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Chapter 13
Human Exceptionalities
| Question | Answer |
|---|---|
| Traumatic brain injury (TBI) | Injury to the brain (not including conditions present at birth, birth trauma, or degenerative diseases or conditions) resulting in total or partial disability or psychosocial maladjustment that affects educational performance; may affect cognition, langua |
| Open head injury | 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 injury | 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. |
| Behavior modification | 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, or any other technique for st |
| 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 anomalies, often including coloboma (abnormalities of the pupil, retina, and/or optic nerve), cranial nerves, heart defects, atresia (absence or closure) of the choanae (air passage |
| 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, differing with respect to when it occu |
| 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 (German measles) | 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 (PTASL) | 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) skills | 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 card | 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 (FBA) | 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 (PBS) | 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 (SIB) | Behavior causing injury or mutilation of oneself, such as self-biting or head-banging; usually seen in individuals with severe and multiple disabilities. |
| Positive behavioral intervention and support (PBIS) | Systematic use of the science of behavior to find ways of supporting desirable behavior rather than punishing the undesirable behavior; positive reinforcement (rewarding) procedures that are intended to support a student’s appropriate or desirable behavio |
| Neonatal intensive care unit (NICU) | A special unit in a hospital designed to provide around-the-clock monitoring and care of newborns who have severe physical problems; staffed by professionals from several disciplines, such as nursing, social work, occupational therapy, respiratory therapy |
| Developmentally appropriate practice (DAP) | 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 |
| Developmentally appropriate practice (DAP) | 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 workplace that provides employment that pays at least minimum wage and in which most workers do not have disabilities. |
| 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 planning | 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 (especially those with intellectual disabilities), providing vocational assessment, instruction, overall planning, and interaction assistance with employers, family, and related government and service a |
| Daily living skills | Skills required for living independently, such as dressing, toileting, bathing, cooking, and other typical daily activities of adults without disabilities. |
Created by:
magilla1