Characteristics+Group+Grid

-Could be caused by acquired trauma, genetic or hereditary influences, biochemical abnormalities, or environmental possibilities. || Emotional disturbance is defined in federal regulations as follows: 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 child’s educational performance: (A) an inability to learn that cannot be explained by intellectual, sensory, or health factors; (B) an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; (C) inappropriate types of behavior or feelings under normal circumstances; (D) a general pervasive mood of unhappiness or depression; or (E) a tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance. (34 C.F.R. § 300.8(c)(4).) || · Two thirds could not pass competency exams for their grade level these children · These children have the lowest grade point average of any group of students with disabilities. · Forty-four percent failed one or more courses in their most recent school year. · They have a higher absenteeism rate than any other disability category (missing an average of 18 days of school per year). · Forty-eight percent drop out of high school, compared with 30% of all students with disabilities and 24% of all high school students. · Over 50% are not employed within 2 years of exiting school. || Characteristics of a behavior disorder are usually evident and persistent in different settings and environment and usually with little respect or regards for social or cultural norms. Disruptive to classroom activity. Impulsive. Inattentive, distractible. Appears pre-occupied. Disregards all classroom rules. Poor concentration. Extreme resistance to change and transitions. Speaks out, repeatedly. Is aggressive. Bullies and intimidates others. Regular truancy from school. Dishonest, consistently blames others. Low self esteem. Unable to work in groups. Engages in self injurious behavior. Has no regard for personal space and belongings. Persistently tries to manipulate situations. arouse negative feelings and induce negative behaviors in others · not popular with peers · not leaders of peers · typically experience academic failure · social rejection or alienation (Boucher ix) || [] [] [] || [][]
 * Learning Disabilities ** ||
 * || A learning disability may be determined if a child does not achieve with his/her age level abilities in one or more areas, such as oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematics calculation, or mathematics reasoning.
 * || A learning disability may be determined if a child does not achieve with his/her age level abilities in one or more areas, such as oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematics calculation, or mathematics reasoning.
 * || Characteristics of learning disabilities are attention disorders, poor motor abilities, psychological process deficits and information-processing problems, lack of cognitive strategies, oral language difficulties, reading difficulties, written language problems, quantitative disorders, or social skills deficits. ||
 * || Some people with learning disabilities live normal, successful lives.Others have difficulty socially and academically, because they cannot catch up and they fall so far behind.Boys with learning disabilities tend to show more physical aggression and girls more academic problems in math and reading along with social, cognitive and language problems. ||
 * || Needs include active learning-you have to keep these students involved in their learning.It is helpful to do frequent assessments, to make sure that these students are comprehending or understanding the content. ||
 * || I got all of my information from Chapter 3 in our textbook, “Teaching in Today’s Inclusive Classrooms.” ||
 * Emotional /Behavioral ** ||
 * || Definition: Definition of Emotional or Behavioral Disorder (E/BD)
 * || Definition: Definition of Emotional or Behavioral Disorder (E/BD)
 * || No physical characteristics. ||
 * || Intelligence and achievement - Contrary to one popular myth, most children with emotional and behavioral disorders are not bright, intellectually above-average children who are simply bored with their surroundings. Many children score in the slow learner or mildly mentally retarded range on IQ tests than normal children. The following academic outcomes for students with emotional and behavioral disorders have been reported in the research literature (Chesapeake Institute, 1994; Valdes, Williamson, & Wagnor, 1990).
 * || Behavior Issues:
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 * Deaf/Hard of Hearing ** ||
 * || Definition: Deafness means that havening a hearing impairment to a point that is severe enough that it involves the child not being able to process linguistic information through hearing but by means of sign language. Hearing impairment is meant for people who have either permanent or fluctuating hearing loss, could possibly hurt student's educational learning. ||
 * || Physical characteristics: For a person who is deaf or hard of hearing their physical characteristics are things like havening ear infections, wearing a hearing aid, sitting closer to people or objects, and they may also be a bit uncoordinated with different activities. This type of student could become isolated from a group and even be misunderstood by their peers when it comes to discussion. When it comes to listening this particular person they may use one good ear, have difficulty processing oral information, and can't hear in noisy places ||
 * || Learning characteristics: This student may be performing lower then what the other classmates are doing, reading and comprehension skills may be weak and below grade level, the student may watch or copy what other students are doing in class, and fianlly they may have difficulty moving from concrete learning to abstract learning. ||
 * || Behavior issues and Comunication: This student could have problems monitoring the loudness and pitch of their voice, Difficulty understanding non verbal cues, and has difficulty pronouncing certain words. This student may move from one activity to another sporadically, may use other means of physical contact to get a someones attention, some agrgressive behavior may show when they get frustrated, and can seem to be nosey or over social as well. This student could lack self confidence and act impulsively too. ||
 * || Behavior issues and Comunication: This student could have problems monitoring the loudness and pitch of their voice, Difficulty understanding non verbal cues, and has difficulty pronouncing certain words. This student may move from one activity to another sporadically, may use other means of physical contact to get a someones attention, some agrgressive behavior may show when they get frustrated, and can seem to be nosey or over social as well. This student could lack self confidence and act impulsively too. ||

Summary: For the students who are hard of hearing or deaf, teachers can see them as being just like a normal student. The only difference between them and another student in the class is the fact that they may have to use another deivece to hear what is going on. Some students who are deaf may have to go to another school where they learn sign language but still get the education they need. A teachers job is to see the signs of a hard of hearing or a deaf student by seeing how well they act in class. A teacher or parent can also keep an eye on this student by watching for physical signs too. These can be like sitting closer to something or haveing things repeated. Many others can be spotted too like seeing some aggressive behavior when they get frustrated. I like to keep in mind that as their teacher I am here to teach them what they need to know and also to treat them like any other student in the class. Accomadations are always good to do and keep in mind for every teacher who wants to teacher. (Check out my flyer) || AAMR- A disability characterized by significant limitations both in intellectual functioning and in adaptive behavior. Adaptive behavior is found in both definitions. Adaptive behavior is the collection of conceptual, social, and practical skills that have been learned by people in order to function in their everyday society. Mild Retardation – 55-70 IQ Moderate Retardation – 40-55 IQ Causes – Often the cause is unknown, Fragile X Syndrome, Fetal Alcohol Syndrome, Low birth weight, Oxygen deprivation, Lead poisoning, Child abuse. || Constant comparison to others Slower physical development such as toilet training and walking Contrasts are more noticeable Good long term memory, Bad short term memory Trouble with adjusting to new circumstances || Impaired cognitive functioning Slower in reading levels Mental skills are sub average Inability to think abstractly || Chronological age Severity of the disability It’s causes Educational opportunities Delays in oral language development Difficulty learning social rules || Garguilo, R.M & Metcalf, D. (2010). //Teaching in Today’s Inclusive Classroom: A Universal Design for Learning Approach.//Belmont: Wadsworth. Chapter 3 || Most result from car accidents and falls. || ~Fatigue ~Distractibility ~Memory problems ~Perceptual motor slowing || ~Long improvement process || ~Can result in severe disability || Low facial muscle tone Large eyes (often perceived this way because of pupil dilation) Pale skin Head banging Ear slapping Impaired motor skills In many cases, the first indication of autism may be of a physical nature in babies and toddlers. Children with autism may develop at a slower rate physically. They may sit up, roll over, crawl, and walk significantly later than other babies of the same age. Their language skills may be extremely low as well. The lack of social interaction and responses, such as smiling, laughing, and making [|eye contact], may be another indication that they are autistic || Uneven skill development Impaired verbal and reasoning skills Uneven academic achievement Poor reading comprehension **Special** education teachers are often very familiar with the [|learning] characteristics of autism, but general education teachers may not be so well-informed. Because learning styles can vary from student to student, it is imperative that these characteristics and the particular learning strategies that apply to them are understood and implemented. The challenges that autistic children face in an academic environment are numerous. While other children may exhibit little difficulty with the changes, distractions, and constant interaction on a daily basis, children with autism often themselves experiencing difficulty performing and staying on task. It is important to understand the learning characteristics of autism so that these children have the best chance of finding success in the classroom. What are these characteristics? Again, they can vary from one child to the next, and the varying characteristics are often directly related to where a child's symptoms fall on the autism spectrum.
 * Blind/Vision ** ||
 * <span style="font-family: 'Arial','sans-serif';">Mental Retardation **
 * <span style="font-family: 'Arial','sans-serif';">(mild/moderate) ** ||
 * || IDEA-Significantly sub average general intellectual functioning existing concurrently with deficits in adaptive behaviors and manifested during the developmental period that adversely affects a child’s educational performance.
 * <span style="font-family: 'Arial','sans-serif';">Mental Retardation **
 * <span style="font-family: 'Arial','sans-serif';">(mild/moderate) ** ||
 * || IDEA-Significantly sub average general intellectual functioning existing concurrently with deficits in adaptive behaviors and manifested during the developmental period that adversely affects a child’s educational performance.
 * <span style="font-family: 'Arial','sans-serif';">Mental Retardation **
 * <span style="font-family: 'Arial','sans-serif';">(mild/moderate) ** ||
 * || IDEA-Significantly sub average general intellectual functioning existing concurrently with deficits in adaptive behaviors and manifested during the developmental period that adversely affects a child’s educational performance.
 * || IDEA-Significantly sub average general intellectual functioning existing concurrently with deficits in adaptive behaviors and manifested during the developmental period that adversely affects a child’s educational performance.
 * || Students with mental retardation are more like their non-retarded classmates than they are different, sharing same social, emotional, and physical needs.
 * || Pupils who are mentally retarded, especially those considered mildly mentally retarded, learn in the same way as the average or typical student, just at a slower rate.
 * || []
 * <span style="font-family: 'Arial','sans-serif';">TBI ** ||
 * || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">A temporary or permanent injury to the brain from acquired causes such as accidents, accidental falls, and gunshot wounds to the head: it does not include congenital or degenerative conditions or birth trauma.
 * || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">A temporary or permanent injury to the brain from acquired causes such as accidents, accidental falls, and gunshot wounds to the head: it does not include congenital or degenerative conditions or birth trauma.
 * || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">~Headaches
 * || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Typically, motor skills return first and higher-level cognitive skills, such as reasoning and abstract thinking last.
 * || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Moderate and severe cases of traumatic brain injury typically require hospital stays and rehabilitation services before reentering school.
 * || Garguilo, R.M & Metcalf, D. (2010). //Teaching in Today’s Inclusive Classroom: A Universal Design for Learning Approach.//Belmont: Wadsworth. Chapter 4 ||
 * <span style="font-family: 'Arial','sans-serif';">Autism ** ||
 * || **Definition:** The Individuals with Disabilities Education Act [IDEA 300.7 ©(1)(i)] defines Autism as “A developmental disability significantly affecting verbal and non-verbal communication and social interaction, generally evident before age three that adversely affects a child’s educational performance. Other characteristics often associated with Autism are engagement in repetitive activities and stereotyped movement, resistance to environmental change or change in daily routine, and unusual responses to sensory experiences. The term Autism does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance. ||
 * || Physical Characteristics: While there are numerous signs and symptoms that may indicate autism, physical characteristics are harder to define. Some possible physical characteristics, however, include the following:
 * || Physical Characteristics: While there are numerous signs and symptoms that may indicate autism, physical characteristics are harder to define. Some possible physical characteristics, however, include the following:
 * || Full range of intellectual abilities possible

The following is a common listing of learning characteristics associated with autistic children: Visual Learners-Many autistic children are visual learners. However, there is a method to this visual learning. Pictures and other visual aids cannot be shown in rapid succession as it often takes these children longer periods of time to process what they have seen. Instead, use pictures, slides, posters, etc. that will remain in view for longer periods of time. For younger children, actual items are often easier for them to visually process than pictures. When possible, use the actual item first, then move on to a picture of that item. Obviously, this won't always work in the [|classroom], but it is an excellent method for teaching a child with autism. Haptic Modality-Haptic modality is a term that you may or may not be familiar with. In essence, it refers to a hands-on style of learning. Children with autism are often very sensitive to tactile experiences, and they often want to touch virtually everything in sight. As an educator, you can play on this need by providing plenty of learning experiences through the sense of touch. Have lots of common items on hand for them to manipulate. If you are practicing math skills, give them items to count. If you are reviewing for a science test, let them see and hold applicable objects, such as microscopes, test tubes, etc. Categorizing-Learning to categorize is an important learning characteristic for any child, but it is especially important for autistic children. Older children can be given a planner to write down assignments and other appointments and events. Teachers may have to prompt them to write down their assignments at the end of every period or every day, but keeping an organized planner can help these students remain on track. Talking to Self-While obviously, you cannot allow children to talk to themselves in a loud and/or distracting voice during your class, they can learn to talk quietly to themselves. This is a skill that they must be taught to do. Self-talking can help a child organize his thoughts and keep him focused on his assignments. You will need to practice with him, however, on when it is appropriate and how he can talk to himself in a very low whisper. || Finger, hand, and wrist biting Excessive rubbing or scratching Difficulty falling asleep Frequent awaking while asleep Bed-wetting Hyperactivity Short attention span According to the diagnostic criteria for autism repetitive and stereotyped behavior, demonstrating restricted interests and activities, is a basic expression of the condition. Anecdotal accounts of the behavior of people with autism give numerous examples of these restricted interests. Children with autism may seem to be incomprehensibly obsessed with some non-functional object or part of a toy and may become very disturbed when it is taken away from them. The strangest part of this behavior may be that the object or toy is not used for any specific function or purpose. Other people with autism might be ‘obsessed’ with certain figures, or with collecting particular objects, with water, with memorizing bus time tables or train destinations. These are all fairly typical ‘obsessions’ (except perhaps for the interest in water that appears common to people with autism), but where they differ is in the degree to which the obsession consumes the individual, the control they have over the obsession, and the non-functional nature of the particular interest.
 * || Head banging

It is important to recognize the importance of these behaviors and the role they play in the everyday lives of people with autism. Routine in itself is not a ‘bad thing’, it is a basic part of life which everyone values and needs to some degree or another. It is a means by which we understand and feel secure and safe within out environment, it makes the world reliable and predictable. Stereotyped Behavior There are various stereotypical behaviors which are commonly seen among people with autism. Some of the most common are ‘body-rocking’, hand and limb ‘flapping’ and ‘head-banging’ and ‘spinning’. These might be engaged in at various times: when agitated, when aroused or active, when happy, when excited, when angry and even when simply comfortable and relaxed. Where these behaviors are a problem (for example see ‘self-injurious behavior’) the reason for their presence must be carefully considered. These behaviors can be simply automatic, they can be learned and copied, they can be exaggerations of rhythmical habits which nearly everyone has (foot-tapping for example), mostly they express arousal of some kind or elicit an interesting feeling or sensation. Rhythmical motions are good ways of imposing order and control on one’s self and the environment and this order is something most people with autism seem to both desire and need. Unfortunately for individuals with autism and their families and careers, ‘tantrums’ and destructive behaviors are common, especially among children. The term ‘challenging behavior’ is a controversial one, but it is intended to suggest that behaviors present a challenge to professionals and services. This is supposed to prevent internalizing the cause of the behavior and ‘blaming’ the individual. This is very important in autism, as it is unlikely that any behavior which causes difficulties for families and professionals, is intended maliciously or vindictively. There is virtually always some other, unidentified, trigger that precipitates challenging behavior. Some vital function that it serves. It is worth noting that in most cases (although not all) individuals do not enjoy ‘being challenging’. || [] [] []
 * || Garguilo, R.M & Metcalf, D. (2010). //Teaching in Today’s Inclusive Classroom: A Universal Design for Learning Approach.//Belmont: Wadsworth. Chapter 4

Summary: My conclusion from reading this is that all of these are things that we as teachers will face in the classroom. Eventually we will work with all of these studnets. My thought on this is that we as teachers need to make sure that these students are getting a fair and equal education just like any other student. It is not fair to single these studnets out because of their disability because in the end it is not their fault for their disabilities we all have to cope with this and find the most effect way to make this student succeed not only in education but in life too. Teachers have major impact on all students so I know that I will put all my strength and heart into every child I teach no matter what. (SEE MY FLYER!!!) ||