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chapter 13
chapter 13 flashcards
| Term | Definition |
|---|---|
| traumatic brain injury (TBI) | students with TBI have been eligible to be considered for special education and related services |
| Open head injuries | involve a penetrating head wound from such causes as a fall, gunshot, assault, vehicular accident, or surgery. |
| closed head injuries | have no open head wound but may have brain damage caused by internal compression, stretching, or other shearing motion of neural tissues within the head. |
| motor-speech disorder | A loss of ability to understand and formulate language due to brain injury; 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/ behavior management | strategies that are used with other students who have emotional or behavioral difficulties are appropriate for use with students who have TBI. |
| The individual with Disabilities education Improvement Act (2004) | Who has a central visual acuity of 20/200 or less in the better eye with corrective lenses, or a field defect such that the peripheral diameter. Who has a chronic hearing impairment so severe that most speech cannot be understood |
| CHARGE syndrome | characterized by a number of physical anomalies present at birth. These anomalies include such things as structural defects resulting in difficulties swallowing and breathing. Of the features of CHARGE syndrome, the most important for vision is coloboma. |
| Coloboma | refers to a condition in which the child is born with an abnormally shaped pupil and/or abnormalities of the retina or optic nerve. Coloboma can result in a variety of visual problems, including deficits in visual acuity and extreme sensitivity to light. |
| Usher syndrome | inherited condition; characterized by hearing impairment and retinitis pigmentosa. |
| retinitis pigmentosa | result in vision problems starting in infancy, early childhood, or the teenage years, with the condition becoming progressively worse. It results in problems with seeing in low light, referred to as night blindness, |
| night blindness, | seeing in low light, |
| tunnel vision. | it results in a narrowing of the field of vision, |
| prenatal conditions | common types, rubella, sometimes referred to as German measles, and congenital cytomegalovirus (CMV)-can |
| German measles, and congenital cytomegalovirus (CMV) | (CMV)-can cause intellectual disability and /or deaf-blindness. When rubella occurs in a pregnant woman, especially in the first trimester, it can lead to a variety of disabilities, |
| Menigitis | Among the most common postnatal conditions that can cause deaf-blindness |
| Protactile ASL (PTASL) | A revolution in the best way for people who are deaf-blind to communicate is in its early stages. ;holds promise for substantially improving the means of communication for people in the Deaf-Blind community. |
| Braille | Professionals use a number of modes of communication that involve touch with people who are deaf-blind. |
| touch cues, | often entails the special educator providing information by touching the hands or face of the student |
| adapted signs | Signs used by the Deaf community, such as American Sign Language and signed English, are visually based, which makes them difficult or impossible for people who are deaf-blind to use, |
| orientation and mobility (O & M) | For people who have both visual impairment and hearing impairment; training is even more important than for those who are only blind because they are at even greater risk of being unable to navigate their environment. |
| functional behavioral assessment (FBA), positive behavioral support (PBS) | a collaborative, data-driven process used to identify the purpose (function) of challenging behaviors; these procedures may be particularly important for students with severe and multiple disabilities. |
| Self-stimulation | as any repetitive, stereotyped behavior that seems to have no immediately apparent purpose other than providing sensory stimulation. |
| Self-injurious behavior (SIB) | is repeated physical self-abuse, such as bit-ing, scratching, or poking oneself, head-banging. |
| The Division for Early Childhood (DEC) six criteria considered essential to early intervention programs. | (1) value-based practices, (2) family-centered practices, (3) a multicultural perspective, (4) cross-disciplinary collaboration, (5) developmentally and chronologically age-appropriate practices, and (6) adherence to the principle of normalization |
Created by:
jharlow1