Special Education Terms

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Special Education Terms

• Chad D. Kirkpatrick

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Questions or Comments? Contact

• Michael A. Lorber, Ph.D.
• Department of Curriculum and Instruction
• College of Education
• Illinois state university
• Normal, IL 61790-5330
• E-mail malorber_at_ilstu.edu

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The Special Education Process

• 1. Referral - proven use of many interventions
  that show no improvement, whether academic or
  behavioral.
• 2. Team - discuss interventions used - look to
  see if more interventions need to be
  implemented.
• 3. Case Study - student goes through a series of
  tests. These tests consist of IQ, Achievement,
  medical, speech and language (if necessary),
  psychological

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The Special Education Process (cont.)

• 4. MDC multi-disciplinary conference. Discuss
  the results of testing and determine if the child
  qualifies for services. If the child qualifies,
  an MDC must be held every three years to
  determine continued eligibility.
• 5. IEP individual education plan or program.
  The students goals and objectives are developed.
  The IEP is reviewed and updated yearly.

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The Abbreviations

• 1. LD - Learning disabilities
• a. Prevalence - 5 of students in public
  schools
• b. 12 to 15 point discrepancy between
  cognitive ability and achievement
• c. Average intelligence in the mid 80s

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The Abbreviations (cont.)

• 2. E/BD - Emotional/Behavior Disorder
• a. Of average intelligence
• b. Behavior impacts learning
• c. Two most commonly diagnosed
• CD - conduct disorder
• ODD - oppositional defiance

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The Abbreviations (cont.)

• Conduct disorder
• Lack of empathy for others and property
• Aggression, intimidation and violence toward
  animals
• Prevalence - depending on the population sample
  (urban/rural)
• 6 to 16 of males under age 18
• 2 to 9 of females under age 18

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The Abbreviations (cont.)

• Oppositional Defiant Disorder
• Recurrent patterns of negativism, defiance,
  disobedient, and hostile behavior towards
  authority figures
• Arguing with adults, deliberately annoying
  others, blaming others for their behavior, angry
  and resentful, and easily lose their temper
• Prevalence - depending on the population sample
  (urban/rural)
• More prevalent in males than females - 2 to 16

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The Abbreviations (cont.)

• ADD/ADHD - Attention Deficit Disorder and
  Attention deficit/Hyperactivity Disorder
• ADD characterized as daydreamers,
  non- disruptive, unable to complete or attend
  to tasks.
• ADHD characterized as inattentive,
  hyperactive, impulsive, and being
  disruptive in the classroom. Prevalence - 3
  to 5 of school age children

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The Abbreviations (cont.)

• Autism - Characterized by
• Abnormal or impaired development in social
• interaction and communication
• Restricted repertoire of activity and interests
• Repetitive, and stereotyped patterns of
• behavior, interests, and activities
• Prevalence - 2 - 5 cases per 10,000
  individuals

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The Abbreviations (cont.)

• MI - Mental Impairment
• Occurs in children in varying degrees - mild to
  profound
• IQ levels range from 70 to 20
• Prevalence - it is estimated at 1 of the
  population
• MMI -- Mild Mental Impairment - IQs that range
  from 50 to 70 - Largest segment of MI -
  Prevalence estimated at 85 of t hose with MI.

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The Abbreviations (cont.)

• Moderate Mental Impairment - IQ levels of 35 to
  50 - Prevalence estimated at 10 of the MI
  population
• Severe MI -- Severe Mental Impairment - IQ levels
  of 20 to 40 - Prevalence estimated at 3 to 4
  of the MI population
• Profound MI -- Profound Mental Impairment - IQ
  levels of 20 or below - Prevalence estimated at
  1 to 2 of the MI population

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Thank you.
American Psychiatric Association. (1994).
Diagnostic and statistical manual of mental
disorders (4th ed.). Washington, DC Author.