectual functioning… – The IQ is determined from an intelligence test – IQ around 60 -65 and may go as low as 5055…. below 50 -55(ish) would be the severe/profound level which considered is a low incidence disability
Mental Handicaps - MILD • 2. Low academic achievement • …adversely affects child’s development or educational performance… – Can be in multiple areas such as reading, math
Mental Handicaps - MILD • 3. Low ability in adaptive & developmental behaviors - adaptive behaviors are behaviors people need to function through life or day to day; measured by regular developmental activities Ex: 2 year old kid; 2 nd grader; high schooler
Bell Curve In a discrepancy model of eligibility: - I. Q. test: 0 median = 100 points, and the standard deviation between each number is 15 points - L. D. must be average to above average - M. H. -mild may be 50 -65 IQ
• Mild Mental Handicap makes up about 2. 27% of the population • In the elementary and middle schools it is likely that a student with a mild mental handicap will be included in the regular classroom, however it is likely that once the child gets into high school that the gap will have widen enough that the student will receives instruction in a separate room. • Mental handicap population can function up to about the 5 th or 6 th grade level • - 2 and -3 standard deviations below the mean-individuals with mild mental handicaps
Learning Disabilities • …a disorder in one or more of the basic psychological processes…in understanding or using language, spoken or written… • This doesn’t mean speech deficit or language issue (such as phonics) - it involves the psychological process which are issues that involve the brain, brain functions, how neurons work, in order to create pathways to help understand language. • Difficulty with listening, reading decoding, writing, spelling, math calculations and understanding what someone is saying when there is NO deficit with hearing
Learning disabilities… • Are NOT the result of speech impediments, hearing/vision loss, or cultural/economic differences • Are NOT recognized in every country – Countries with higher economic abilities tend to recognize learning disabilities (U. S. , Europe, Japan, Hong Kong)
Examples of learning disabilities • Ex: imperfect ability to listen, think, speak, read, write, spell or do math calculations • A student might have a learning disability in the area of reading decoding; A learning disability only impacts ONE or a few areas of development
How do we know if there is a learning disability? • Discrepancy model (refer to bell curve) • 20 pts discrepancy between IQ and Academic test • Woodcock Johnson and Weschler are examples of academic tests; the scores on these tests are compared with the IQ test • Must have average to above average IQ with a low academic ability to qualifiy as learning disabled
What if there is only a 14 or 17 point discrepancy? ? • A student with this kind of discrepancy will likely struggle in his/her academics • Response to Intervention (Rt. I) will come into play (we will discuss this more in depth at a later time)
Where would a student’s IQ fall on the bell curve? The student has a verifiable learning disability (between what #’s or standard deviation? ).
• ONE MINUTE SCRAMBLE
Speech/Language Disorders (Communication Disorders) • 2 categories • Speech • Language
Speech • A communication disorder – Fluency (stuttering) – Voice (raspy, hoarse) – Articulation (letter/sound combinations) • Ex: of impaired articulation – w/l/r sounds. . black = bwack – Learn = wrern – ch/sh. . chicken = schicken
Language 5 areas of language impairment 1. phonology 2. morphology 3. syntax 4. semantics 5. pragmatics
Phonology • Difficulty with connecting letter and sounds • Can’t produce certain words because they don’t know the sounds
Morphology • Student has difficulty with prefixes, suffixes, root words; this causes confusion and, as a result, misunderstanding the language • In your reading methods classes you probably have talked about morphemes; the smallest units of language that have sounds
Syntax • The description of the rules associated with language - grammar and word order • Issues with regular/irregular words • Ex: a child will say “I goed” instead of “I go” or “I went” the student understands that there is a rule with “ed” but doesn’t know how to apply it • If you have ever tried to learn a different language you might relate to this • Word order: ex: adjective comes before a noun--- yellow giraffe
Semantics • Has to do with the meanings of words/concepts/idioms – Ex: it’s raining cats and dogs • This makes teaching abstract concepts difficult…example photosynthesis • Difficulty with word finding and vocabulary
Pragmatics • Students don’t understand the social convention of language – Ex: talking to someone at an interview vs. talking to your friends at a party – Taking turns in a conversation, ending a conversation – Difficulty with presupposition
Behavior Disorders
Behavioral Disorders • …a condition exhibiting one or more of the following over a long period of time and to a marked degree…adversely affecting educational performance or development… • Must show intensity, duration, and frequency over a long period of time
5 categories of Behavioral Disorders • 1. Inability to learn (not intellectual sensory or health) – For some other reason; typically because the child is having other thoughts in his/her head (emotional, psychotic) – A strong emotional barrier is present that inhibits a student’s learning
5 categories of Behavioral Disorders • 2. Inability to build and or maintain …. interpersonal relationships – Difficulty with peers and / or adult relationships – Might get into a lot of fights with peers and or adults – Students often destroy relationships with peers (this can happen in childhood, adolescence, and adulthood)
5 categories of Behavioral Disorders • 3. Inappropriate…behaviors or feelings under normal circumstances – Ex: most children might scribble or yell aloud if provoked; however if a child wasn’t provoked and is doing this consistently, or rountinely, you would have a concern – Inappropriate feelings: a child might suddenly start crying for no reason - unable to control his/her emotions. . could throw a book across the room or get up and hit someone – A child might start tearing pages out of his / her reading book when he / she think peers might be talking about them
5 categories of Behavioral Disorders • 4. General pervasive mood - unhappiness, depression – Childhood depression can look a lot different than adult depression – DSM (diagnostic statistical manual) distinguishes between childhood and adult depression • Childhood: manifested in different ways; overt inappropriate behaviors; don’t understand how to channel their issues; may seem overly aggressive • When we think of depression we often think of people who are sad or sleep a lot…this is not always the case
5 categories of Behavioral Disorders • 5. Physical symptoms or fears associated with personal or school problems – Ex: a fear of coming into a classroom so a child might hide in a locker room – A child might throw up because they don’t want to come to school (emotionally or psychologically triggered)
Other important information to know… • Difficult to diagnose because there are different interpretations from one psychologist to another in various districts • Some states label behavior disorders differently; some states don’t like a stigma • SED (severe emotional disturbance) • EBD (emotional behavior disorders) • BD (behavior disorders)
• To be considered behavioral disordered students must exhibit inappropriate behavior to a marked degree and over a period of time
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