MGW

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What is a disability?

• and what test results might we need?

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Number of students identified and served under
IDEA 2000-2001
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(No Transcript)
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Specific Learning Disability

• Specific learning disability means a disorder in
  one or more of the basic psychological processes
  involved in understanding or in using language,
  spoken or written,
• that may manifest itself in an imperfect ability
  to listen, think, speak, read, write, spell, or
  to do mathematical calculations,
• including conditions as perceptual handicaps,
  brain injury, minimal brain dysfunction,
  dyslexia, and developmental aphasia.

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• The term does not include learning problems that
  are primarily the result of visual, hearing,
  motor handicaps, mental retardation, emotional
  disturbance, environmental, cultural, or economic
  disadvantage (U. S. Department of Education,
  1999).

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•       A discrepancy between expected and actual
  achievement
• .in one or more areas as noted in the
  definition speaking, writing, thinking,
  spelling, reading, listening, and mathematics.
•       A learning disability is not primarily the
  result of sensory, motor, intellectual, or
  emotional handicap, poor teaching, cultural
  difference, or the lack of opportunity to learn.
•       It is associated with language processes.

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• What test results do we need?

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Intellectual Disability

• Intellectual disability refers to substantial
  limitation in present functioning. It is
  characterized by significantly subaverage
  intellectual functioning, existing concurrently
  with related limitations in two or more of the
  following applicable adaptable skills areas
  communication, self care, home living, social
  skills, community use, self direction, health and
  safety, functional academics, leisure, and work.
• Mental retardation manifests before age 18. 

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• What test results do we need?

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ASD

• Persons labeled with Autism Spectrum Disorders
  (ASD) demonstrate mild to severe deficits in
• 1) social interaction,
• 2) verbal and nonverbal communication, and
• 3) repetitive behaviors or interests.

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ASD

• They will often have unusual responses to sensory
  experiences, i.e., certain auditory, visual, or
  tactile input.
• They will present in each individual child
  differently. For instance, a child may have
  little trouble learning to read but exhibit
  extremely poor social interaction.
• Each child will display communication, social,
  and behavioral patterns that are individual but
  fit into the overall diagnosis of ASD.

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• Some conditions in the spectrum are known as
  Pervasive Developmental Disorders, high
  functioning autism, Aspergers syndrome, Retts
  Syndrome, Childhood Disintegrative Disorder,
  Fragile X Syndrome, and non-verbal learning
  disorders.

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Possible Indicators of Autism Spectrum Disorders

• Does not babble, point, or make meaningful
  gestures by 1 year of age
• Does not speak one word by 16 months
• Does not combine two words by 2 years
• Does not respond to name
• Loses language or social skills

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Some Other Indicators

• Poor eye contact
• Doesn't seem to know how to play with toys
• Excessively lines up toys or other objects
• Is attached to one particular toy or object
• Doesn't smile
• At times seems to be hearing impaired

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• What test results do we need?

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Emotional/Behavioral Disturbance

• The term means a condition exhibiting one or more
  of the following characteristics over a long
  period of time and to a marked degree that
  adversely affects a childs educational
  performance
• An inability to learn that cannot be explained by
  intellectual, sensory or health factors.

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• An inability to build or maintain satisfactory
  interpersonal relationships with peers and
  teachers.
• Inappropriate types of behavior or feelings under
  normal circumstances.
• A general pervasive mood of unhappiness or
  depression.
• A tendency to develop physical symptoms of fears
  associated with personal for school problems. 

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• The term includes children who are schizophrenic.
  The term does not include children who are
  socially maladjusted, unless it is determined
  that they have an emotional disturbance. (U. S.
  Department of Education, 1999, p. 12422). 

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• What test results do we need?

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ADHD inattentive

• One type of ADHD is predominantly inattentive,
  with the student displaying characteristics for
  at least 6 months and to a degree that is
  maladaptive and does not match maturational
  expectations for the age when observed. There are
  nine symptoms listed for inattention, and the
  student must display at least six of them to be
  categorized as an inattentive type.

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• 1.     Failing to give close attention to details
  leading to careless mistakes
• 2.      Having difficulty sustaining attention to
  tasks.
• 3.      Having difficulty listening to what is
  being said
• 4.      Having difficulty following through and
  completing homework assignments, classroom
  assignments, chores, or occupational duties.
• 5.      Having difficulty in organizing tasks
• 6.      Avoiding tasks that require strenuous
  mental activity
• 7.      Losing materials that are necessary for
  the tasks they need to complete
• 8.     Being easily distracted by extraneous
  activity
• 9.      Forgetting schedules of daily
  activities. 

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hyperactive-impulsive

• Another type of ADHD is predominantly
  hyperactive-impulsive. Hyperactive is a condition
  of displaying excessive energy characterized as
  restless and agitated. Persons displaying
  impulsivity appear to act before they think.
• Characteristics must exist for at least 6 months.

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• 1.      Display fidgety behaviors and squirms in
  seat.
• 2.      Leave desk or seat in the classroom at
  inappropriate times.
• 3.      Run and climb in situations when it is
  inappropriate.
• 4.      Avoid engaging in quiet leisure
  activities
• 5.      Act as if driven and is always on the
  go.
• 6.      Talk excessively.
• 7.      Blurt out answers impulsively, often
  before the question has been completed.
• 8.      Display difficulty waiting in lines and
  in taking turns
• 9.      Butt into conversations or other peoples
  games, interrupting and intruding on others. 

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• must not have these symptoms as a part of
  another disorders such as pervasive developmental
  disorder, autism, schizophrenia, and other
  psychiatric disorders.
• mood disorder, anxiety disorder, or a personality
  disorder. 
• low self-esteem, moodiness, 
• temper outbursts, 
• manifestations of frustration, 
• aggressiveness. 

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• The third type is a combined type, with the child
  showing both types of behavior,
  hyperactive-impulsive, as well as inattention.

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• What test results do we need?

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Speech and language impairments

• Speech disorder is characterized by an impartment
  in vocal production (voice), speech sound
  production (articulation), fluency (stuttering
  and related disorders), or any combination.
• A language disorder is abnormal development in
  understanding or using spoken, written, or other
  symbolic systems.

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• What test results do we need?

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Sensory categories

• Deaf
• Blind
• Deaf-Blind

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• What test results do we need?

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Others

• TBI
• Physical and Health Impairments
• Multiple disabilities

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• What test results do we need?