Characteristics+Group+Grid

Major Components, Including Incidence and etiology ||< According to our textbook, the federal term of learning disabilities was published in the //Federal Register// in December of 1977:
 * < ** Learning Disabilities--Danielle Buchanan ** ||
 * < Federal Definition of the Disability –

“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 may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include children who have learning problems which are primarily the result of visual, hearing, or motor handicaps, of mental retardation, or emotional disturbance, or of environmental, cultural, or economic disadvantage. (U.S. Office of Education, 1977. p.65083)

Currently, it is unknown as to exactly how many individuals have a learning disability, but "current estimates range from 1 to 30 percent of the school population" (Lerner & Johns, 2009). In recent studies, the federal government estimates that approximately "2.49 million pupils ages 6-21 were identifies as learning disabled dueling the 2009-2010 school year" (U.S. Department of Education 2011). People with learning disabilities account "for over 40 percent of all individuals receiving a special education" (Metcalf 91). || Health Issues ||< There is no one way to describe the physical characteristics of a person with a learning disability. An individual may look completely average, yet may have a learning disability. || and/or Effects Of The Disability On Development And Learning ||< There is no one way to describe an individual with a learning disability. An individual "may have deficits in just one area while another exhibits deficits in several areas; yet both will be labeled as learning disabled" (Metcalf 92).
 * < Typical Physical Characteristics of the Disability /
 * < Typical Learning Characteristics

Some of the traits associated with individuals with learning disabilities include: (This list is from Chapter 4, page 92 of our textbook)
 * Disorders of attention
 * Poor Motor abilities
 * Psychological processing deficits and information-processing problems
 * Short and long-term memory problems
 * Impaired metacognition
 * Oral language difficulties
 * reading difficulties
 * phonological awareness deficiencies
 * written language problems
 * quantitative disorders
 * social skill deficits

Although this list describes many possible characteristics of an individual with a learning disability, there is no one way to pinpoint the learning characteristics of an individual. || Behavior Issues & Needs ||< Some students may have a speech or language impairment, also known as speech disorder. A student may have an articulation disorder and therefore have "difficulty in the production of speech sounds" (Metcalf 93). Articulation disorders are the most common form of communication disorders. Also included in communication disorders are:
 * < Common Communication and/or


 * Voice Disorders (94)
 * phonation: production of sounds
 * resonance: direction of sounds
 * Hypernasality: too many sounds are emitted through the air passages of the nose (94)
 * Hyponasality: too few sounds are directed though the nose (94)
 * Fluency disorder: a pattern of speaking in which the normal flow of the individual's speech is interrupted or broken by hesitations, repetitions, or prolongations. (94)

Behavioral issues and needs are also concepts that vary for each individual. Some students may need to have a separate setting for testing and classwork, while other students may have a difficult time socializing with peers. Each individual student has specific needs. || Major Components, Including Incidence and etiology ||< There is no universally accepted definition of emotional or behavioral disorders. They can be described in many ways: emotionally disturbed, behaviorally disordered, emotionally conflicted, socially handicapped, personally impaired, socially impaired, and more. The behaviors can encompass acting out, aggressive behaviors, schizophrenia, depression, anxiety, and conduct disorders. All of which are determined by what individual people decide is “normal” behavior. (97-98) The Individuals with Disabilities Education Improvement Act of 2004 or PL 108-446, uses the term emotional disturbance to describe the population at hand. This definition is modeled by Eli Bower from 50 years ago and describes it as follows: (98)
 * < References ||< //Teaching in Today's Inclusive Classroom// by Richard Gargiulo & Debbie Metcalf ||
 * < ** Emotional /Behavioral - Jennifer Sutton ** ||
 * < Federal Definition of the Disability –

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 of fears associated with personal or school problems. (98)

Two fields have been classified in order with education. Clinically derived classification systems, which group behaviors into diagnostic categories and provide criteria useful for making diagnoses, and statistically, derived classification systems that use sophisticated statistical techniques to establish categories, “dimensions,” or patterns of disordered behavior that appear to be common. (99)

Two dimensions that have been identified are externalizing disorders, sometimes referred to as “undercontrolled” disorders, which are characterized by aggressiveness, temper tantrums, acting out, hostile, defiant, and noncompliant behaviors and Internalizing disorders, which are characterized sometimes referred to as “overcontrolled” disorders, which are characterized social withdrawal, depression, phobias, excessive shyness, and anxiety. (99)

Most behavioral disorders have no known cause, however the suspected factors are typically grouped into two categories being biological and environmental. Research has discovered that one may gravely influence the other. (100) || of the Disability / Health Issues ||< There are no real physical characteristics of people with emotional and behavioral disorders. As mentioned some biological components are likely the cause in many cases, however, they are not easily detected. || and/or Effects Of The Disability On Development And Learning ||< Although students with emotional or behavioral disorders may include individuals who are considered gifted and those with intellectual disabilities, it is found that pupils with emotional or behavioral disorders score typically lower in ranges of intelligence. (101/Kauffman & Landrum, 2009) Despite average intellectual abilities, many students score two or more years below grade level in reading, math, and spelling. (101/ Cullinan, 2007: Reid, Gonzalez, Nordness, Trout, & Epstein, 2004)
 * < Typical Physical Characteristics
 * < Typical Learning Characteristics

Poor grades, chronic absenteeism, and grade retention are typical issues. Almost half of students with emotional or behavioral disorders leave school before graduation. This is the highest dropout rate among all people with disabilities. (101/National Center for Education Statistics, 2008) || and/or Behavior Issues & Needs ||< A huge area of concern is these learners difficulty in building and maintaining relationships with peers and adults. On average they are less socially skilled. Some may appear withdrawn and socially isolated, whereas others may be more aggressive and hostile towards others. These social skill concerns result in fewer friends, poor relationships with others, being ostracized, and isolation concerns because of the stigma and results of the disorders themselves. Many times the reactions of others are more debilitating than the disability itself. (97/101) || Major Components, Including Incidence and etiology ||< Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but that is not included under the definition of deafness in this section. (Sec. 300.8 Child with a disability).
 * < Common Communication
 * < References ||< // Teaching in Today's Inclusive Classroom // by Richard Gargiulo & Debbie Metcalf ||
 * < ** Deaf/Hard of Hearing - Maeghan Mahoney ** ||
 * < Federal Definition of the Disability –

It is one of the most common sensory disorders and is the consequence of sensorineural and/or conductive malfunctions of the ear. The impairment may occur during or shortly after birth (congenital or early onset or may be late onset) caused post natal by genetically factors, trauma or disease. Hearing loss may be pre-lingual (i.e., occurring prior to speech and language acquisition) or post-lingual (i.e., occurring after the acquisition of speech and language).

A hearing loss can be classified as a conductive, sensory, neural, or mixed hearing loss, based on the anatomic location of the problem (site of lesion, i.e., middle or inner ear). A hearing loss may also be labeled as unilateral or bilateral, depending on whether the loss is in one (unilateral) or both (bilateral) ears. The degree of loss might be the same in both ears (symmetrical hearing loss) or it could be different for each ear (asymmetrical hearing loss).

The prevalence of congenital and early-onset hearing loss in most developed countries is estimated to range between 2-4 infants with moderate-severe hearing loss in every 1000 births. || of the Disability / Health Issues ||< There are no real physical characteristics that can determine if a person has a hearing impairment or is deaf, unless they have a hearing aid or another form of outside help to make life easier.
 * < Typical Physical Characteristics

Some Health issue are just those that fall in the category of inconvenience. Some people with a hearing impairment have extra sensitive ears; therefore, they are very prone to feeling discomfort around certain noises or levels of volume. || and/or Effects Of The Disability On Development And Learning ||< **Mild Degree**: Barriers begin to build, with negative impact on self-esteem as child is accused of "hearing when he or she wants to," "day dreaming," or "not paying attention." Child begins to lose ability for selective hearing and has increasing difficulty suppressing background noise, which makes the learning environment stressful. Child is more fatigued than classmates because of listening effort needed.
 * < Typical Learning Characteristics


 * Moderate Degree**: Communication is often significantly affected, and socialization with peers with normal sharing becomes increasingly difficult. With full-time use of hearing aids/ FM systems, child may be judged as a less competent learner. There is an increasing impact on self esteem.


 * Moderate to Severe Degree**: Full-time use of hearing aids/ FM systems may result in child being judged as a less competent learner, resulting in poorer self-concept and diminished social maturity, and contributing to sense of rejection. Inservice to address these attitudes may be helpful


 * Severe Degree**: Child may prefer other children wit hearing impairments as friends and playmates. This may further isolate child from the mainstream; however, these peer relationships may foster improved self-concept and a sense of cultural identity.

Behavior Issues & Needs ||< **Mild Degree**: 20-40% of speech is missed. degree of difficulty in the school will depend upon the noise level in the classroom, distance from teacher, and the configuration of the hearing loss. Without amplification, the child may miss at least half of class discussions, especially when voices are faint or the speaker is not in line of vision. Will miss consonants, especially when a high-frequency hearing loss is present. Will benefit from a hearing aid and use of a personal FM or sound field FM system in the classroom. Needs favorable seating and lighting. Refer to special education for language evaluation and educational follow-up. Needs auditory skill building. May need attention to vocabulary and language development, articulation or speech reading, or special support in reading. May need help with self-esteem. Teacher inservice required.
 * Profound Degree**: Depending on auditory/oral competence, peer use of sign language, parental attitude, and other factors, child may or may not increasingly prefer association with the Deaf culture. ||
 * < Common Communication and/or
 * Moderate Degree**: Understandings conversational speech at a distance of 3-5 feet only if structure and vocabulary controlled. Without amplification, the amount of speech missed can be 50-75%. Likely to have delayed or defective syntax, limited vocabulary, imperfect speech production, and an atonal voice quality. Refer to special education for language evaluation and for educational follow-up. Amplification is necessary. Special education supper may be needed, especially for primary-age children. Attention to oral language development, reading, and written language. Auditory skill development and speech theory usually needed. Teacher inservice required.


 * Moderate to Severe Degree**: Without amplification, conversation must be very loud to be understood. Can cause a child to miss 100% of conversation. Will have marked difficulty in school situations requiring verbal communication in both one-to-one and group situations. Delayed language, syntax, reduced speech intelligibility and atonal voice quality likely. Full-time use of amplification is essential. Will need resource teacher or special class depending on magnitude of language delay. May require special help in all language skills, language-based academic subjects, vocabulary, grammar, and pragmatics, as well as reading and writing. Probably needs assistance to expand experiential language base. Inservice of general educators required.


 * Severe Degree**: Without amplification, may hear loud voices about one foot from ear. When amplified optimally, children should be able to identify environmental sounds and detect all the sounds of speech. If loss is of a pre lingual onset, oral language and speech may not develop spontaneously or will be severely delayed. If hearing loss is of recent onset, speech is likely to deteriorate with quality becoming atonal. May need full-time special aural/oral program with emphasis on all auditory language skills, speech reading, concept development, and speech. May benefit from a total communication approach, especially in the early language learning years. Individual hearing aid/ personal FM system essential. Need to monitor effectiveness of communication modality. Participation in regular classes as much as possible. Inservice of general educators essential.

Major Components, Including Incidence and etiology ||< Visual impairment including blindness is defined in regulations (Federal Register, 2006) accompanying the Individuals with Disabilities Education Improvement Act of 2004 as an impairment in vision that, even with correction, adversely affects an individual's educational performance. The term includes both partial sight and blindness.
 * Profound Degree**: Aware of vibrations more than tonal pattern. Many rely on vision rather than hearing as primary avenue for communication and learning. Detection of speech sounds dependent upon loss configuration and use of amplification. Speech and language will not develop spontaneously and are likely to deteriorate rapidly if hearing loss is of recent onset. May need special program for children who are deaf, with emphasis on all language skills and academic areas. Program needs specialized supervision and comprehensive support services. Early use of amplification likely to help if part of an intensive training program. May be cochlear implant or vibrotactile aid candidate. Requires continual appraisal of needs in regard to communication and learning mode. Part-time in general education classes as much as benefits student.
 * All found on pages 115-116 ||
 * < References ||< //Teaching in Today's Inclusive Classroom// by Richard Gargiulo & Debbie Metcalf ||
 * < ** Blind/Vision (Charli Leto) ** ||
 * < Federal Definition of the Disability –

The definition involves using a Snellen chart, which is a clinical measurement of the true amount of distance vision an individual has under certain conditions. Legal blindness is a visual aciuty of 20/200 or less in the better eye with correction or a visual field that is no greater than 20 degrees.

Functionally blind is when the primary channel of learning is through tactile or auditory means, usually use Braille. Low vision is when the visual impairment interferes with the ability to perform daily activities.

10 million Americans are either blind or visually impaired

The US Department of Education (2008) reports that appromimately 26,000 children ages 6-21 were receiving services in the 06-07 school year because of a visual impairment. These students represent 0.43 percent of all people with disabilities and 0.04 percent of the total school aged population, one of the least prevalent disabilities. || of the Disability / Health Issues ||< Many blind individuals have a tendency to rock back and forth when they are seated or standing. Young children often press on their eyes or place their hands on their face when they are speaking to people. People who are blind are encouraged to wear non-blending colors when maneuvering in areas of congestion. Only people who are blind or severely low vision are permitted to carry white canes. The use of a long stick as a bumper and probe is recognized worldwide as a sign of visual impairment. Many people who are blind or low vision utilize seeing eye dogs for assistance. These dogs are dressed in jackets which state their role and function for their owner (Medocino College, 2001).
 * < Typical Physical Characteristics

They rub their eyes a lot, weave their heads and flap their hands Excessive blinking Tilts head while reading Swollen or inflamed eyes Appears clumsy Inward or outward rotation of eyes

Health Issues that can lead to visual impairment Myopia-nearsightedness Hyperopia- farsightedness Astigmatism- an irregularity in the curvature of the cornea resulting in distorted or blurred vision Strabismus- an improper alignment or imbalance of the eyes Nystagmus- a rapid, involuntary movement of the eye Cataracts- a clouding of the lens of the eye resulting in blurred vision, may be permanently impaired Glaucoma- a build up of fluid pressure in the eye, central and peripheral vision may be permanently impaired Diabetic retinopathy- damage to blood vessels in proximity of the retina caused by diabetes || and/or Effects Of The Disability On Development And Learning ||< The intellectual abilities of students with visual impairments are similar to those who are able to see. There is no reason to suspect that vision loss lowers intellectual ability. However, they often experience delays because of their limited opportunity to acquire information visually. Conceptual development depends on tactile experiences rather than visual. Also incidental learning obtained from interacting with the environment is severely restricted. || and/or Behavior Issues & Needs ||< Loss of vision negatively affects the acquisition of appropriate social skills. Sighted people typically face an individual when they are talking to them but visual impaired people do not exhibit the same social skills. They are also unaware of people's body language and nonverbal cues and are frequently excluded from groups. Feelings of isolation and lack of acceptance are common feelings for visually impaired people.
 * < Typical Learning Characteristics
 * < Common Communication

They need Braille or things they are able to touch as well as auditory learning experiences if they have functions of one or both ears. Consistency also helps visually impaired people because if they get used to something then its easier to find their way around or find certain things they need. || Medocino College, 2001 || ** (mild/moderate) ** || Major Components, Including Incidence and etiology ||< Mental retardation is a significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behaviors and manifested during the developmental period that adversely affects a child's educational performance.
 * < References ||< //Teaching in Today's Inclusive Classroom// by Richard Gargiulo & Debbie Metcalf
 * < ** Mental Retardation (Charli Leto) **
 * < Federal Definition of the Disability –

The AAMR definition states that mental retardation is a disability characterized by significant limitations both in intellectual functioning and in adaptive skills. This disability originates before the age 18.

Approximately 523,000 children between the ages of 6 and 21 were identified as mentally retarded and receiving a special education during the 2006-2007 school year. They represent 9 percent of all pupils with disabilities and about 1 percent of the total school aged population. About 90 percent of people with mental retardation function. to use a familiar term at the mild level. The remaining 10 percent are moderate to severe. It is the third largest disability category.

Often the causes of mental retardation are unknown. Only half of all causes can be cited. || Health Issues ||< A mentally retarded person is slow to learn and may be slow or limited in the development of physical skills. Additionally, physical handicaps may be present, such as speech impairments, visual impairments, hearing defects, or epilepsy. Reminder: Because these secondary handicapping conditions are common among people with mental retardation, this does not mean that individuals who have a speech impairment or epilepsy are mentally retarded. They also have distinctive facial features. || and/or Effects Of The Disability On Development And Learning ||< Inability to attend to critical or relevant features of a task Diminished attention span Difficulty ignoring distracting stimuli Deficits in memory Limitations in storing information Difficulty with short term memory Long term retrieval is similar to peers without mental retardation Generally exhibit difficulties in all academic areas with reading the as the weakest Problem-solving difficulties in arithmetic Difficulty applying knowledge or skills to new tasks, situations or settings Problem in using previous experience in novel circumstances Teachers must explicitly plan for generalizations, typically it does not occur automatically || Rejection by peers and classmates is common-poor interpersonal skills Frequently exhibit socially inappropriate or immature behavior-difficulty establishing and maintaining friendships Diminished self-esteem coupled with low self-concept Vocabulary is often limited Grammatical structure and sentence complexity are often impaired Speech disorders more common then in peers without mental retardation || Major Components, Including Incidence and etiology ||< 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 educational performance. 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, judgement, problem solving, sensory, perceptual, and motor abilities, psychosocial behavior, physical functions, information processing and speech. Term does not apply to brain injuries that are congenital or degenerative or to brain injuries induced by birth trauma.
 * < Typical Physical Characteristics of the Disability /
 * < Typical Learning Characteristics
 * < Common Communication and/or Behavior Issues & Needs ||< Typically lacking in social competence
 * < References ||< //Teaching in Today's Inclusive Classroom// by Richard Gargiulo & Debbie Metcalf ||
 * < ** TBI (Charli Leto) ** ||
 * < Federal Definition of the Disability –

Over 819,000 students, ages 6-21 received special education services across the categories of multiple disabilities, orthopedic impairments, and other health impairments. They all constitute for 13 percent of pupils receiving a special education with a range of 0.4 percent for traumatic brain injuries

The etiology of physical and health disabilities varies greatly according to the specific disease or disorder. More common ones are genetic and chromosomal defects, congenital infections, prematurity, complications of pregnancy and acquired causes. || Health Issues || Inability to talk, walk, point or make any purposeful movement to those pupils with only some difficulty walking or an unseen skeletal abnormality.
 * < Typical Physical Characteristics of the Disability /

Physical impairments: speech, vision, hearing and other sensory impairment, headaches, lack of fine motor coordination, spasticity of muscles, paresis or paralysis of one or both sides and seizure disorders, balance, and other gait impairments. || and/or Effects Of The Disability On Development And Learning ||< Long and short term memory problems Attentional disorders Organizational and planning difficulties Uneven academic abilities Impaired oral and written language Problem solving and abnormal reasoning deficits Perseveration (continual repetition of an action or thought) || Depression Heightened irritability Diminished Motivation Increased aggressiveness Difficulty responding appropriately to social cues Decreased impulse control Difficulty adapting to changes in routines or schedule || Major Components, Including Incidence and etiology ||< Federal definition is developmental disability significantly affecting verbal and nonverbal communication and social interaction, usually evident before age 3, that adversely affects a child's educational performance. The term does not apply if a child's educational performance is adversely affected primarily because the child has emotional disturbance.
 * < Typical Learning Characteristics
 * < Common Communication and/or Behavior Issues & Needs ||< Mood swings
 * < References ||< //Teaching in Today's Inclusive Classroom// by Richard Gargiulo & Debbie Metcalf ||
 * < ** Autism (Charli Leto) ** ||
 * < Federal Definition of the Disability –

Autism is the fastest growing developmental disability. 1 in every 150 individuals are affected by this. Approximately 224,000 pupils ages 6-21 were identified as having autism in 2006-2007 school year. People with autism represent 3.70 percent of all pupils with disabilities and 0.34 percent of the school age population.

Etiology is complex even though investigators do not know the precise causes but research have implicated neurological, genetic and environmental factors are possible causal agents. || Health Issues ||< Head banging Finger, hand, wrist biting Excessive rubbing or scratching Giggling or weeping for no apparent reason Depression Lack of emotional reaction || Effects Of The Disability On Development And Learning ||< Full range of intellectual abilities possible, however, a significant number of individuals exhibit mental retardation Uneven skill development are common Impaired verbal and reasoning skills Uneven academic achievement Poor reading comprehension Short attention span Hyperactivity Impaired concentration || Individuals with adequate speech marked impairment in the ability to initiate or sustain a conversation with others Stereotyped and repetitive use of language or idiosyncratic language Lack of varied spontaneous make believe play or social imitative play appropriate to developmental level Failure to develop peer relationships appropriate to developmental level Lack of social or emotional reciprocity ||
 * < Typical Physical Characteristics of the Disability /
 * < Typical Learning Characteristics and/or
 * < Common Communication and/or Behavior Issues & Needs ||< Delay in or total lack of the development of spoken language
 * < References ||< //Teaching in Today's Inclusive Classroom// by Richard Gargiulo & Debbie Metcalf ||