|
|
|
SCORE WITH KNOWLEDGE! 
|
 |
|
|
|
| Questions |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
| Answers |
 |
1) |
Q |
What is a Specific Learning Disability? |
 |
A |
The term 'specific learning disability' means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.
Such term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
Such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage."
While the definition of SLD remains unchanged in IDEA 2004, changes to the ways that schools can determine whether a student has an SLD are sure to have significant impact on school identification practices and procedures.
Cortiella, C. (n.d.). Definition of specific learning disability (sld) under idea 2004. Retrieved from http://www.greatschools.org/special-education/LD-ADHD/evaluation-and-eligibility-for-specific-learning-disabilities.gs?content=94 |
|
|
|
2) |
Q |
What is Autism? |
|
A |
Autism is a complex developmental disability that typically appears during the first two years of life and is the result of a neurological disorder that affects the functioning of the brain, impacting development in the areas of social interaction and communication skills. Both children and adults on the autism spectrum typically show difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities.
Autism is one of five disorders that fall under the umbrella of Pervasive Developmental Disorders (PDD), a category of neurological disorders characterized by “severe and pervasive impairment in several areas of development.
Autism society- what is autism?. (n.d.). Retrieved from http://www.autism-society.org/site/PageServer?pagename=about_whatis
What are the signs of Autism Spectrum Disorders?
Each of the disorders on the autism spectrum is a neurological disorder that affects a child's ability to communicate, understand language, play, and relate to others. They share some or all of the following characteristics, which can vary from mild to severe:
Communication problems (for example, with the use or comprehension of language)
Difficulty relating to people, things and events
Playing with toys and objects in unusual ways
Difficulty adjusting to changes in routine or to familiar surroundings and
Repetitive body movements.²
These characteristics are typically evident before age 3.
Children with autism or one of the other disorders on the autism spectrum can differ considerably with respect to their abilities, intelligence, and behavior. Some children don’t talk at all. Others use language where phrases or conversations are repeated. Children with the most advanced language skills tend to talk about a limited range of topics and to have a hard time understanding abstract concepts. Repetitive play and limited social skills are also evident. Other common symptoms of a disorder on the autism spectrum can include unusual and sometimes uncontrolled reactions to sensory information—for instance, to loud noises, bright lights, and certain textures of food or fabrics.
What are the Specific Disorders on the Autism Spectrum?
There are five disorders classified under the umbrella category officially known as Pervasive Developmental Disorders, or PDD. As shown below, these are:
Autism
Asperger syndrome
Rett syndrome
Childhood disintegrative disorder and
Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS)
Although there are subtle differences and degrees of severity between these five conditions, the treatment and educational needs of a child with any of these disorders will be very similar. For that reason, the term “autism spectrum disorders”—or ASDs, as they are sometimes called— is used quite often now and is actually expected to become the official term to be used in the future (see the section below called "A Look at ASD Diagnoses in the Future").
The five conditions are defined in the Diagnostic and Statistical Manual, Fourth Edition, Text Revision (DSM-IV-TR) of the American Psychiatric Society (2000). This is also the manual used to diagnose autism and its associated disorders, as well as a wide variety of other disabilities.
At the moment, according to the 2000 edition of the DSM-IV, a diagnosis of autistic disorder (or “classic” autism) is made when a child displays 6 or more of 12 symptoms across three major areas:
social interaction (such as the inability to establish or maintain relationships with peers appropriate to the level of the child’s development
communication (such as the absence of language or delays in its development), and
behavior (such as repetitive preoccupation with one or more areas of interest in a way that is abnormal in its intensity or focus).
When children display similar behaviors but do not meet the specific criteria for autistic disorder, they may be diagnosed as having one of the other disorders on the spectrum—Aspergers, Rett’s, childhood disintegrative disorder, or PDDNOS. PDDNOS (Pervasive Developmental Disorder Not Otherwise Specified) is the least specific diagnosis and typically means that a child has displayed the least specific of autistic-like symptoms or behaviors and has not met the criteria for any of the other disorders.
Terminology used with autism spectrum disorders can be a bit confusing, especially the use of PDD and PDDNOS to refer to two different things that are similar and intertwined. Still, it’s important to remember that, regardless of the specific diagnosis, treatments will be similar.
What are the signs of autism spectrum disorder?. (n.d.). Retrieved from http://www.autismweb.com/info.htm |
|
|
|
3) |
Q |
What is ADHD? |
|
A |
Attention Deficit Hyperactivity Disorder :
What is attention deficit hyperactivity disorder?
Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood disorders and can continue through adolescence and adulthood. Symptoms include difficulty staying focused and paying attention, difficulty controlling behavior, and hyperactivity (over-activity).
ADHD has three subtypes:
Predominantly hyperactive-impulsive
Most symptoms (six or more) are in the hyperactivity-impulsivity categories.
Fewer than six symptoms of inattention are present, although inattention may still be present to some degree.
Predominantly inattentive
The majority of symptoms (six or more) are in the inattention category and fewer than six symptoms of hyperactivity-impulsivity are present, although hyperactivity-impulsivity may still be present to some degree.
Children with this subtype are less likely to act out or have difficulties getting along with other children. They may sit quietly, but they are not paying attention to what they are doing. Therefore, the child may be overlooked, and parents and teachers may not notice that he or she has ADHD.
Combined hyperactive-impulsive and inattentive
Six or more symptoms of inattention and six or more symptoms of hyperactivity-impulsivity are present.
Most children have the combined type of ADHD.
Treatments can relieve many of the disorder's symptoms. With treatment, most people with ADHD can be successful in school and lead productive lives. Researchers are developing more effective treatments and interventions, and using new tools such as brain imaging, to better understand ADHD and to find more effective ways to treat and prevent it.
What are the symptoms of ADHD in children?
Inattention, hyperactivity, and impulsivity are the key behaviors of ADHD. It is normal for all children to be inattentive, hyperactive, or impulsive sometimes, but for children with ADHD, these behaviors are more severe and occur more often. To be diagnosed with the disorder, a child must have symptoms for 6 or more months and to a degree that is greater than other children of the same age.
Children who have symptoms of inattention may:
Be easily distracted, miss details, forget things, and frequently switch from one activity to another
Have difficulty focusing on one thing
Become bored with a task after only a few minutes, unless they are doing something enjoyable
Have difficulty focusing attention on organizing and completing a task or learning something new
Have trouble completing or turning in homework assignments, often losing things (e.g., pencils, toys, assignments) needed to complete tasks or activities
Not seem to listen when spoken to
Daydream, become easily confused, and move slowly
Have difficulty processing information as quickly and accurately as others
Struggle to follow instructions.
Children who have symptoms of hyperactivity may:
Fidget and squirm in their seats
Talk nonstop
Dash around, touching or playing with anything and everything in sight
Have trouble sitting still during dinner, school, and story time
Be constantly in motion
Have difficulty doing quiet tasks or activities.
Children who have symptoms of impulsivity may:
Be very impatient
Blurt out inappropriate comments, show their emotions without restraint, and act without regard for consequences
Have difficulty waiting for things they want or waiting their turns in games
Often interrupt conversations or others' activities.
ADHD Can Be Mistaken for Other Problems
Parents and teachers can miss the fact that children with symptoms of inattention have the disorder because they are often quiet and less likely to act out. They may sit quietly, seeming to work, but they are often not paying attention to what they are doing. They may get along well with other children, compared with those with the other subtypes, who tend to have social problems. But children with the inattentive kind of ADHD are not the only ones whose disorders can be missed. For example, adults may think that children with the hyperactive and impulsive subtypes just have emotional or disciplinary problems.
What is attention deficit hyperactivity disorder?. (n.d.). Retrieved from http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/complete-index.shtml |
|
|
|
4) |
Q |
What is a Sensory Processing Disorder? |
|
A |
Sensory Processing Disorder (SPD, formerly known as "sensory integration dysfunction") is a condition that exists when sensory signals don't get organized into appropriate responses. Pioneering occupational therapist and neuroscientist A. Jean Ayres, PhD, likened SPD to a neurological "traffic jam" that prevents certain parts of the brain from receiving the information needed to interpret sensory information correctly. A person with SPD finds it difficult to process and act upon information received through the senses, which creates challenges in performing countless everyday tasks. Motor clumsiness, behavioral problems, anxiety, depression, school failure, and other impacts may result if the disorder is not treated effectively.
About spd. (n.d.). Retrieved from http://www.sinetwork.org/about-sensory-processing-disorder.html |
|
|
|
5) |
Q |
What is an Other Health Impairment? |
|
A |
Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that—
(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit
hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis,
rheumatic fever, sickle cell anemia, and Tourette syndrome; and
(ii) Adversely affects a child’s educational performance.
Idea's definition of ohi. (n.d.). Retrieved from http://www.nichcy.org/Disabilities/Specific/pages/healthimpairment.aspx |
|
|
|
6) |
Q |
What is an Orthopedic Impairment? |
|
A |
Students with orthopedic impairments may either have been born with, or may at some time have acquired, problems with their bones, their joints and/or their muscles. Orthopedic problems may result from deformities, diseases, injuries, or surgeries. Afflictions such as cerebral palsy, Osteogenisis Imperfecta, joint deformities or muscular dystrophy may be present at birth. On the other hand, injuries or surgeries may result in the loss of a bone and/or muscle tissue and may include the amputation of a limb. Additionally, burns and broken bones can also result in damage to both bones and muscles.
IDEA Definition
This category includes a child whose severe orthopedic impairment adversely affects their educational performance. The term includes impairments caused by a congenital anomaly (e.g. clubfoot, absence of some member, etc.), impairments caused by disease (e.g. poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).
Subgroups
Cerebral Palsy: A non-progressive disorder that is caused by damage to the brain. It affects gross and fine motor 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 affected by 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 Spinal Muscular Atrophy, and Charcot-Morie-Tooth disease produce symptoms such as pain, numbness, weakness, loss of upper and lower motor functions, and problems in breathing.
Characteristics
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.
The category of Orthopedic Impairment provides a means for
identifying and serving those students whose motor functioning is
significantly different from that of their peers to the extent that it
adversely affects their school performance. This category has been in
the federal regulations since initial development of PL 94-142 and was
derived from the field of orthopedics. Typically, students considered
for this category have a history of chronic disability diagnosed by the
medical community through routine care as infants and young children. In
addition, students who are permanently injured, involving muscles,
joints or bones, usually are diagnosed and receive rehabilitation
services.
Orthopedic impairment. (n.d.). Retrieved from
http://www.maryvillecityschools.k12.tn.us/education/components/scrapbook/default.php?sectiondetailid=14002&sc_id=1184530038
|
|
|
|
7) |
Q |
What is a Developmental Delay? |
|
A |
What is a developmental delay?
Child development refers to the process in which children go through changes in skill development during predictable time periods, called developmental milestones. Developmental delay occurs when children have not reached these milestones by the expected time period. For example, if the normal range for learning to walk is between 9 and 15 months, and a 20-month-old child has still not begun walking, this would be considered a developmental delay.
Developmental delays can occur in all five areas of development or may just happen in one or more of those areas (to read about the five areas of development, click here). Additionally, growth in each area of development is related to growth in the other areas. So if there is a difficulty in one area (e.g., speech and language), it is likely to
Developmental delay is identified through two types of play-based
assessments:
- Developmental Screening
- Developmental Evaluation
A developmental screening test is a quick and general measurement of
skills. Its
purpose is to identify children who are in need of further evaluation.
A screening
test can be in one of two formats, either a questionnaire that is
handed to
a parent or childcare provider that asks about developmental
milestones or a
test that is given to your child by a health or educational
professional.
A screening test is only meant to identify children who might have a
problem.
The screening test may either over-identify or under-identify children
with
delay. As a result, a diagnosis cannot be made simply by using a
screening test.
If the results of a screening test suggest a child may have a
developmental
delay, the child should be referred for a developmental evaluation.
A developmental evaluation is a long, in-depth assessment of a child's
skills and should be administered by a highly trained professional, such
as a psychologist. Evaluation tests are used to create a profile of a
child's strengths and weaknesses in all developmental areas. The
results of a developmental evaluation are used to determine if the child
is in need of early intervention services and/or a treatment plan.
How kids develop. (n.d.). Retrieved from
http://www.howkidsdevelop.com/developDevDelay.html#ident |
|
|
|
8) |
Q |
What is an Emotional and Behavioral Disorder? |
|
A |
Emotional and Behavioral Disorders
...means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:
An inability to learn that cannot be explained by intellectual, sensory, or health factors.
An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
Inappropriate types of behavior or feelings under normal circumstances.
A general pervasive mood of unhappiness or depression.
A tendency to develop physical symptoms or fears associated with personal or school problems.
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.
Disability categories covered. (n.d.). Retrieved from http://www.naset.org/exceptionalstudents2.0.html |
|
|
|
9) |
Q |
What is a Hearing Impairment? |
|
A |
Hearing Impairment
...means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but is not included under the definition of “deafness.”
Disability categories covered. (n.d.). Retrieved from http://www.naset.org/exceptionalstudents2.0.html |
|
|
|
10) |
Q |
What is Mental Retardation? (Intellectually Disabled) |
|
A |
Mental Retardation
...means significantly subaverage general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.
Disability categories covered. (n.d.). Retrieved from http://www.naset.org/exceptionalstudents2.0.html |
|
|
|
11) |
Q |
What is a Speech and Language Impairment? |
|
A |
Speech or Language Impairment
...means a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.
Disability categories covered. (n.d.). Retrieved from http://www.naset.org/exceptionalstudents2.0.html |
|
|
|
12) |
Q |
What is Traumatic Brain Injury? |
|
A |
Traumatic Brain Injury
...means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not include brain injuries that are congenital or degenerative, or brain injuries induced by birth trauma.
Disability categories covered. (n.d.). Retrieved from http://www.naset.org/exceptionalstudents2.0.html |
|
|
|
13) |
Q |
What is a Visual Impairment? |
|
A |
Visual Impairment Including Blindness
...means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.
Disability categories covered. (n.d.). Retrieved from http://www.naset.org/exceptionalstudents2.0.html |
|
|
|
|
|
