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Chapter 13
| Term | Definition |
|---|---|
| Postnatal | After birth. |
| German measles | A viral disease which occurs during first trimester of pregnancy |
| Congenital Cytomegalovirus | Can cause intellectual disability and or death. |
| Meningitis | Postnatal condition that can cause both death and blindness |
| Usher syndrome | Characterized by hearing impairment and retinitis pigmentosa |
| Night blindness | Vision problems in seeing in low light |
| Tunnel vision | Results in narrowing the field of one's vision. |
| Prenatal | The time slot before birth. |
| Prenatal | A serious viral disease, which if it occurs during first trimester of pregnancy, it is likely to cause deformity in the fetus unfortunately. |
| German measles | A viral disease which occurs during first trimester of pregnancy.. |
| Retinitis pigmentosa | Can result in vision problems starting in infancy, early childhood, or even teen years. |
| Coloboma | A condition in which a child is born with abnormally sized pupils. |
| Closed head injury | This is an injury where there is no open head wound but it may have brain damage caused by internal compression, stretching, or other shearing motion of neural tissues within the head |
| Motor speech disorder | It is a result of loss of ability to understand and formulate language due to a brain injury. |
| Behavior management | Managing behavior. Strategies that are used with other students who have emotional or behavioral difficulties. |
| Behavior modification | Modifying behavior. Includes strategies that are used with other students who have emotional or behavioral difficulties.. |
| Traumatic Brain injury (TBI) | The students with a TBI have been eligible to be considered for special education and related services. |
| Open head injuries | Involves a penetrating wound to the head can be caused by a fall, gunshot, assault, vehicular accident, or surgery. |
| Protactile ASL (PTASL) | 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 involves 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 | are often invaluable Signs used by the Deaf community, such as American Sign Language and signed English are visually based. |
| 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 expresses wants and needs, shares information, engages in social closeness, or manages social etiquette. |
| Self-stimulation. | can be defined 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 biting, scratching, or poking oneself, head-banging, and so on (see Foxx, 2016a). Unchecked SIB often results in self-mutilation. |
| Functional behavioral assessment (FBA) | FBA often reveals how a student uses self stimulation, SIB, tantrums, or aggression against others. |
| Positive behavioral intervention and support (PBIS) | PBIS is the vehicle for teaching students how to behave more appropriately, marketing appropriate behavior "work" for their communication. |
| 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:
Emmaleeg