midterm study guide -working

7/26/2019 Midterm Study Guide -Working

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Chapter 1: Exceptional Child: Advanced Issues

PowerPoint Slides and Class Notes

Exceptionalities and Social Justice

Exceptional children Individuals who differ from societal or community standards of normalcy

Significant physical, sensory, cognitive or behavioral characteristics

Changing Times Improved Outcomes for Individuals with Disabilities

o Fewer drop out of school; decrease of 21 in 1! yearso "ore graduate with a standard diploma; #$ increase since 1%%&

o "any attend post'secondary education; 1( in 1%)* to #! in 2!!(

o "ore hold +obs after leaving high school

Fairness and -uality. Ideas now associated with people with disabilities

o "edia /ortrayals

Perceptions Mattero Ways of thinking that guide our perspectives:

Deficit

o Human behavior and characteristics are distributed along a continuum called the normal

curve! Cultural

o 0ifferent cultures with different views about difference and disability

"ociological

o Disabilit# is sociall# constructed

Soft diagnosis; different from scientific no definitive test to determine disability

Disability as a Minorityo Like other historically under-represented groups, people with

disabilities comprise a minority group.o People with disabilities often face barriers are handicapped

because of discrimination and unfair treatmento !imilarities with other minority groups in "merica

Civil rights movement of 1%(!s and 1%&!s

Protected under the constitution

#hurgood Marshall

$% years for disability discrimination to pass

Defacto versus dejure segregation

&e 'ure segregation


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!egregation by law

(separate but e)ual*

!egregation allowed as long as e)ual rightsand conditions were provided

&e +acto segregation

!egregation by practice acial segregation, especially in public schools,

that happens by fact rather than by legalre)uirement. +or e/ample, often theconcentration of "frican-"mericans in certainneighborhoods produces neighborhood schoolsthat are predominantly black, or segregated infact 0de facto 1, although not by law

o Words Matter2 People with disabilities are people 3rst2 #he words we use communicate attitudes and perceptions.

Principles of people 3rst language

Put the primary focus on the person 4/ample: " student with autism 56# "n autistic

student 4/ceptions: Members of the &eaf community

Arriving at asic !uarantees

clusion in Society In last century many individuals with disabilities were sent to live in institutions3

Segregated from society3

"any individuals with disabilities still face discrimination and bias in society3

Exclusion in Education /rior to 1%*(, children and youth with disabilities routinely denied education3

1%%1. approimately 14$ of students with disabilities attended general education classes for over

)! of school day3 Today. approimately &! attend general education classes for over )! of school day3

$egal %rotections Individuals with 0isabilities ducation 5ct 6I057 guarantees students with disabilities a free and

appropriate public education in the least restrictive environment3

5mericans with 0isabilities 5ct 65057 protects the rights of all citi8ens with disabilities3

Definitions and &erminolog# 0isability

o 9imitations imposed on an individual 6physical, cognitive, sensory, emotional, learning

difficulties, etc37 :andicap

o Impact of the disability 6social marginali8ation, discrimination due to perceptions, etc37


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&hirteen Categories of Disabilit#1. 5utism2. 0eaf'blindness 6deafness has two models. medical and cultural73. 0evelopmental delay 6new7

a. Typically uses a individuals performance on standardi8ed developmental assessmentsb. ersus at ris< = individuals who, although not yet identified as having a disability have ahigh probability of manifesting a disability because of harmful biological environmental orgenetic conditions

4. motional disturbance5. :earing impairments6. "ental retardation7. "ultiple disabilities8. >rthopedic impairments9. >ther health impairments 6?1 = largest7 'rd in receiving "E10. Specific learning disabilities 1st in receiving "E

11. Speech or language impairments 6?2 = prevalence7(

nd

in receiving "E12. Traumatic brain in+ury13. isual impairments including blindness14. @on'categorical. programs constructed around student needs and common instructional

re-uirements instead of categories of eceptionality

%ioneering Contributors to the Development of "pecial Education Thomas Aallaudet 61*)*'1)(17

o communication


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o taught children w4hearing impairments to communicated through sign language

o established first institution in the BS

9ouis raille 61)!%'1)(27

o 0eveloped system of reading and writing for people who were blind

5leander Araham ell 61)#*'1%227

o Scienceo 5dvocate of educating children with special needs in public schools

o /romoted the use of residual hearing and developing s


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&e3ne e/ceptional children, disability, handicapped, developmentallydelayed, at risk, and special education.

7dentify the thirteen disability categories recogni8ed by the federal

government.

&istinguish between prevalence and incidence.

&escribe the historical evolution of services for children and adults withdisabilities.

List the related services sometimes re)uired by students withdisabilities.

6utline the di9erences between multi-, inter-, and transdisciplinary

team models.

&escribe common instructional models of cooperative teaching.

7dentify key dimensions of universal design for learning.

4/plain the services typically available to infantstoddlers,

preschoolers, adolescents, and adults with disabilities.

C%apter #utline$I. ;ey ideas re


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b. 7t is important to recogni8e the di9erence in meaning andimplication of the terms disability and handicap although theyare often used interchangeably.

i. Disability

1. #he term disability is the limitation or inability toperform a task in a certain way. +or e/ample, aperson may have paralysis of the leg muscles,cognitive impairments, loss of sight or hearing,emotional disturbances, or learning di>culties.

ii. &andicap1. #he term handicap refers to the problems or

di>culties that a person with a disability mayencounter because of their disability, for e/ample, abuilding that isn*t wheelchair accessible, a buildingwith ?raille signs posted far into a building, or

marginali8ation and discrimination due to negativesocial attitudes.

III. =lassroom !uggestions

a. +ocus on the person rather than the disability

i. +ocus on the person rather than the disability.1. #he person lives a life that is @ust as important to

them as your life is to you and it*s important torecogni8e the parts of their life that they 3ndvaluable and important. emember, the disability

doesn*t de3ne the person.ii. "void super achiever and other stereotypes.

1. 5egative stereotypes about people with disabilitiesare as unfair as stereotypes assigned to otherminority groups. Asing these stereotypes can havenegative implications for the thoughts and attitudesof people without disabilities and contributes to thehandicaps that people with disabilities mayencounter in society.

iii. "void terms of pity such as aBicted with or su9ersfrom and generic labels like the retarded.

1. #erms of pity evoke emotions of sorrow and charityand encourage people to distance or separatethemselves from the ob@ect of pity. Asing terms ofpity furthers the social stereotype that people withdisabilities are helpless, weak, or inferior.

iv. Ase person 3rst language such as boy with &ownsyndrome.


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1. Language is often the precursor to thought. +ocusingon the person before the disability sends themessage that the person isn*t de3ned by theirdisability. #his change rerms ability such as uses awheelchair rather than wheelchair bound.1. Language is powerful and using it in di9erent ways

can convey di9erent meanings. Asing language thatdoes not emphasi8e a person*s disability orlimitations sends the message that the disability orlimitation isn*t the person*s de3ning characteristic.

vi. Ase correct terminology rather than euphemisms.1. #erms such as physically challenged are often used

to describe a person with a disability and are seen as

condescending. 7t is important to use the correctterminology to e/press respect for the person with adisability.

vii. Don 't confuse disease wit% disability(1. &isability does not imply disease or illness although

many people have diseases that are disabling.&isease can be frightening for children and impliesthat the disability might be contagious and this beliefmay cause them to distance themselves or fear theperson with the disability. " disability is not asickness and should not be presented as a problem

or in need of a cure.viii. Portray people with disabilities as active participants in life

and in society.1. Positive portrayals of people with disabilities show

children that people with disabilities are e)ualparticipants in society and can impact their beliefsand perceptions about people with disabilities.=hanging negative attitudes is part of the strugglethat disability rights activists have been 3ghting fordecades.

IV. 7mportant #erms

a. &evelopmental &elay

i. Many states have di9erent criteria for identifying adevelopmental delay for e/ample, testing withstandardi8ed tests or comparing developmentalmilestones. =urrent legislation allows states to use theterm developmental delay for children aged C through D.


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#he use of speci3c disability labeling for young children isof )uestionable value.

b. At)*is+

i. =hildren who are at-risk are generally not identi3ed as

having a disability but have a high probability ofmanifesting a disability due to biological, genetic, orenvironmental factors. "dverse circumstances or factorsmay contribute to delays in learning or development but itis not a guarantee.

c. Special Education

i. !pecial education is a customi8ed instructional programthat considers materials, e)uipment, services, andteaching strategies to meet the needs of the student with adisability. !pecial education is often conducted in the

regular education classroom. 5ot all students withdisabilities will re)uire special education programming.!tudents who receive special education will have an7ndividuali8ed 4ducation Program 074P1.

d. elated !ervices

i. elated services are provided by professionals who maywork with students with disabilities. elated services arean integral part of a special education program if thestudent re)uires them. #hey will be discussed later in thechapter.

e. 7ncidence

i. 7ncidence refers to a rate of inception, or the number ofnew instances of a disability occurring within a given timeframe, usually a year.

f. Prevalence

i. Prevalence refers to the total number of individuals with aparticular disability currently e/isting in the population at agiven time.

V. +ederal =ategories of &isability identi3ed by Public Law 0PL1 %EF-GGH

0the 7ndividuals with &isabilities 4ducation 7mprovement "ct of $EEG1.

a. +ederal categories

1) "utism2) &eaf-blindness3) &evelopmental delay4) 4motional disturbance


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5) Iearing impairments6) Mental retardation J7ntellectual disabilityK7) Multiple disabilities8) 6rthopedic impairments9) 6ther health impairments

10)!peci3c learning disabilities11)!peech or language impairments12)#raumatic brain in@ury13)isual impairments including blindness

b. Pros and cons to using labels to identify peoplec. 7ncrease in number of students receiving special education

servicesVI. Prevalence of =hildren and oung "dults with &isabilities

a. 7mportant terms: incidence and prevalenceb. 5umber of children and adults served

i. eview +igure %.% and #able %.$c. 5ote on gifted and talented individuals

VII. Iistory of !pecial 4ducation

a. Pioneers in the &evelopment of !pecial 4ducationb. 7nstitutions and "sylumsc. !pecial education classes in public schoolsd. =hange in social beliefs about people with disabilitiese. Legislation and litigation re


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that is developed is based on collaboration andre


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e. Aniversal &esign for Learning 0A&L1

i. A&L is the concept that curriculum, instruction, andevaluation procedures should be designed to meet theneeds of all students by providing access to learning, not

simply access to information. Learning materials andlessons are designed to allow for


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=ollaboration: Iow individuals work togetherO a style of interactionamong professionals.

=onsultation: " focused problem-solving process in which oneindividual o9ers support and e/pertise to another person

=ooperative teaching: "n instructional approach in which a special

education teacher and a general educator teach together in a generaleducation classroom to a heterogeneous group of students

&evelopmental delay: " term de3ned by individual states referring tochildren ages C to D who perform signi3cantly below developmentalnorms

&isability: "n inability or incapacity to perform a task or activity in anormative fashion

4arly childhood special education: Provision of customi8ed servicesuni)uely crafted to meet the individual needs of youngsters withdisabilities ages C to N.

4arly intervention: #he delivery of a coordinated and comprehensive

package of speciali8ed services to infants and toddlers withdevelopmental delays or at-risk conditions and their families

4/ceptional children: =hildren who deviate from the norm to such ane/tent that special educational services are re)uired

Iandicap: &i>culties imposed by the environment on a person with adisability

Iandicapism: #he une)ual and di9erential treatment accordedindividuals with a disability

7ncidence: " rate of inceptionO number of new cases appearing in thepopulation within a speci3c time period

7ndividuali8ed 4ducation Program 074P1:" written detailed plan

developed by a team for each pupil ages C$% who receives a specialeducationO a management tool

7ndividuali8ed +amily !ervice Plan 07+!P1:" written plan developed by ateam that coordinates services for infants and toddlers and theirfamilies

7ndividuali8ed #ransition Plan 07#P1:"n individuali8ed plan withidenti3ed goals and ob@ectives used to prepare the student in makingthe transition from high school to work 0or college1

7nterdisciplinary team: " group of professionals from di9erentdisciplines who function as a team but work independentlyOrecommendations, however, are the result of sharing information and@oint planning

Multidisciplinary team: " group of professionals from di9erentdisciplines who function as a team but perform their roles independentof one another.

5oncategorical: Programs developed based on student needs andcommon instructional re)uirements rather than on disability


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Prevalence: #he total number of individuals in a given category duringa particular period of time

elated services: !ervices de3ned by federal law whose purpose is toassist a student with e/ceptionalities derive bene3t from a specialeducation

!elf-contained: " separate classroom for children with disabilities,usually found in a public school

!pecial education: !pecially designed instruction to meet the uni)ueneeds of an individual recogni8ed as e/ceptional

#ransdisciplinary team: " group of professionals from di9erentdisciplines who function as a team but work independentlyO however,they share roles, and a peer is identi3ed as the primary interventionist

#ransition: " broad term used to describe the movement of anindividual from one educational environment to another, from oneclass to another, or from one phase of life 0high school1 to another0independent adulthood1

#ransition services: 7ndividuali8ed and coordinated services that assistthe adolescent with a disability to successfully move from school topost-school activities.

Aniversal design for learning: #he design of curriculum materials,instructional activities, and evaluation procedures that can meet theneeds of learners with widely varying abilities and backgrounds.

*ui+

13 The term handicapism describes the une-ual and differential treatment eperienced by those with a

disability3 &rue

23 Contemporary thin


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%3 5uthorities agree the practice of labeling students is the most effective method of providing services3,alse

1!3 Aifted and talented students are classified in a separate category under I053 ,alse

11(Disabilit# is defined as an inabilit# or a reduced capacit# to perform a tas- in a specific wa#.

1(. Handicap refers to the impact or conse/uence of a disabilit#0 not the condition.

1$3 5 way of ensuring participation in the general curriculum as re-uired by /91!)'##& 6I05 '2!!#7 is theconcept of universal design.

1#3 The reauthori8ation responsible for rapid development of services for youngsters with disabilities,delayed or at ris< is %$ 2345 (

1(3 "pecial educationis defined as a customi8ed instructional program designed to meet the uni-ue needs

of an individual learner3

1&3 hich of the following special education pioneers is considered the Hfather of special education3 I+ard1*3 Jey ingredients re-uired for successful cooperative teaching include

6oluntar# participation

Ade/uate planning time

7utual respect

1)3 Similar to an I/, the I,"%is more family focused and reflective of the familyKs resources, priorities, andconcerns3

1%3 In this model, team members are committed to wor


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5dditional ercise

Identify


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ducation of the :andicapped 5ct

5mendments of 1%)&

- 5ffected education and services for young children with special needs andtheir families

/reschoolers 6age $'(7

Children from birth through age 2 Individuali8ed Family Service /lan 6IFS/7

o /9 1!)'##&

Individuals with 0isabilities ducation Improvement 5ct of 2!!#

- Special education services aligned with national school improvementefforts

- I/ changes- Identification of students with learning disabilities through Eesponse to

Intervention 6ETI7- :ighly -ualified special education teachers- 0iscipline

- 0ue process- valuation of students- 5ssessment participation

Jey Civil Eights 9egislation

o Section (!# of the Eehabilitation 5ct of 1%*$

This act employs a broader definition of eligibility than I05 and states that no

individual can be ecluded, solely because of their disability, from participating inany program or activity receiving federal funding, including schools3

Schools may be re-uired to develop plans to meet the needs of students who

re-uire accommodations3

Section (!# covers the entire lifespan not +ust the school years3


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Identification and 5ssessment of Individual 0ifferences

o Interindividual differences are differences between students 6eamples. height, sports s


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Individuali8ed ducation /rogram 6I/7

o 5n I/ is created by a team that includes.

5 parent4guardian

The student, when appropriate

The childKs teachers including a general education teacher and a special educator

5 representative from the school district 5n individual able to interpret the instructional implications of the assessments

conducted >ther professionals as appropriate

Cascade of Service 0elivery >ptions

o The 9east Eestrictive 69E7 option is the general education classroom because it providesthe most access to children without disabilities3

o Increased emphasis on providing supports and services within the general education

classroom3o Students may need a more restrictive setting to meet their uni-ue needs3


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Chapter Summary

9egislation impacting the practice and pedagogy of students with disabilities are highlighted, includingma+or national and state regulations as well as civil rights legislation3 These important laws paved the wayfor inclusion of students with disabilities and outline the identification and assessment process3In addition, this chapter describes the design and implementation of individual education plans as well asservice delivery options; including a focus on full inclusion and the regular education initiative3

9earning >b+ectives.

Identify the court cases that led to the enactment of /ublic 9aw %#=1#23

Summari8e the utline the steps in the referral process for the delivery of special education services3

9ist the


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0efine mainstreaming, least restrictive environment, regular education initiative, and full inclusion3

Chapter >utline.I. Jey Special ducation court cases

a. 8rown v. 8oard of Educationof &ope-a0 9ansas61%(#7

i. Segregation by race is unconstitutional; paved the way for changes to theeducational practices of the time that segregated by disability3

b. %A)C %enns#lvania Association for )etarded Children; v. Commonwealth of%enns#lvania61%*27

i. States must guarantee a free public education to all children with mentalretardation ages &'21 and younger if school districts provide services to preschoolage children without disabilities3

c. 8oard of Educationaddressed Hendric- Hudson Central "chool District v. )owle# 61%)27

i. First B3S3 Supreme Court interpretation of /9 %#'1#2 to determine whatconstitutes an Happropriate education for a child with a hearing impairment35ppropriate is found to mean reasonable but not necessarily optimalaccommodations3

d. Daniel ).). v. "tate 8oard of Education 61%)%7

i. stablished least restrictive environment based on whether pupil can ma


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1. Children with disabilities are to be educated, to the maimum etentpossible, with their classmates that do not have disabilities3

iii. Individuali8ed ducation /rogram 6I/71. 5n educational plan that is designed to meet the individual needs of

children who have disabilities that impact their educational performance3

iv. /rocedural 0ue /rocess1. Safeguards are provided including confidentiality of records, parentsKrights for access, rights to an independent evaluation, parentsK right tolegal counsel and an impartial hearing regarding disagreements3

v. @ondiscriminatory 5ssessment1. /rior to placement, a child must be evaluated by a multidisciplinary team

in all areas of suspected disability using tests that are not racially,culturally, or linguistically biased3

vi. /arental /articipation1. /arents are considered e-ual partners and participate fully in the decision'

ma


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iv. Identification of students with learning disabilities through Eesponse toIntervention 6ETI71. States may choose not to use a discrepancy model for identification of a

learning disability3 They may opt to provide intensive interventions and ifthey donKt result in ade-uate progress for the student, a learning disability

is assumed to be present and additional assessment is warranted3v. :ighly -ualified special education teachersvi. 0iscipline

1. Students who are removed from their current educational setting for morethan 1! days must still receive special education services

2. Interim educational placements may be used for up to #( school days foroffenses involving weapons or drugs or inflicting Hserious bodily harm

3. I/ teams must consider whether a childKs disability contributed to theirbehavior and whether the school failed to implement the I/ appropriately

4. Students remain in the current educational placement in the event of ahearing or mediation to resolve a dispute

vii. 0ue process1. /arents have a two year time limit for filing due process complaints2. 5 resolution session is re-uired within 1( days before proceeding to due

process3. /arents may recover litigation epenses if they prevail in due process

hearingsviii. valuation of studentsix. 5ssessment participation

1. 5ll students participate in state' and district'wide assessments3 States areallowed to assess up to 1 percent of students with alternativeassessments3

IV. Jey Civil Eights 9egislation

a. Section (!# of the Eehabilitation 5ct of 1%*$

i. This act employs a broader definition of eligibility than I05 and states that noindividual can be ecluded, solely because of their disability, from participating inany program or activity receiving federal funding, including schools3

ii. Schools may be re-uired to develop plans to meet the needs of students whore-uire accommodations3

iii. Section (!# covers the entire lifespan not +ust the school years3b. /9 1!1'$$& 61%%!7. 5mericans with 0isabilities 5ct 65057

i. 0esigned to eliminate discrimination against people with disabilities in the publicand private sectors3

ii. panded definitions of eligibility may include people with 5I0S, substance abuseissues, or any impairment that limits a ma+or life activity3

iii. mployers, mass transit systems, and companies who provide products andservices must ma


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c. /9 11!'$2(. The 5mericans with 0isabilities 5ct 5mendments of 2!!)

i. Eeauthori8ation of the 505; commonly called 50551. ecame effective Lanuary 2!!%2. roader interpretation of disability includes additional life activities

6reading, concentrating, thin


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d. Instructional /rogramming and 5ppropriate /lacement

i. ligibility for special education servicesii. Standards vary state to state

e. ligibility for Special ducation Services

i. The "ultidisciplinary Team 6"0T7 uses a variety of assessments, including parentinput, to determine if a child has a disability that impacts his4her academic abilities3

ii. If the "0T determines that the child has a disability that impacts his4her academicabilities, then the child is eligible for special education services and an I/ 6orIFS/7 will be developed3

iii. If the "0T determines that the child has a disability that does not impact his4heracademic abilities, then the child may be eligible for a (!# accommodation plan3

VII. 0esigning Individuali8ed Instructional /rograms

a. 5n Individuali8ed ducation /rogram 6I/7 is a written contract to provide supports and

services to a student with a disability once the student has been found eligible for specialeducation3 5 team, including the parents, uses the assessment information to develop aplan that will benefit the student in the 9E3 The main components of an I/ include.

i. Current performance. Statement of childKs present levels of educational andfunctional performance including how the disability may impact involvement in thegeneral education curriculum

ii. Aoal. Statement of measurable annual goals that address studentsK academic andfunctional needs in the general education curriculum

iii. Special education and related services. Statement of special education, relatedservices, and any additional aids or services the child needs3

iv. /articipation with typical students. 5n eplanation of the etent, if any, to which thestudent will not participate in the regular education classroomv. /articipation in state' and district'wide assessment. Statement of any

modifications that may be re-uired in order for a student to participate in state' ordistrict'wide assessments or a statement of how the student will be alternatelyassessed

vi. 0ates and locations. /ro+ected date for services, including location, duration andfre-uency of such services

vii. Transition services. Ee-uired at age 1&; a statement of services to attainpostschool goals in training, education, employment, and independent living s


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iv. 5 representative from the school districtv. 5n individual able to interpret the instructional implications of the assessments

conductedvi. >ther professionals as appropriate

c. Individuali8ed Family Service /lans 6IFS/7 supports infants and toddlers with disabilities

and their families3

i. 0eveloped based on assessments by professionals and family input3ii. Aoals developed to reflect the familyKs priorities and needs3iii. Eeviewed every & months

VIII. /lacement Considerations

a. /lacement options 69E7' Cascade of Service 0elivery >ptions

i. Eegular Class. Students who receive the ma+ority of their education in a regularclassroom and receive special education and related services outside the regular

classroom for less than 21 of the school day3 This placement option alsoincludes individuals who are provided with speciali8ed instruction or serviceswithin the regular classroom setting3

ii. Eesource Eoom. Students who receive special education and related servicesoutside the regular classroom for at least 21 but less than &! of the schoolday3 Students are Hpulled out of the regular classroom and receive speciali8edinstruction or services in a separate classroom for limited periods of time3 Servicesmay be individuali8ed or offered in small groups3 5 common placement option forchildren with less severe disabilities3

iii. Separate Class. Students who receive special education and related servicesoutside the regular class for more than &! of the school day3 Commonly


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1. There isnKt a Hone si8e fits all approach to special education that assumesthat all students can have their needs met in the same location3 0ifferentstudents have different needs that may ma


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/re'referral intervention.Instructional or behavioral strategies introduced by a general educator to

assist students eperiencing difficulty; designed to minimi8e inappropriate referrals for special

education

Eeferral. 5 formal re-uest by a teacher or parent that a student be evaluated for special education

services

Eegular ducation Initiative 6EI7.5n approach that advocates that general educators assume

greater responsibility for the education of students with disabilities

Dui8

1. /9 %#'1#2 was the first public law mandating a free, appropriate public education3

true

2. The language contained in I05 2!!# clearly defined who may be considered a Hhighly -ualified

special educator3

true

3. The philosophy of HMero Ee+ect believes that all children, regardless of their disability, should be

provided an appropriate education3

true

4. /9 1!1'#*& identified 5utism and Traumatic rain In+ury as separate disability categories3

true

5. I05 2!!# imposed a statute of limitations on parents for filing a due process complaint from the

time they


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13. The need for testing linguistically different students in their primary language as well as nglish

was argued in.

0iana v3 State oard of ducation

14. The Hducation of all :andicapped Children 5ct 6/9 %#'1#27 was passed in.

1%*(

15. hich of the following is @>T a re-uirement for special education teachers under the H@o Child9eft ehind 5ct 6/9 1!*'11! = @C97 of 2!!1O

Teachers may teach five years in a public school and become certified

16.NNNNNNNNNNNNre-uires schools to educate all children, to the maimum etent appropriate, with

their nondisabled peers3

9east restrictive environment

17. This was the first public law specifically aimed at protecting children and adults against

discrimination due to a disability.

Section (!# of 1%*$ Eehabilitation 5ct

18. 56n7 NNNNNNNNNNNNNNNNNNNNNNNNNis a management tool that stipulates who will be involved in

providing special education, what services and instruction will be provided, where they will bedelivered, and for how long3

I/

19. lements of a meaningful I/ include.

Current performance

Eelated services

"eaningful goals

20. eginning at age 1&, the I/ must include a statement of neededNNNNNNNNNNNNNN

transition services

21. "easurable annual goals must include all but which of the following components.

ob+ectives and annual benchmar


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Summari8e T in medically diagnosed categories.

0eafness

lindness

0ownKs syndrome, etc3


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Challengeso 5ccurately interpret behaviors of learner

:ow culturally competent are youO

Is there a universality of childrenKs behaviorO

o hat is multicultural curiosityO

0econstruct cultural narratives

o hat are the main minority groups in the BS5O

0epends

5s< yourself these -uestions

o Self, how has the ma+ority culture interacted with the minority cultureO

hat does the ma+ority value that the minority may notOo 0o we need a separate study of human behavior for different culturesO

>r are there things that tie us all togetherO

Increased number of minorities in S/0O

o Four 5reas.

Incongruence between teachers and the diverse student body

Incongruence can also be seen in the mode of instruction

Inaccurate 5ssessment and Eeferral

Ineffective Curriculum and Instruction

5ltering /edagogy

o Contet'embedding

Bse the studentKs eperiences as tools

o /roviding meaningful eperiences

"ultiple perspectives

o -uitable representation of groups

o Interactive and eperiential teaching


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o nsuring tolerance and acceptance

Conse-uences of 0isproportional Eepresentation

o "ay result in an inferior and less effective educational eperience

o Increases ris< for underachievement and school dropout

o "ay create limited employment opportunities

5ssessment Innovations

o @ondiscriminatory assessments

o Test revisions

o "ultiple Intelligences

o /ortfolio assessments

ducational Suggestions

o 0isplay sensitivity to the cultural heritage of all students

o Bse instructional strategies and materials that respect different learning styles and

personal eperienceso Consider the instructional environment and the impact on student behavior

9earning >b+ectives.

plain how cultural and linguistic diversity is affecting B3S3 classrooms3

0efine culture, multiculturalism, multicultural education, and bilingual education3

9ist si instructional options for teaching students who are bilingual3

>utline the issues associated with the disproportional representation of culturally and linguistically

diverse learners in special education3

0escribe the challenges confronting educators when assessing students from culturally and

linguistically diverse groups3

9ecture >utline.I. Cultural 0iversity. The Changing Face of a @ation

a. Culture

i. The attitudes, values, belief systems, norms, and traditions shared by a particulargroup of people that can be reflected in their language, religion, dress, diet, andsocial customs3

b. "ulticulturalism

i. 5c


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d. ilingual education

i. 5n educational strategy for students whose first language is not nglish wherethey receive instruction in their native language while learning nglish3

e. "acroculture

i. Core national culture which represents a shared culture such as 5mericanindividualism and independence3

f. "icroculture

i. 0istinct subcultures within the larger culture that retain their own uni-uecharacteristics3

g. nglish 9earners

i. Individuals whose primary or home language is not nglish and who are not yetproficient in nglish so they cannot fully profit from instruction provided in nglish3

h. The Federal Aovernment only recogni8es seven distinct racial groups.

i. 5merican Indian or 5lasther /acificIslander, :ispanic, lac


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i. "ay result in an inferior and less effective educational eperience1. Students who are removed from the general education classroom and

curriculum may eperience inferior educational opportunities due to limitedepectations, supplies, instructional materials, and resources3

ii. Increases ris< for underachievement and school dropout

1. "inority students historically have higher rates of school dropout than theirhite classmates3iii. "ay create limited employment opportunities

1. 5dults who did not complete high school are more li


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g. 0isplay sensitivity to the cultural heritage of all students through the use of appropriatematerials and instructional practices and through critical consideration of the curriculum3TeachersK attitudes impact the perceptions and beliefs of students3

h. Bse instructional strategies and materials that respect different learning styles in order tomeet the needs of all students in the classroom and help them to achieve academic

success3i. Consider the instructional environment and the impact on student behavior3 Students cometo school with a variety of eperiences that influence how they respond to schoolsituations3 arying cultural epectations may influence studentsK behavior within theclassroom3

j. The instructional materials that teachers use in the classroom communicate cultural valuesto students through the pictures, eamples, language, and attitudes they eperience withinthem3 Critical consideration and selection of instructional materials can help to promotepositive attitudes regarding diversity among students3 It is also valuable for all students tolearn to critically evaluate diversity issues within the curriculum and within their own lives

9e# terms

ilingual education.5n educational approach whereby students whose first language is not nglish

are instructed primarily through their native language while developing competency and proficiencyin nglish3

ilingual special education. Strategy whereby a pupilKs home language and culture are used along

with nglish in an individually designed program of special instruction

Cultural pluralism. The practice of appreciating and respecting ethnic and cultural differences3

Culture.The attitudes, values, belief systems, norms, and traditions shared by a particular group of

people that collectively form their heritage nglish 9earners 69s7. Students whose primary language is not nglish and who have yet to

achieve proficiency in nglish

thnocentrism.5 perspective whereby a person views his or her cultural practices as correct and

those of other groups as inferior, peculiar, or deviant

Field dependent 4 sensitive. Students who approach learning intuitively rather than analytically and

logically3 These students tend to find success in cooperative learning situations and group worverrepresentation. 5 situation in which a greater number of students from minority groups areplaced in special education programs than would be epected based on the proportion of pupils inthe general school population3

/ortfolio assessment. 5 type of authentic assessment; samples of different wor< products gathered

over time and across curriculum areas are evaluated3

Bnderrepresentation. 5 situation in which fewer children from minority groups are placed in special

education programs than would be epected based on the proportion of pupils in the generalschool population

Dui8

1. 5bout one in five residents, or approimately 2! percent of the B3S3 population over the age of (,

spea< a language other than nglish at home3

true

2. 0espite increasing cultural and linguistic diversity in our schools, almost %! percent of general and

special education teachers are white3

true

3. Cultural pluralism re-uires cultural groups to relin-uish or abandon their cultural heritage3

false

4. Individuals who are nglish 9earners 69s7 represent a very homogeneous group of individuals3

false5. Culturally bound test items are an eample of intrinsic bias factors3

true

6. I05 states that learning disabilities must eclude individuals whose learning problem is the result

of a language or cultural difference3

true

7. y the year 2!2!, students of color are pro+ected to ma


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The need for individuali8ed instruction

12.NNNNNNNNNNNNNNNN is defined as the attitudes, values, belief systems, norms, and traditions by a

particular group of people3

Culture

13. thnocentrism is defined as.

iewing oneKs own cultural group characteristics as superior iewing of other groups as inferior or peculiar

14. The thought of society as the core national culture, representing a shared culture is


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5dditional ercises

plain how cultural and linguistic diversity is affecting 5mericaKs classrooms3

hat insights does 0r3 Lanette Jlinger offer with regard to the testing of students who are nglish

learnersO

Identify and eplain some of the recommendations made by 0r3 Jlinger3 hat role does Eesponse to Intervention play in the assessment of nglish learnersO

plain how cultural and linguistic diversity is affecting 5mericaKs classrooms3

ased on the information from the document, identify the four principles that provide a basis for

best practices when assessing culturally and linguistically diverse students3 plain thesignificance of each3

0escribe the challenges confronting educators when assessing students from culturally and

linguistically diverse groups3

Chapter =: individuals with $earning Disabilities

%ower%oint and class notes

0efining 9earning 0isabilities

Criteria for 0iagnosis includes

o Child does not achieve at epected age and ability levels

o 5 severe discrepancy is present between a childKs achievement and potential in one or

more of the following areas. >ral epression

9istening comprehension

ritten epression

asic reading s


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/revalence of 9earning 0isabilities

stimates range from 1 to $! of the school population

The federal government suggested that approimately 23(2 million students ages & to 21 were

identified as having learning disabilities


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The federal government now counts preschoolers with learning disabilities

The number of students identified with learning disabilities has increased over the years

Suspected tiologies of 9earning 0isabilities

5c-uired trauma to the central nervous system

Aenetic4hereditary influences iochemical abnormalities

nvironmental possibilities

Characteristics of Individuals ith 9earning 0isabilities

0isorders of attention

/oor motor abilities

/sychological process deficits and information'processing problems

9ac< of cognitive strategies needed for efficient learning

>ral language difficulties

Eeading 0ifficulties ritten language problems

Duantitative disorders

Social s


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o S T: I/F >@ /5A *213 :ere the teacher and consultant can sit and discuss the

specific strategies to address the writing deficit3 5s a school psychologist you have ameans to ensure that the teacher is doing what she4he is supposed to be doing3

o hile problems solving with the teacher, be aware of three traditional classroom problems.

o 5llocation of insufficient opportunities to practice over'reliance on published writing

curriculum3 These canned approaches focus on conventions, and students donKt showmuch growth by +ust loo


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5ssessment 0ecisions

5ssessments are conducted to determine if a discrepancy eists between the childKs potential and

achievement3o Includes a variety of intellectual, achievement, and other assessments to determine the

childKs potential and actual achievement3o 0iscrepancies formulas and eligibility vary by state3

Eesponse to Intervention 6ETI7

States have the option to use a discrepancy model to determine eligibility or they may implement

ETI strategies3

ETI is generally a process that increases the levels of instructional interventions provided in the

regular classroom3 Students who do not meet with success with intensive interventions may havea learning disability3

/rovides instructional support without waiting for a special education label3

5ssessment Strategies

@orm'referenced assessment


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Criterion'referenced assessment

Curriculum'based assessment

/ortfolio assessment

Common Characteristics of /reschoolers ho 5re 5t'Eis< for 9ater Classification of a 9earning 0isability

/oor depth perception Toe wal


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D#namic Indicators of 8asic Earl# $iterac# "-illsIntroduction and Overview

Importance of Eeading S


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$earning

Ob>ectives:

Summari8e the utline the four phases in the development of the field of learning disabilities3

Identify possible causes of learning disabilities3

9ist representative learning and social4emotional characteristics of individuals with learning

disabilities3


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plain the concept of response to intervention3

0escribe the following instructional approaches. cognitive training, direct instruction, and learning

strategies3

Summari8e educational services for persons with learning disabilities across the life span3

$ecture Outline:I. 0efining 9earning 0isabilities

a. The term learning disabilit#represents a fairly new concept' a disability that is notphysically apparent and cannot be seen3

b. In 1%**, to comply with the ducation for 5ll :andicapped Children 5ct, a Hspecific learningdisability was determined to mean a disorder that manifest itself in childrenKs inability toperform certain tas


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III. /revalence of 9earning 0isabilities

a. The largest category in special educationb. Aradual steady decrease in numbers of identified students in recent yearsc. "ore common in boys than girls

IV. tiology of 9earning 0isabilities

a. 5c-uired trauma to the central nervous system. Such as prenatal, perinatal, or postnatalin+uries

b. Aenetic4hereditary influences. Family and twin studies seem to indicate that learningdisabilities run in families

c. iochemical abnormalities. Current research does not support allergies or vitamindeficiencies as the cause of learning disabilities

d. nvironmental possibilities. Factors such as poverty, malnutrition, lac< of access to healthcare and other factors may contribute to learning disabilities

V. Characteristics of Individuals with 9earning 0isabilities

a. 5 variety of characteristics that may impact.

i. 9anguage S


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i. @orm'referenced assessment. 5n individualKs performance is compared to theperformance of a normative group

ii. Criterion'referenced assessment. "easures a studentKs ability to meet or masterspecific criteria

iii. Curriculum'based assessment. 5ssessment of the curriculum that the child has

been taughtiv. /ortfolio assessment. 0isplays studentKs progress over a period of timeVII. ducational Considerations

a. Controversy about what the 9E is for students with learning disabilities even thoughmany are placed in inclusive classrooms3

b. Individuali8ed instruction is most effective but three approaches are commonly used

i. Cognitive training. :elp students learn new ways to complete tas


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XI. Family Issues

a. Families with a child with a learning disability may eperience a wide range of concernsand often rely on a support networ< made up of friends and family members in addition toparent organi8ations and professional groups3 "any organi8ations offer support for families

of children with disabilities3XII. Issues of 0iversity

a. 0ifferentiating learning disabilities from cultural and linguistic differencesb. vidence of disproportionate representation in certain racial4ethnic groups

XIII. Technology and Individuals with 9earning 0isabilities

a. 5ssistive technology can help with learning efficiency and effectivenessb. Content area learning

5ssistance with memory issues

Trends, Issues, and Controversies

a. Full Inclusion "ovement

i. Inclusion is a controversial concept and many professionals have strong beliefsabout inclusion or segregated educational practices for students with disabilities3

ii. 0ata do not support that full inclusion is the best placement for students withlearning disabilities

6ocabular#

5ttention deficit4hyperactivity disorder 650:07. 5 disorder characteri8ed by symptoms of

inattention, hyperactivity, and4or impulsivity3 Fre-uently observed in individuals with learning

disabilities3 authentic assessment.5n evaluation of a studentKs ability by means of various wor< products,

typically classroom assignments and other activities

Criterion'referenced assessments. 5n assessment procedure in which a studentKs performance is

compared to a particular level of mastery3

Curriculum'based measurement 6C"7. 5 formative assessment procedure for monitoring student

progress in core academic sub+ects that reflect the local school curriculum3

0irect instruction 60I7. 5 teacher'directed instructional techni-ue used to produce gains in specific

academic s


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:eritability studies. 5 method for assessing the degree to which a specific condition is inherited; a

comparison of the prevalence of a characteristic in fraternal versus identical twins3

learned helplessness. 5 lac< of persistence at tas


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(3 Eesponse to Intervention 6ETI7 gives educators another way of discovering whether a child has alearning disability3 &rue&3 The medical literature uses the term Hac-uired trauma when describing in+ury or damage of the centralnervous system which may result in a learning disability3 &rue*3 The concept of learning disabilities covers an etremely narrow range of characteristics3 ,alse

)3 oys are four times as li


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motional 0isabilities

Condition ehibiting one or more of the following characteristics over a long period of time and to a

mar


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o Social s


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o S"


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Social s


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ehavioral 0evelopment

ternali8ing ehaviorso Gell, tal< out of turn

o 0isturbing peers

o Fighting

o Ignoring teacher

o 0estroy property

o 9ie

o rea


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o ingeing and purging 6laative

abuse7o 5ntisocial behaviors

o @ot a lot of friends

o Eetreat to daydreams4fantasies

o Complain about being sic


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Students with motional 0isturbance

0epression in the Classroom

o 5 serious mood disorder which if left unidentified and untreated can lead to life threatening

behaviorso "a+ority of depressed students go unidentified

:owever, a depressed child is more li


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5crophobia' insects, mites

5chluophobia'dar


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o posure to violent environments

/rotective Factors

o Eeading sbserved during sports activities

o /arent and child report of behavior and attachment status

5nalyses

/ro'Social ehaviors


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o Improvement Eate 0ifferences 6IE07 6/ar

Supportive behaviors toward peers

o To assess pre and post program performance

/aired Samples T'Tests

ased on average fre-uency of pro'social behavioro 5ttachment Status and /ro'Social Change

Correlation between attachment score and pro'social change

Eesults. /aired Samples T'test


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/aired Samples T'test

o ased on average fre-uency of pro'social behaviors

Compared aseline average to 0/ average

Significant increase in the fre-uency of pro'social behavior from baseline to the

end of the program, t 6)7 Q '13%%, p R 3!(3

Eesults. 5ttachment and /ro'Social ehavior

@o relationship was found between the variables

o r Q 31(*, p 3!(

/ossibly due to little variation in attachment status within this sample

>nly one measure of attachment utili8ed

"uch to my dismay, I did not find a relationship between the childrenKs attachment status as

measured during the program and the increases of pro'social behavior during the program3

I did a correlation to see if the variables were related, if I found a relation I would have done a

regression to see if I could predict the direction of the relationship, however the variables were not

related so no subse-uent analyses were run3 E5S>@S :GOO

o >nly one measure of attachment utili8ed

o It is li


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o Stepping Stones to 9iteracy

To address academic performance deficits

o Aoal setting and contingency management

0escription of Treatments. Social motional

Social S


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Aeneral Thoughts and 9imitations

/EI0

o Served as an ecellent opportunity for our pre'service graduate students

o /arent support is evident in repeaters and support at board meetings

"ethodology

o @eeds attention to fidelity

o Teacher 5SC 0ata

o

Fewer tas


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boone $! min session4wee< for ) wee


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0iscussion

SS/ was effective in enhancing all three s


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o "ost preschool programs use booectives:

>utline the issues surrounding our understanding of emotional or behavioral disorders3 0efine socially malad+usted and conduct disorders3

0istinguish between clinically derived and statistically derived systems for classifying emotional or

behavioral disorders3

plain how society has historically dealt with persons with emotional or behavioral disorders3

Identify biological and psychosocial ris< factors of emotional or behavioral disorders3

9ist the learning and social characteristics typical of students who ehibit emotional or behavioral

disorders3

0escribe contemporary approaches for assessing pupils with emotional or behavioral disorders3

/rovide eamples of academic and behavioral interventions often used with individuals with

emotional or behavioral disorders3 0efine time management, transition management, proimity and movement management, and

classroom arrangement3

Summari8e educational services for persons with emotional or behavioral disorders across the life

span3

$ecture Outline:I. 0efining motional or ehavioral 0isorders

a. Federal definition of emotional disturbance. Ha condition ehibiting one or more of thefollowing characteristics over a long period of time and to a mar


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iv. Bnresponsive to direct intervention applied in general education or generaleducation interventions would be ineffective

d. There are four common characteristics to most definitions of emotional and behavioraldisorders.

i. Fre-uencyii. Intensityiii. 0urationiv. 5ge'appropriateness

e. 0isturbed and disturbing behaviors based on contetf. Typical and atypical behaviorg. ariability in cultural and social epectations for behavior3h. Classification systems

i. 0S"'ii. ternali8ing behaviors

iii. Internali8ing behaviorsiv. Duay and /etersonKs 0imensions of /roblem ehaviors1. Conduct 0isorder2. Sociali8ed 5ggression3. 5ttention /roblems4Immaturity4. 5niety4ithdrawal5. /sychotic ehavior6. "otor Tension cess

II. rief :istory of the Field

a. :istorical relationship between insanity and intellectual disability. In 1))&, a legal

distinction was made between mental illness and intellectual disability3 Bntil then, the twofields were viewed as synonymous3b. The "ental :ygiene "ovement. Influenced the study of children and youth with emotional

disturbances in attempt to provide formal education and treatment3c. arly research on emotional or behavioral disorders. Schools and hospitals developed that

were devoted to the care and education of children with emotional or behavioral disorders3d. The birth of a speciali8ed field of study. 1%#!'1%&! mar


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III. /revalence of motional and ehavioral 0isorders

a. act prevalence may be impossible to determine due to a variety of identificationprocedures and lac< of consensus regarding what constitutes acceptable behavior3

b. Sith largest category for children this age

c. This disability category may be the most under identified category due to social stigma andvariability in stateKs identification procedures and definitionsIV. Suspected tiologies of motional and ehavioral 0isorders

a. iological ris< factors

i. Aenetic influence. autism, bipolar disorder, schi8ophrenia, obsessive'compulsivedisorder, TouretteKs syndrome, depression

ii. iological factors. infection, lead poisoning, toin eposureb. /sychosocial 6environmental7 ris< factors

i. /arental discord, poverty, maltreatment 6abuse, neglect7, re+ection, poor healthcare, poor nutritionV. /revention of motional or ehavioral 0isorders

a. Eesearch on resiliency

i. Eesilient children do not develop emotional or behavioral disorders even under themost adverse circumstances3 They display four characteristics. they are sociallycompetent, have ecellent problem'solving s


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a. 5ssessing Students with motional or ehavioral 0isorders

i. Interviews with student, parents, and teachersii. amination of student recordsiii. /arent, teacher, and student rating scales

iv. >bservations in multiple natural settingsv. "edical evaluationsvi. Standardi8ed academic and ID testingvii. Functional behavioral assessment 6F57viii. Strength'based assessmentsix. >ther measures as appropriate

b. /hysical nvironment Interventions

i. Time managementii. Transition managementiii. /roimity and movement management

iv. Classroom arrangementv. Classroom ambiencec. 5cademic and Instructional Interventions

i. 5cademic curriculumii. Instructional deliveryiii. "nemonic strategiesiv. Self'monitoring strategiesv. Curriculum'based measurementvi. Content enhancements

d. ehavioral and Cognitive'ehavioral Interventions

i. Social s


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d. Support to graduate from high school and pursue higher educationX. 5dults with motional or ehavioral 0isorders

a. 5dults with emotional or behavioral disorders are no longer protected by I05; they areprotected by Section (!# of the Eehabilitation 5ct and the 5mericans with 0isabilities 5ct

65057 that ensures reasonable accommodations in postsecondary education and in theworver reliance on standardi8ed tests that are notsensitive to cultural differences may impact identification of minority students3

b. Female students are underrepresented in special education programs for children withemotional or behavioral disorders3 Female students with emotional or behavioral disorderstend to ehibit internali8ing disorders that may go unnoticed as they tend not to bedisruptive3

XIII. Technology and Individuals with motional or ehavioral 0isorders

a. Content area assistive technologiesb. Self'managementc. Self'monitoringd. Technology as a reinforce for behavior intervention plans

XIV. Trends, Issues, and Controversies

a. Bse of ETI and other prevention modelsb. Bse of restraint and seclusion

ocabulary

ehavioral intervention plan. 5 characteristic common in persons with 50:0; impacts eecutivefunctions3 Typically affects the ability to 617 withhold a planned response; 627 interrupt an ongoingresponse; and 6$7 protect an ongoing response from distractions

Child maltreatment. The neglect and4or physical, emotional, or seual abuse of a child3

Classroom arrangement. The physical layout of the classroom and its dUcor; a proactive

intervention techni-ue designed to minimi8e disruptions while increasing pupil engagement3

Clinically derived classification systems. 5 system fre-uently used by mental health professionals

to describe childhood, adolescent, and adult mental disorders


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Conduct disorders. 5 common psychiatric disorder among children and youth characteri8ed by

disruptive and aggressive behavior as well as other actions that violate societal rules3

Conflict resolutions. /rogram designed to teach problem'solving s


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responsiveness to the instruction is assessed; a lac< of ade-uate progress typically leads to areferral for possible special education services3

Seclusion. The involuntary confinement of a student to a room or area from which he or she is

physically prevented from leaving

Secondary prevention. fforts focusing on minimi8ing or eliminating potential ris< factors in regard

to persons with emotional or behavioral disorders; refers to minimi8ing the possibility thatmaladaptive or inappropriate behaviors will occur3

Self'monitoring strategies. 5 behavioral self'control strategy; pupils compare their performance to a

criterion, record their efforts, and obtain reinforcement if appropriate3

Socially malad+usted. Individuals whose social behaviors are atypical; often regarded as chronic

social offenders3

Social s


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)3 5 behavioral intervention plan is a rarely used assessment strategy to evaluate students with emotionaland behavior disorders3 ,alse%3 Currently, a ma+ority of students with emotional or behavioral disorders receive a special education andrelated services in environments that segregate them from their nondisabled peers for all or part of theschool day3 &rue

1!3 arly antisocial behavior has been identified as an antecedent to such negative long'term outcomes asdropout, delin-uency, violence, and drug abuse in adolescence and adulthood3 True113 hich of the follow is @>T one of the dimensions of behavior common to most definitions of emotionalor behavioral disordersO &he geographical region in which the behavior occurs123 Individuals with an emotional disturbance ehibit uni-ue characteristics that. exist over a long period oftime0 are to a mar-ed degree0 and adversel# affects a child@s educational performance.1$3 "any professionals outside the field of special education incorrectly e-uate emotional or behavioraldisorders with mental illness1#3 the most widely used classification system for students with emotional or behavioral disorders is the.D"7241(3 5n eample of an eternali8ing behavioral problem is. a temper tantrum

1&3 5n eample of an internali8ing behavioral problem is. withdrawal1*3 Initiatives that have recently strengthened the assessment process as it relates to students withemotional or behavioral disorders are.person2centered planning0 strength2based assessment andfunctional behavioral assessment.1)3 5 functional behavioral assessmentis a re-uired component of the assessment process for studentswith disabilities who present behavioral challenges31%3 In developing a behvarial intervention plan, the I/ team must consider the use of positive behavioralinterventions, strategies, and supports to address the problematic behaviors32!3 %ositive behavioral supportis a school'wide approach designed to prevent problems and to interveneearly to prevent behaviors from escalating3213 It is generally believed that corporal punishment is ineffective as a preventive strateg#223%overt#has been shown to be a significant ris< factor for the development of emotional or behavioraldisorders32$3 This strategy focuses on teaching students the Hthin


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%ower%oint and class notes

The middle ear performs two functions3

o 6i7 Impedance matching ' vibrations in air must be transmitted efficiently into the fluid of the

cochlea3 If there were no middle ear most of the sound would +ust bounce off the cochlea3The middle ear helps turn a large amplitude vibration in air into a small amplitude vibration

6of the same energy7 in fluid3 The large area of the ear'drum compared with the small areaof the stapes helps to achieve this, together with the lever action of the three middle earbones or ossicles 6malleus, incus, stapes73

o 6ii7 /rotection against loud low fre-uency sounds ' the cochlea is susceptible to damage

from intense sounds3 The middle ear offers some protection by the stapedius refle, whichtenses muscles that stiffen the vibration of the ossicles, thus reducing the etent to whichlow fre-uency sounds are transmitted3

9inda ove 61%#( ' 7

9inda ove is widely


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movie and television programs3 :er biggest role was in the movie HChildren of a 9esser Aod inwhich she won an >scar for her performance3 "arlee is a famous actress in deaf and hearingculture and has continued to appear in different television shows such as E, 0esperate:ousewives, the est ing, and 9aw and >rder3

:eather hitestone 61%*$ ' 7 :eather hitestone was born in 0othan, 5labama and became deaf when she was 1) months old3

In 1%%(, she won the "iss 5merica pageant3

Since the age of (, she loved ballet and performed a dance in the pageant to help her win3

0efinitions

0eaf. Those persons whose hearing loss ma


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:earing 9oss Simulation

This is a simulation of what it might sound li


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In the inner ear, thousands of microscopic hair cells are bent by the waveli


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>ne belief

0eafness isolates a student from the world of the ma+ority language as well as from the world of

soundo To the hearing student, the world is his classroom

o To a deaf student, education stops when he steps out of the classroom

/roblems with 9ow Incidence

0eafness occurs in low incidence 613(7

o Students can be isolated in rural areas

o Families are isolated and far from services and education

o 5de-uately trained providers are rare, hard to find, costly for only 1'2 students in a school

o Intensive training programs for teachers of the deaf and educational interpreters are few in

the nation

Impact of 9ow Incidence

Goung children are far from needed therapy and learning environments that provide rich language

developmento /reschool providers donKt


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o Interpreters often lac< sufficient s


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o Sity'seven 6&*7 per cent of the nglish sounds are I@ISI9 on the lips

o amples.

Lane = shade = chain

(.1( = (.(!

Cochlear implants

est success when implanted at an early age 6before age 2 years7 Ee-uires $'( years of intensive therapy to learn to interpret sound accurately as speech

5llows about 2( of those children implanted before age ( years sufficient listening s


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o /arents may not have the language s95TI>@

hat are the issuesO

Impact of mild and moderate hearing loss = more subtle, yet e-ually important

o Students miss out on conversations between others 6containing important social

information7o StudentKs miss social language cues = how to initiate a conversation, turn tapportunities to build a healthy self'concept

5bility to understand and manage conflict

>pportunities to develop appropriate coping and problem'solving s


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The age of identification of an additional disability tends to be delayed in children who are

deaf4hoh3

5ge of Identification and 0evelopmental @eeds

:earing can delay the identification of an additional disability

o 5utism is diagnosed !3) years later in children with :9W 5n additional disability can delay the identification and intervention for children who are deaf4hoh3

Eis< factors for 0evelopmental 0elay

@eonatal factors 6prematurity, intraventricular hemorrhage, @C, prolonged ventilation7

Symptomatic congenital C"

acterial meningitis

Some syndromes

Family history of learning difficulties, attention problems

0evelopment of Aross "otor S


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0evelopment of Fine "otor S


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They often re-uire more hands'on approach to learning and repetition and rote strategies3

Some children are perceived as having Hmemory problems as they seem to learn something and

need it re'taught3

0evelopment of Communication49anguage Sver'reliance on comprehension strategies

o tensive gaps between receptive P epressive language 6in either direction7

o "ay ac-uire basic vocabulary, but especially slow in ac-uiring.

Eelational concepts 6perceptual vs3 conceptual7

0iverse semantic classes

Duestion understanding

asic grammatical relations

o 9imited gesture development; motor imitation difficulties

o 0ifficulty combining modalities 6receptive and4or epressive7need for chaining

"ay have shifting modality preferences

o /roblems with retention and generali8ation of learned information

o ord learning differences 6cannot assume same associations, classification s


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/rocessing based on contetual, etra'linguistic or non'linguistic cues for understanding 6


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5credolo and Aoodwyn noted that in a horse race with a group who signed at 2# months and a

group who did not sign at 2# months, the sign group posted higher scores on general languagetas


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This chapter discusses individuals with hearing impairments3 0efinitions and concepts relating to hearingimpairment are reviewed as are classifications of hearing impairments3 The chapter presents a discussionof how hearing impairments are measured and assessed3 9iectives: 0efine hearing impairment, deaf, and hard of hearing3

0istinguish between conductive and sensorineural hearing loss3

plain the various assessment procedures used to measure hearing loss3

0escribe the difference between prelingual and postlingual hearing impairments3

>utline the historical evolution of educational services for children and youth with hearing

impairments3

9ist possible causes of hearing loss3

Identify representative academic, social, and language characteristics of individuals with hearing

impairments3

0istinguish among oral, manual, and total communication approaches for instructing students with

hearing impairments3

0escribe the concept of the 0eaf culture3

Summari8e educational services for persons with hearing impairments across the life span3

plain how technology benefits individuals with hearing impairments3

$ecture Outline:I. 0efinitions and Concepts in the Field of :earing Impairment

a. :earing impairment. disordered hearingb. :earing sensitivity loss. described in range from mild to profound

c. 0eaf4deafness. nonfunctional hearing; federal definition refers to the educational impactdue to the hearing loss

d. :ard of hearing. residual hearing abilitye. "inimal hearing loss. difficultly hearing at a distance or with bac


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II. 5natomy of the ar

a. >uter ear. The outer ear functions to protect the middle ear, direct sound into the earcanal, and enhance sound locali8ation3 In addition, the outer ear serves to enhance theintensity of sounds in the mid'fre-uency range where the sound spectrum of speech is

located3b. "iddle ear. Sound waves travel to the inner ear and cause vibrations that are converted inenergy3

c. Inner ear. This energy is transformed into electrical nerve impulses that are sent to thebrain for decoding3

d. Central auditory nervous system. transmits energy to the brain for interpretation3III. Classifications of :earing 9oss

a. Conductive hearing loss. Sound transmission is blocral communication' encouraged use of residual hearing and speech reading


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iii. Total communication' combination of spo


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c. /ersonal4social4behavioral assessment. Social ad+ustment, self'image, emotionalad+ustment

IX. ducational Considerations

a. Impact of hearing loss of academic ability

b. ducational /lacements

i. 5 large percentage of students with hearing impairments receive their education inthe regular education classroom in a public school rather than a residentialprogram for students with hearing impairments3

c. Classroom Strategies to maimi8e successd. Communication methods

i. Sign languageii. >raliii. Cued speech

iv. Total communicationv. Fingerspellingvi. Interpreter

e. Signed language systems

i. 5merican Sign 9anguage 65S97ii. Signing eact nglishiii. Signed nglish.

f. ducational 5pproaches

i. ilingual4bicultural. Considers 5merican Sign 9anguage 65S97 to be the natural

language of the 0eaf culture and urges recognition of 5S9 as the primarylanguage choice with nglish considered a second languageii. Total communication. Supports the belief that simultaneous use of multiple

communication techni-ues enhances an individualKs ability to communicate,comprehend, and learn

iii. 5uditory'>ral. Supports the belief that children with hearing impairments candevelop listening4receptive language and oral language epression 6nglish7 s


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i. Transition planning includes.1. Family support. families may need support to deal with adolescents with

hearing impairments2. :igher education. the 505 re-uires institutions of higher learning to

provide accessible facilities and support; si postsecondary programs for

eist specifically for people with hearing impairments3. mployment. may involve support services or personnel4. /ersonal, social, community. communication difficulties may cause

difficulties as a person with a hearing impairment enters a new phase oflife

XI. Services for 5dults with :earing Impairments

a. Two mandated types of services

i. State commission or office on deafnessii. State vocational rehabilitation services

b. @ational 5ssociation of the 0eafc. 5leander Araham ell 5ssociationd.

XII. Family Issues

a. "ost children with hearing impairments have hearing parentsb. 5cceptance of the disabilityc. Family relationships

XIII. Issues of 0iversity

a. 5lmost (! of all students in programs for the deaf and hearing impaired are from

culturally diverse groups 6Aallaudet Eesearch Institute, 2!117b. Eesearch is needed to address the needs of students with hearing impairments who comefrom non'nglish spea


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d. 5lerting devices

i. 0evices can be fitted with vibrating or visual alarm systems rather than auditoryalerts 6doorbells, fire alarms, wristwatches, smo


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that they do not consider to be problematic or in need of a cure or medicalintervention3

d. Full inclusion

9e# &erms

5coustic immittance. 5 technical term for measurements of middle ear function

5dventitious 6ac-uired7 hearing loss.:earing loss that is ac-uired after birth, not inherited3

5ir'conduction audiometry. 5 procedure for measuring hearing sensitivity at certain fre-uencies

using pure tones presented to the listener through earphones or spea


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vo


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/lay audiometry. 5 method for measuring hearing sensitivity in young children by rewarding correct

responses; turning the evaluation situation into a game in order to maintain interest andcooperation3

/ostlingual. Eeferring to the period of time after a child has developed language3

/relingual. Eeferring to the period of time prior to a childKs development of language3

/ure'tone audiometry. 5 procedure for measuring hearing sensitivity at certain fre-uencies usingtones that are presented at various intensities3

Sensorineural hearing loss. The loss of sound sensitivity produced by abnormalities of the inner

ear or nerve pathways beyond the inner ear to the brain3

Sound field systems. 5 system to assist students with hearing impairments in which the teacher

wears a microphone that transmits a signal to a spea


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1!3 5ny hearing loss, whether mild or profound, appears to have detrimental effects on readingperformance3 &rue113 5n individualKs language is refined and speech is developed through a series of activities. observing0listening0 and imitating others123 The federal definition describes deafness as a hearing loss that. adversel# affects educational

performance1$3 The ear is divided into four connected sections. outer ear0 middle ear0 inner ear0 central auditor#nervous system31#3 The tympanic membrane is attached to. the malleus1(3 The bridge of bones across which sound vibrations travel to the inner ear is called. the ossicular chain1&3 5 sensorineural hearing loss. ma# be congenital and ma# respond to medical or surgical treatment1*3 The fre-uency of a particular sound is a measure of the rate at which the sound source vibrates and ismeasured in. hert+1)3 0isorders associated with hearing loss in children include. c#tomegalovirus0 meningitis0 Bsher@ss#ndrome0 down s#ndrome and ototoxicit#1%3 The primary ob+ective of an assessment of individuals with a hearing impairment is to. put together an

accurate picture of cognitive0 communicative0 and personal characteristics2!3 9anguage assessment for individuals with hearing impairments should eamine. both receptive andexpressive communication s-ills213 hich of the following is an inappropriate setting for individuals with a hearing impairmentOprivateschools mental institutions223 >ne method of classifying hearing impairment is by degree of the loss2$3 Individuals with a moderate hearing loss may eperience. significant dela#s in speech and language2#3 Suggestions for teaching students with hearing impairments included all ecept. have the student leaveclass earl# for the next class

Additional exercises

0efine the concept of the 0eaf culture3

plain how technology benefits individuals with hearing impairments 6i3e3, cochlear implants73

hy you believe cochlear implants are a good idea or why they are a poor4bad idea3

Summari8e educational services for persons with hearing impairments across the life span

midterm study guide -working

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