sped 14 disabilities

8/6/2019 SPED 14 Disabilities

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The IDEA lists 13 different disability categories under which 3 through 21-year-olds may be eligible for

services. For a child to be eligible for services, the disability must affect the childs educational

performance. The disability categories listed in IDEA are:

1) Autisma) means a developmental disability significantly affecting verbal and nonverbal communication and

social interaction, generally evident before age three, that adversely affects a childs educationalperformance. Other characteristics often associated with autism are engaging in repetitiveactivities and stereotyped movements, resistance to environmental change or change in dailyroutines, and unusual responses to sensory experiences. The term autism does not apply if thechilds educational performance is adversely affected primarily because the child has anemotional disturbance, as defined in #5 below.

b) A child who shows the characteristics of autism after age 3 could be diagnosed as having autismif the criteria above are satisfied.

2) deaf-blindnessa) means concomitant [simultaneous] hearing and visual impairments, the combination of which causes

such severe communication and other developmental and educational needs that they cannot be

accommodated in special education programs solely for children with deafness or children with blindness.

3) emotional disturbancea) means a condition exhibiting one or more of the following characteristics over a long period of time andto a marked degree that adversely affects a childs educational performance:

b) (a) An inability to learn that cannot be explained by intellectual, sensory, or health factors.

c) (b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

d) (c) Inappropriate types of behavior or feelings under normal circumstances.

e) (d) A general pervasive mood of unhappiness or depression.

f) (e) A tendency to develop physical symptoms or fears associated with personal or school problems.

g) The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless

it is determined that they have an emotional disturbance.

4) hearingimpairment (including deafness)a) means an impairment in hearing, whether permanent or fluctuating, that adversely affects a childs

educational performance but is not included under the definition of deafness.

5) mental retardation

a) Mental retardation is a term used when a person has certain limitations in mental functioning and in skillssuch as communicating, taking care of him or herself, and social skills. These limitations will cause a child

to learn and develop more slowly than a typical child. Children with mental retardation may take longer to

learn to speak, walk, and take care of their personal needs such as dressing or eating. They are likely to

have trouble learning in school. They will learn, but it will take them longer. There may be some things

they cannot learn.6) multiple disabilities

a) People with severe or multiple disabilities may exhibit a wide range of characteristics, depending on thecombination and severity of disabilities, and the persons age. There are, however, some traits they may

share, including:

b) Limited speech or communication;c) Difficulty in basic physical mobility;

d) Tendency to forget skills through disuse;

e) Trouble generalizing skills from one situation to another; and/orf) A need for support in major life activities (e.g., domestic, leisure, community use, vocational).

7) orthopedicimpairment


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a) The referral characteristics for the student with an orthopedic impairment (OI) fall more into the area of

physical characteristics. These may include paralysis, unsteady gait, poor muscle control, loss of limb, etc.

An orthopedic impairment may also impede speech production and the expressive language of the child.

It is important to note that appropriate seating/positioning of the child is of primary consideration for

effective screening, evaluation and instruction.

b) SUBGROUPS

Cerebral Palsy: A non-progressive disorder that is caused by damage to the brain. It affects gross and finemotor condition. Cerebral palsy may affect 1.5 to 2 of every 100 persons. The characteristics of cerebral

palsy depend on the type. For example, spasticity is characterized by tense, jerky, and poorly coordinated

movements.Many people with cerebral palsy have associated disabilities.

Muscular Dystrophy: Occurs when voluntary muscles progressively weaken and degenerate until they no

longer function. The prevalence rate is 1 in 3500 people. The age of onset is a wide range, from anytime

between 1 and 80.Muscular dystrophy is thought to be hereditary or caused by gene mutation.

Spinal Muscular Atrophy: A disease that affects the spinal cord and may result in progressive

degeneration of the motor nerve cells. The severity runs from mild weakness to characteristics similar to

muscular dystrophy. SMA is characterized in general by fatigue and clumsiness. The cause is hereditary

and the age of onset is either in infancy or a later time or between the ages of 2 and 17.

Polio: A viral infection that causes paralysis. People with polio may be bedridden, confined to a

wheelchair or dependent on braces or crutches.

Spinal Cord Injuries: Caused by accidents which result in quadriplegia or paraplegia. Some people may

recover completely or may remain in a wheelchair. Intelligence is not affected by this kind of injury. Spina

Bifida: A congenital defect that results when the bones of a part of the spine fail to grow together. It is the

second most common birth defect and it affects .1 to 4.13 of every 1000 live births. It is characterized by

the use of crutches or wheelchairs and in some cases physical, occupational, and speech therapy need to

be addressed. Another problem is bowel and bladder control.

Osteogenesi Imperfecta: Also known as brittle bone disease. The bones may break easily and many may

use a wheelchair. A person helping a person in this condition must be very careful.

Multiple sclerosis: A progressive disorder where the nerve impulses to the muscles are short circuited by

scar tissue. Initially mild problems may occur but as the attacks continue, a person may develop a

multitude of problems. These include severe visual impairment, speech disorder, loss of bowel and

bladder control, and paralyzation. Symptoms may regress as remission occurs.

Rheumatoid Arthritis: Causes general fatigue and stiffness and aching of joints Students who are affectedby this may have trouble being in one position for a length of time, as well as for some of the other

impairments mentioned above.

Degenerative Diseases: Progressive diseases such as muscular dystrophy and multiple sclerosis may limit

gross motor functions and/or fine motor activity.

Post-Polio Syndrome: A variety of problems are presumed to be the late effects of polio. The symptoms

may include fatigue, weakness, shortness of breath, and pain.

Motor Neuron Diseases: A group of disorders such as Amyotrophic Lateral Sclerosis (ALS), Progressive

Bulbar Palsy (PBP), Progressive SpinalMuscular Atrophy, and Charcot-Morie-Tooth disease produce

symptoms such as pain, numbness, weakness, loss of upper and lower motor functions, and problems in

breathing.

8) otherhealth impairment

The category ofOther Health Impairment includes, but is not limited to, the following subgroups:

AD/HD: Attention-Deficit/Hyperactivity Disorder is a condition that can make it hard for a person to sit still, control

behavior, and pay attention. These difficulties usually begin before the age of seven, but often may not be noticed

until the child is older.

According to the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American

Psychiatric Association (2000), there are three types of AD/HD:


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y inattentive type, where the person can't seem to get focused or stay focused on a task or activity; y hyperactive-impulsive type where the person is very active and often acts without thinking; andy combined type, where the person is inattentive, impulsive, and too active.

Diabetes: Diabetes is a disease in which the body does not produce or properly use insulin, the hormone that is

needed to convert sugar, starches and other food into energy needed for daily life. The American Diabetes

Association recognizes two overall goals for a child with diabetes under IDEA.

y To provide the child with any needed assistance to keep up with schoolwork that the child either missed

because he or she was involved with diabetes care, or had difficulty understanding because he or she was

experiencing high or low blood sugar levels; andy To keep the child safe and maintain optimal learning ability by providing the means to keep his or her

blood sugar levels in the best control possible.

Epilepsy: The Epilepsy Foundation of America defines epilepsy as a physical condition that occurs when there is a

sudden, brief change in how the brain works. Improperly functioning brain cells can cause epileptic seizures

marked by alterations in a person's consciousness, movement, or actions for a short time.

Heart Disease: The two types of heart disease in children are "congenital" and acquired." Present at birth,congenital heart disease (also known as a congenital heart defect), can include such conditions as patent ductus

arteriosis, atrial septal fefects, and ventricular septal defects. Diseases such as Kawasaki disease, rheumatic fever,

and infective endocarditis are categorized as acquired heart disease, and typically develops sometime during

childhood.

9) specific learning disability

a) Learning disabilities are typically not diagnosed until children reach school age because this is whenformal instruction in reading, writing, math, listening, speaking, and reasoning begins. When teachers or

parents notice a child is not learning as expected, the school may ask to evaluate the child to see what is

causing the problem. Special education and related services as prescribed in an Individualized Education

Program (IEP) can provide the supports necessary to help meet the child's unique needs.

- may have trouble learningthe alphabet,rhyming words,orconnecting letterstotheirsounds;- maymake manymistakes whenreading aloud, and repeat and pause often;- maynotunderstand what he orshe reads;- may have trouble with spelling;- may have verymessy handwritingorhold apencil awkwardly;- maystruggle to expressideasin writing;may lean language late and have a limited vocabulary;- may have trouble rememberingthe soundsthat lettersmake orhearingslight differences between words;- may have trouble understanding jokes,comicstrips, and sarcasm;- may have trouble following directions;- maymispronounce wordsoruse a wrong word thatsoundssimilar;- may have trouble organizing whatthe orshe wantstosayornot be able tothinkofthe word he orshe

needs forwritingorconversation;- maynot follow the social rulesofconversation,such astakingturns, and maystand tooclose tothe

listener;- mayconfuse math symbols and misread numbers;- maynot be able toretell a storyinorder;or- maynot know where to begin a taskorhow togoon fromthere.

10) speech or language impairment


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a) Speech and language disorders refer to problems in communication and related areas such as oral motorfunction. These problems range from simple sound substitutions to the inability to understand or use

language or use the oral-motor mechanism for functional speech and feeding. Causes of speech and

language disorders include hearing loss, neurological disorders, brain injury, mental retardation, drug

abuse, physical impairments such as cleft lip or palate, and vocal abuse or misuse. Frequently, however,

the cause is unknown.

11) traumatic braininjurya) A traumatic brain injury (TBI) is an inury to the brain caused by the head being hit by something or shaken

violently. This injury can change how the person acts, moves, and thinks. A traumatic brain injury can

also change how a student learns and acts in school.

b) Although children with TBI may exhibit characteristics similar to learning disabilities, emotionaldisturbance, or mental retardation, their educational needs are often quite different. Their disability has

happened suddenly and traumatically. When children with TBI return to school, their educational and

emotional needs are often very different than before the injury. They can often remember how they

were before the brain injury. This can induce many emotional and social changes.

It is extremely important to plan carefully for the child's return to school. The child will need to be

evaluated thoroughly to determine the student's educational needs.

12) visual impairment (including blindness)

The terms partially sighted, low vision, legally blind, and totally blind are used in the educational context to

describe students with visual impairments. They are defined as follows:

- "Partially sighted" indicates some type of visual problem has resulted in a need for special education;

- "Low vision" generally refers to a severe visual impairment, not necessarily limited to distance vision. Low

vision applies to all individuals with sight who are unable to read the newspaper at a normal viewing

distance, even with the aid of eyeglasses or contact lenses. They use a combination of vision and other

senses to learn, although they may require adaptations in lighting or the size of print, and, sometimes,

braille;

- "Legally blind"indicates that a person has less than 20/200 vision in the better eye or a very limited field

of vision (20 degrees at its widest point); and- "Totally blind students learn via braille or other non-visual media.

Visual impairment is the consequence of a functional loss of vision, rather than the eye disorder itself. Eye

disorders which can lead to visual impairments can include retinal degeneration, albinism, cataracts,

glaucoma, muscular problems that result in visual disturbances, corneal disorders, diabetic retinopathy,

congenital disorders, and infection.

13) Developmental Delayschild with a disability a child who is experiencing developmental delays in one or more of the following areas:

- physical development,

- cognitive development,

-communication development,

- social or emotional development, or

- adaptive development...

sped 14 disabilities

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