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Chapter 13
Learners with Low-Incidence, Multiple, and Severe Disabilities
| Term | Definition |
|---|---|
| Open Head Injuries | A brain injury in which there is an open wound in the head, such as a gunshot wound or penetration of the head by an object, resulting in damage to brain tissue. |
| Closed Head Injuries | Damage to the brain that occurs without penetration of the skull; might be caused by a blow to the head or violent shaking by an adult. |
| Motor-Speech Disorder | Loss or impairment of the ability to understand or formulate language because of accident or illness. |
| Chronic Traumatic Encephalopathy (CTE) | A degenerative brain disease caused by repeated brain trauma, some of which might not been severe enough symptomatically to diagnose; symptoms can include early dementia, depression, risk of suicide, deficits in working memory. |
| Behavior Modifications | Systematic control of environmental events, especially of consequences, to produce specific changes in observable responses. May include reinforcement, punishment, modeling, self-instruction, desensitization, guided practice. |
| Behavior Management | Strategies and techniques used to increase desirable behavior and decrease undesirable behavior. May be applied in the classroom, home, or other environment. |
| Charge Syndrome | A genetic syndrome resulting in deaf-blindness; characterized by physical anomalie. |
| Coloboma | A condition of the eye in which the pupil is abnormally shaped and/or there are abnormalities of the retina or optic nerve; can result in loss of visual acuity and extreme sensitivity to light. |
| Usher Syndrome | An inherited syndrome resulting in hearing loss and retinitis pigmentosa, a progressive condition characterized by problems in seeing in low light and tunnel vision; there are three different types of Usher syndrome. |
| Retinitis Pigmentosa | A hereditary condition resulting in degeneration of the retina; causes a narrowing of the field of vision and affects night vision. |
| Night Blindness | A condition characterized by problems in seeing at low levels of illumination; often caused by retinitis pigmentosa. |
| Tunnel Vision | A condition characterized by problems in peripheral vision, or a narrowing of the field of vision. |
| Prenatal | The time before birth. |
| Rubella | A serious viral disease, which, if it occurs during the first trimester of pregnancy, is likely to cause a deformity in the fetus. |
| Congenital Cytomegalovirus (CMV) | The most frequently occurring viral infection in newborns; can result in a variety of disabilities, especially hearing impairment. |
| Postnatal | The time after birth. |
| Meningitis | A bacterial or viral infection of the linings of the brain or spinal cord; can cause a number of disabilities. |
| Protactile ASL (PTSAL) | An evolving language within the Deaf-Blind community; based on touch as the primary, if not only, mode of communicating. |
| Braille | A system in which raised dots allow people who are blind to read with their fingertips; each quadrangular cell contains from one to six dots, the arrangement of which denotes different letters and symbols. |
| Touch Cues | Tactual signals used to communicate with persons who are deaf-blind; can be used to signify a variety of messages. |
| Adapted Signs | Using sign language in such a way as to help those who also have visual impairment communicate, such as holding the hands of the individual while guiding the individual to sign. |
| Orientation and Mobility (O&M) | The ability to have a sense of where one is in relation to other people, objects, and landmarks and to move through the environment. |
| Assistance Cards | A relatively small card containing a message that alerts the public that the user is deaf-blind and needs assistance in crossing the street. |
| Augmentative and Alternative Communication (AAC) | Alternative forms of communication that do not use the oral sounds of speech or that augment the use of speech. |
| Functional Behavioral Assessment | Evaluation that consists of finding out the consequences (what purpose the behavior serves), antecedents (what triggers the behavior), and setting events (contextual factors) that maintain inappropriate behaviors. |
| Positive Behavioral Support | Positive reinforcement (rewarding) procedures intended to support a student’s appropriate or desirable behavior. |
| Self-stimulation | Any repetitive, stereotyped activity that seems only to provide sensory feedback. |
| Self-injurious Behavior | Behavior causing injury or mutilation of oneself, such as self-biting or head-banging; usually seen in individuals with severe and multiple disabilities. |
| Functional Behavioral Assessment | Evaluation that consists of finding out the consequences (what purpose the behavior serves), antecedents (what triggers the behavior), and setting events (contextual factors) that maintain inappropriate behaviors. |
| Positive Behavioral Intervention and Support | |
| Neonatal Intensive Care Units | |
| Developmentally Appropriate Practice | Educational methods for young children that are compatible with their developmental levels and that meet their individual needs; coined by the National Association for the Education of Young Children. |
| Sheltered Workshop | A facility that provides a structured environment for people with disabilities in which they can learn skills; can be either a transitional placement or a permanent arrangement. |
| Competitive Employment | A method of integrating people with disabilities who cannot work independently into competitive employment; includes use of an employment specialist, or job coach, who helps the person with a disability function on the job. |
| Self-determination | Having control over one’s life, not having to rely on others for making choices about one’s quality of life; develops over one’s life span. |
| Person-centered Plans | A method of planning for people with disabilities that places the person and the person’s family at the center of the planning process. |
| Natural Supports | Resources in person’s environment that can be used for support, such as friends, family, and co-workers. |
| Job Coach | A person who assists adult workers with disabilities, providing vocational assessment, instruction, overall planning, and interaction assistance with employers, family, and related government and service agencies. |
| Daily Living Skills | Skills required for living independently, such as dressing, toileting, bathing, cooking, and other typical daily activities of adults without disabilities. |
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athomps19