Associate Level Material Final Project Matrix

Using information from the correlating chapters in Special Education for Todays Teachers: An Introduction, complete the appropriate sections of the matrix as you proceed through the course. Exceptionality Learning Disability (Week Two CheckPoint) Definition Classification criteria and characteristics Prevalence Associated educational practices Additional information

A disorder in one or more psychological processes needed to understand or use language, spoken or written, which disorder may appear on its own in the ability to listen, speak, thing, read, write, spell, or do mathematics.

Low accomplishment, easily distracted, unable to pay attention, has problems processing information, lack social skills, are unmotivated, and a heterogeneous category.

Students from 6 years of age to 17 make up 5.24% have been found to have learning disabilities. 45% of school age children with disabilities also have a learning disability. 90% of these students have problems with reading. 75% of these students are male.

Learning-disabled students spend more time in the general education classroom. The numbers of students who are separated from the general classroom have decreased. Recommend following 6 principles for education which are: 1. Big Ideas 2. Conspicuous strategies 3. Mediated scaffolding 4. Strategic Integration 5. Judicious review and 6. Primed background knowledge

This includes conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

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Mild Intellectual Disability (Week Two CheckPoint))

Have a measured IQ lower than 98% of school-aged children, have below average adaptive behaviors. These include conceptual, social, and practical skills people learn so they are able to function in everyday life. IDEA defines these students as those with sub average functioning in general intellectual development and adaptive behavior

Students have low achievement in all academic areas, memory and motivation deficits, easily distracted, inattentive, and poor social skills. Lack of social skills is noted to be related to some extent with language and cognitive skills. They have a difficult time interacting with the other schoolchildren and need to be taught social skills, and deficits in adaptive behavior.

0.84% of school-aged children have intellectual disabilities. One in every 6 student has been identified with a mild intellectual disability. This disability continues into adulthood; however, there are those adults that are happy and successful on a daily basis. The cause of this disability is unknown. Limited finances, parents with lower education levels and high levels of stress are a risk factor for students. EBD students are under

Benefit from using direct, explicit, and teacher directed instruction. Direct Instruction has proved to be highly successful for students with mild intellectual disabilities. Peer tutoring and using technology for instruction is effective for these students.

African Americans are overrepresente d as having mild intellectual disabilities. IT is also a continued issue of how these people are treated by society.

Emotional and Behavioral

EBD students are defined as

Typically, they show aggression, anxiety,

They receive individualized

0.73% of students ages 6

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Disabilities (Week Three Exercise)

those children who have different behavioral and emotional responses from appropriate age, cultural, or ethnic norms that it affects their educational performance.

depression, lack social skills, trouble with paying attention, withdrawn, and have a tendency to not follow or break the rules.

identified; however, concerns are that certain groups (African American in particular) are over represented in the disability category. EBD students are more likely to come from households with risk factors such as poverty, single parent household, an unemployed parent, and having a sibling with a disability. They also change schools frequently. In addition, they have poor post school outcomes and are more likely to be unemployed 3 to 5 years after

education programs that make use of all placement and service options. In addition, coteaching by both general and special education teachers. Selfmanagement, cooperative learning, peer tutors, and problem solving skills are part of the specific curriculum for EBD students.

21 have EBD. Students are out of general education classes 60% of the day. EBD students, unlike students with a disability, are more likely to be taught in separate environments. 60% are white, 26% are African American, and only 11% are of Hispanic origin. 50% are on some type of medication. 80% are male students.

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leaving. ADHD students are those who have a persistent pattern of inattention and/or hyperactivity that is frequently seen and more severe than is typically observed in those at a comparable level of development. Typically, ADHD students show impulsivity, inattention, coexisting misconduct and academic problems, hyperactivity. Students are identified under DSMIV- interviews with parents and teachers, observed in numerous settings. Behavioral assessments are the best tools for planning curriculum. However, ADHD students can be challenging to identify because what is used for identification can be subjective as many exhibit symptoms. 3 to 7% of students are identified as having ADHD of that 2 to 4% take medication, less than 1% are said to be health impaired, and male students make up 75%. ADHD is also the most common behavioral disorder. Many continue to have ADHD into adolescence as well as adulthood. 53% are kept in general education classes, students are placed in a similar manner as those with learning disabilities. Stimulant medications have proven to be most effective for reducing symptoms of ADHD. Also, behavior interventions (i.e. behavior modification, a token economy, and being taught self-regulation have shown effectiveness in the classroom for these students. ADHD is debated on whether it is considered a disability; parents feel ADHD students are over identified. Many parents, as well as teachers and the like feel students are over medicated.

Attention Deficit Hyperactivity Disorder (Week Three Exercise)

Autism Spectrum Disorders (Suggested in Week Four) Communication Disorders (Suggested in

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Week Four) Severe Intellectual Disability (Suggested in Week Four) Multiple Disabilities (Suggested in Week Four) Sensory Impairment (Week Five Exercise)

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Traumatic Brain Injury (Week Five Exercise) Physical Disabilities (Week Five Exercise) Health Impairments (Week Five Exercise) Talented and Gifted (Suggested in Week Six)

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