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chapter 13
| Question | Answer |
|---|---|
| Traumatic brain injury | Students with TBI have been eligible to be considered for special education and related services. |
| Motor speech disorder | The student may have trouble finding or saying words or constructing sentences that are appropriate for the topic of conversation or social context |
| Behavior modification | Strategies that are used with other students of emotional or behavioral difficulties appropriate for use with students who have TBI |
| Usher syndrome | Characterized by hearing impairment and retinitis pigmentosa |
| Retinitis pigmentosa | Result in vision problem starting an infancy, early childhood, or the teenagers, with a condition being progressively worse |
| Night blindness | Often referred to as tunnel vision results in a narrowing of the field of vision |
| German measles | Can cause intellectual disability and or deaf blindness. |
| Postnatal conditions | Among the most common postnatal conditions that can cause deaf blindness are meningitis and TBI. |
| Problems accessing information | For people who are deaf blind, access to the usual source of information is more difficult than for those who are sighted. |
| Problems communicating | Most authorities agree that the biggest obstacle faced by people with deaf blindness is communication. |
| PTASL | Holds promise for substantially improving the means of communication for people in the deaf line community |
| Problems navigating the environment | As we discussed, people who are blind or who have low vision can have significant difficulties with orientation and mobility. |
| Social emotional development | Typical developmental milestones such as attachment, the development of empathy, and friendships are more difficult due to these children's dual sensory impairment. |
| The importance of direct teaching | Many students disabilities are more reliant than those without disabilities on having teachers to instruct them directly |
| The importance of structured and predictable routine routines | It is critical teachers and other professionals and parents provide a sense of security for students who are deaf line. One of the best ways is through the use of predictable, structured routines |
| Communication | Hands play critical rolling communication for most students who are deaf blind. |
| Adapted signs | Signs used by DEF community, such as American Sign Language and sign English, or visually based, which makes them difficult or impossible for people who are deaf line to use. |
| Orientation and mobility | Even more important than for those who are only blind because they're at even greater risk of being unable to navigate the environment. |
| AAC | Includes any manual or electronic means by which such a person expresses expresses wants and needs, shares information, engages in social closeness, or manages social etiquette. |
| Self stimulation | Defined as any repetitive, stereotype behavior that seems to have no immediately apparent purpose other than providing sensory stimulation. |
| Self injury | Repeated physical abuse, such as biting, scratching, or poking oneself, head banging and so on. |
| Tantrums | Severe tantrums can include a variety of behaviors, including self injury, screaming, crying, throwing or destroying objects, and aggression towards others. |
| Aggression toward others | Sometimes these attacks come without warning or only after subtle indications of imminent assault that only someone who knows the individual well is likely to perceive. |
| Lack of daily living skills | Impairment of the ability to take care of one's basic needs, such as dressing, feeding, or toileting. |
| FBA, PBIS | Primarily these apply to students with less severe disabilities. |
| Value based practices | Early intervention program should be based as much as possible on techniques that research has shown to be effective. |
| Family centered practices | At one time, the prevailing philosophy and early childhood special education programs ignored parents and families at best or reviewed them primarily as potential negative influences on the child. |
| Multicultural perspective | Given the changing ethnic demographics in the United States, it is critical that all special education programming be culturally sensitive |
| Natural supports | Professionals first try to find the available resources already existing in the workplace or the community. |
| Daily living skills | Skills from a neighbor, family member, or paid attendant rather than living in a residential facility with attendance. |
| Job coach | Training coworkers to provide assistance rather than immediately assuming that a job coach is required. |
| Person centered plans | Focus on the students for preferences and those of the family and planning for the future. |
Created by:
parkerpenrod