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Haley Evans

Final Exam Part II

Disability

SLD (Specific
Learning
Disability)
(Pg.146)

Characteristics
Exclusion of other
causes.
Difficulty with
academic and
learning tasks
Disorder in basic
psychological
processing

Prevalenc
e

1.5% to
Controlling the task that
5.2% state
is given to the student
to state
Teaching lesson is
But
smaller groups
average
around 4%
Model what is needed to
be done
Self-regulate and selfmonitoring is part of
their learning process

Discrepancy
between expected
and actual
achievement that
can be documented
through low
response to
intervention
limited cognitive
Mental
functioning
Retardation/
Difficulty learning
Intellectual
complex and
Disability (pg.
abstract skills
252)
Communication
issues which leads
to low
comprehension,
speaking and
writing skills
Learning is very
slow and very
gullible

Teaching Strategies

1%

Determine the best way


to communicate
form communication and
collaborate with families
Give the student a
reason to communicate
with you/ students
The student should have
a choice so their not be
told every step

ED (Emotional
Disturbance)
(pg. 202)

an inability to learn
that cannot be
explained by
intellectual,
sensory, or health
factors

6% to 10% teacher should list


desirable behaviors
the teacher should
resolve conflicts
The Teacher should
promote self-control

an inability to build
or maintain
satisfactory
interpersonal
relationships with
peers and teachers
inappropriate types
of behavior or
feelings under
normal
circumstances
general pervasive
mood of
unhappiness or
depression
a tendency to
develop physical
symptoms or fears
associated with
personal or school
problems

AU (Autism)
(pg.232)

The student exhibits


difficulty
communicating, can
be seen early on in
life.

3.1% or 1
in 10
children

The teacher should


assess preferences
A routine will need to
stay in place.

The student exhibits


a lack of social
skills.

Keep an open
communication with
parents.

The student exhibit


anxiety.

The teacher should teach


social skills

Impairment in social
interaction (poor
eye contact).

Dont let the behavior


overwhelm you

fascination with
objects or specific

Provide a list of daily


schedule in the

Speech/
Language
Disorder
(pg.176)

parts of objects

classroom.

Difficulty with
verbal means of
communication

7% to 9% Develop personal cueing


for
system for students who
elementary
have difficulty
grades.
responding in a large
18.7% is
group.
the overall
for United create a safe
environment with in the
States
classroom.

Articulation of
words are limited
and fluency can be
a present problem
Voice disorders
relate to the quality
of the voice itself
(pitch and intensity)

Give the student time to


finish their thoughts and
express themselves
patiently.
do not criticize or point
out errors
Demonstrating
connections between
concepts

ADHD
(pg.161)

feeling fidgety and


restless
Blurting out
answers

3% to 5% plan ways to modify


males to
instructions needed
female 3 to
positive attitudes toward
1
inculcation of students

Having poor
sustained attention
and vigilance and
being easily
distracted

ability to collaborate as a
member of an
interdisciplinary team

skipping from one


incomplete task to
the next, rarely
completing work

be brief and clear

being impulsive and


having poor delay of
gratification

maintain a schedule

emphasize their limits


allow for movement to
facilitate attention
provide rewards
consistently and often

being hyperactive
or having difficulty
regulations activity

arrange the environment


to facilitate attention

exhibiting
diminished rulegoverned behavior

promote active
participation through
effective questioning
techniques

having increased
variability of task
performance

TBI
(Traumatic
Brain Injury)
(pg.286)

acquired injury to
the brain caused
buy an external
physical force,
resulting in total or
partial functional
disability pr
psychical
impairment
Lowered motivation
and maybe
depressed
Slowed process of
information and/or
reasoning
Depression is a
struggle for the
student
Services and
supports such as
cognition, speech,
social and physical
functioning.
impairment in one
or more areas
(cognitive,
language, memory,
attention,
reasoning, abstract
thinking, judgment,
problem-solving,
sensory, perceptual,
and motor abilities)

475, 000 Use others as resources.


cases each
Be flexible in your
year
planning.
Be ingenious and
creative
Use transdisciplinary
teaming and support
providers
Assistive technology in a
classroom
Making environmental
modifications