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Chapter 13
Study stack for chapter 13
| Term | Definition |
|---|---|
| Traumatic Brain injury | Students with a TBI have been eligible to be considered for special education and related services |
| Open head injuries | Involve a penetrating wound to the head can be caused by fall, gunshot , assault , vehicular accident, or surgery |
| Closed head injury | 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 |
| Behavior modification | Strategies that are used with other students who have emotional or behavioral difficulties |
| Behavior management | Strategies that are used with other students who have emotional or behavioral difficulties |
| Coloboma | Refers to a condition in which a child is born with abnormally sized pupils |
| Usher syndrome | Characterized by hearing impairment and retinitis pigmentosa |
| Retinitis pigmentosa | Can result in vision problems starting in infancy, early childhood, or teen years |
| Night blindness | Problems in seeing in low light |
| Tunnel vision | Results in narrowing of field of vision |
| Prenatal | Time before birth |
| Rubella | A serious viral disease, which if it occurs during first trimester of pregnancy, is like to cause deformity in the fetus |
| German measles | A viral disease which occurs during first trimester of pregnancy |
| Congenital Cytomegalovirus | Can cause intellectual disability and / or death - blindness |
| Postnatal | After birth |
| Meningitis | Post natal condition that can cause death and blindness |
| protractile ASL | 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. Braille is the most obvious one. |
| touch cues | which often entails the special educator providing information by touching the hand or face of the student. |
| adapted signs | invaluable 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, depending on the severity of their visual impairment. |
| orientation and mobility (O&M) 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. |
| Assistance cards | are usually relatively small (e.g., 3 x 6 inches) and can be held up by the person who is deaf-blind at a busy or unfamiliar intersection. |
| augmentative and alternative communication | AAC for them. AAC includes any manual or electronic means by which such a person expressed wants and needs, shares information, engages in social closeness, or manages social et quite |
| Self-stimulation | take a wide variety of forms, such as swishing saliva, twirling objects, hand-flapping, fixed staring, and the like Repetitive, stereotyped behavior may have multiple causes including social consequences, in addition to sensory stimulation |
| Self-injurious behavior (SIB) | is repeated physical self-abuse, such as biting, scratching, or poking oneself, head-banging, and so on |
| functional behavioral assessment FBA and positive behavioral intervention and support (PBIS) | primarily as they apply to students with less severe disabilities (see Chapters 7 to 9). |
| Sheltered workshop | For example, not long ago, the best employment that individuals with severe and multiple disabilities could hope for was in a sheltered workshop. |
| Developmentally appropriate practice (DAP) | was first used by the National Association for the Education of Young Children, an organization that focuses on early childhood education for children without disabilities. |
| Self-determination | self-determination. As part of this emphasis on self-determination, professionals have developed a number of person-centered plans which focus on the student's preferences and those of the family in planning for the future. |
| Person centered plans | Which focus on the student's preferences and those of the family in planning for the future. |
| Natural supports | Professionals first try to find the available resources already existing in the workplace or the community |
| Job coach | With respect to work, the use of natural supports might mean training co-workers to provide assistance rather than immediately assuming that a job coach is required. |
| Living skills | With respect to community living, the use of natural supports might mean the person with a disability could live in an apartment, with assistance in a facility with attendants living skills from a neighbor, family member, or paid attendant. |
Created by:
prooker