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MTTC CI (115)
Development & Characteristics of Students w/ Disabilities
| Term | Definition |
|---|---|
| Specific Learning Disability (SLD) | the umbrella term for children who struggle with issues in their abilities to read, write, speak, listen, reason, or do math |
| Other Health Impairment (OHI) | the umbrella term for a disability that limits a child's strength, energy, or alertness; in order to qualify under this, MUST be due to chronic or acute health problems (ADHD, ADD, diabetes, epilepsy, etc.) |
| Autism Spectrum Disorder (ASD) | a disability that mostly affects the child's social and communication skills, and sometimes behavior |
| Emotional Disturbance (ED) | a disability category for a number of mental disorders; anxiety disorders, bipolar disorders, OCD, etc. |
| Speech/Language Impairment (SLI) | disability term that covers children with language impairments |
| Visual Impairment (VI) | a disability category for children with visual impairments that significantly impair their abilities to learn |
| Intellectual Disability (ID) | the diagnosis for students with below-average intellectual abilities; deficits in reasoning, problem solving, abstract thinking, and comprehension |
| Physical Impairment (PI) | refers to any disability that limits gross mobility and prevents normal body movement |
| 504 Plans | students are put on this plan when their disability does not affect the students' academic success; provides students with accommodations, modifications, and related services |
| dyslexia | a permanent condition that makes it difficult for people to read; affects reading accuracy, fluency, and comprehension; children with this often have difficulty with phonemic awareness skills and decoding |
| dysgraphia | a disorder that causes issues with written expression; children with this often struggle with holding pencils and writing letters accurately |
| direct instruction | teacher-driven instruction that targets specific skills; sometimes delivered in resource rooms |
| learning strategy instruction | a method for teaching students with disabilities different tools and techniques useful for learning new content or skills; i.e. chunking content, sequencing tasks, small group instruction, etc. |
| multi-sensory approach | method that ensures that students are receiving and interacting with new information and skills using more than one sense at a time |
| emotional and behavioral support; scaffolded instruction, pbis | types of supports students with ED require: |
| Positive Behavioral Supports (PBS) | a preventative instructional strategy that focuses on promoting positive behaviors in students; teachers/other professionals make changes to student's environments in order to decrease problem behaviors |
| communication disorders | stuttering, beginning or ending words with incorrect sounds, hearing loss are indicators of this disorder |
| Rosa's Law | signed by President Obama in 2010; changed the term "mental retardation" to "intellectual disability" |
| orthopedic impairment | a disability that includes children with congenital anomalies, impairments caused by disease, or impairments from other causes (cerebral palsy, amputations, etc.) |
| behavioral intervention | intervention used to teach appropriate behaviors or decrease negative behaviors |
| blindness | a visual acuity of 20/200 or less the dominant eye (some people with this still have minimal sight) |
| social skill delays and deficits | common for students with ASD; go hand-in-hand with communication limitations for these students |
| low-incidence disabilities | account for up to 20% of all students' disabilities; includes ID, MD, HI, Orthopedic Impairments, OHI, VI, ASD, deaf-blindness, TBI, & developmental delays |
| high-incidence disabilities | account for up to 80% of all students' disabilities; students with these disabilities present with academic, social, and/or behavioral problems; includes SLI, LD, ADHD, EI, mild ID, certain spectrums of ASD, and cognitive delays |
| sensory processing disorder (SPD) | when a person experiences a deficit with handling sensory information interpreted by the brain; the brains experiences sensory input, but the brain's receptors are blocked, resulting in abnormal reactions |
| Attention Deficit Hyperactivity Disorder (ADHD) | demonstrates HYPERACTIVITY, inattention, and impulsivity; however, children with his may only demonstrate hyperactivity and inattention OR only hyperactivity and impulsivity |
| Attention Deficit Disorder (ADD) | demonstrates inattention and impulsivity, but NOT hyperactivity |
| adaptive behavior skills | includes self care skills, following rules, managing money, making friends, etc.; separated into conceptual skills, social skills, and practical life skills |
| conceptual skills | includes academic concepts (reading, math, money, time, and communication skills) |
| social skills | includes getting along with others, communicating appropriately, and maintaining appropriate behavior inside and outside the school environment |
| practical life skills | skills needed to perform the tasks of daily living |
| adaptive behavior assessments | used to assess what adaptive behavior skills need to be addressed for each students; usually conducted using observations and questionnaires completed by parents, teachers. or the students themselves |
| play-based learning | fosters important skills and brain development when children observe adults demonstrating acceptable social behavior |
| mild-to-moderate ID | the most common type of ID; people with this can generally participate in independent living skills and learn practical life skills & adaptive behavior |
| severe ID | level of ID where people demonstrate major developmental delays; struggle with simple routines and self-care skills; additionally, they often understand speech but have trouble with expressive communication |
| profound ID | level of ID where people cannot live independently and depend heavily on care from other people/resources; likely to have congenital disorders that affect their intellectual functioning |
Created by:
jmeeker
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