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Rieza
Mr.
2D
ECED-102
tests,
long
hospital
stays,
expensive
equipment,
and
accommodations
for
disabilities. Their families have to deal with frequent crises, uncertainty, and worry.
Children with behavior issues don't respond to traditional discipline. With
diagnoses like ADHD, Fetal Alcohol Spectrum Disorder, Dysfunction of Sensory
Integration, and Tourette Syndrome, they require specialized strategies that are
tailored to their specific abilities and disabilities. If those strategies are not
developed and used, kids with behavior issues throw their families into chaos and
are seriously at risk for school problems. Their parents need to be flexible and
creative.
Developmental disabilities are some of the most devastating for a family
to deal with, changing visions of the future and providing immediate difficulties in
caring for and educating a child. Diagnoses like autism, Down syndrome and
intellectual disabilities often cause children to be removed from the mainstream,
and parents must be fierce advocates to make sure their children receive the
services, therapy, schooling, and inclusion they need and deserve.
Children with learning disabilities like dyslexia and Central Auditory
Processing Disorder struggle with schoolwork regardless of their intellectual
abilities. They require specialized learning strategies to meet their potential and
avoid self-esteem problems and behavioral difficulties. Parents of learningchallenged kids need to be persistent both in working with their reluctant learners
and with the schools that must provide the help these children need.
A child's problems with anxiety or depression can sneak up on parents;
problems with attachment may smack them right in the face. Living with a child
with mental health issues can put family members on a roller coaster of mood
swings and crises and defiance. Parents have to find the right professionals to help,
and make hard decisions about therapy, medications, and hospitalization. The
consequences of missed clues and wrong guesses can be significant.
Although every special-needs child is different and every family is unique,
there are some common concerns that link parents of challenged kids, including
getting appropriate care and accommodations; promoting acceptance in the
extended family, school and community; planning for an uncertain future; and
adjusting routines and expectations. Parents of children with special needs are often
more flexible, compassionate, stubborn and resilient than other parents. They have
to be.
EXCEPTIONAL CHILDREN
Are those children who meet one or more of the following criteria and
need special education services:
Other
characteristics
often
associated
with
autism
are
2.
Physical;
2.
Cognitive;
3.
Adaptive behavior;
4.
Communication; or
5.
2.
3.
inappropriate
types
of
behavior
or
feelings
under
normal
circumstances;
4.
5.
The term shall include schizophrenia but shall not apply to children who are
socially maladjusted, unless it is determined that they have an emotional
disturbance.
Orthopedic
impairment means
severe
orthopedic
impairment
that
2.
3.
2.
brain
injury,
minimal
brain
dysfunction,
dyslexia,
and
developmental aphasia. The term shall not include learning problems that are
primarily the result of any of the following:
1.
2.
Mental retardation;
3.
Emotional disturbance; or
4.
impairment,
or
both,
that
adversely
affects
educational
performance. The term shall apply to open or closed head injuries resulting in
impairments in one or more areas, including the following:
1.
Cognition;
2.
Language;
3.
Memory;
4.
Attention;
5.
Reasoning;
6.
Abstract thinking;
7.
Judgment;
8.
Problem solving;
9.
10.
Psychosocial behavior;
11.
Physical functions;
12.
13.
Speech.
The term shall not include brain injuries that are congenital or
degenerative or that are induced by birth trauma.
SPECIAL EDUCATION
Is the practice of educating students with special needs in a way that
addresses their individual differences and needs. Ideally, this process involves the
individually planned and systematically monitored arrangement of teaching
special
disabilities, emotional
needs
and
include learning
behavioral
disabilities,
disorders, physical
communication
disabilities,
and developmental disabilities. Students with these kinds of special needs are likely
to benefit from additional educational services such as different approaches to
teaching, the use of technology, a specifically adapted teaching area, or a resource
room.
Intellectual giftedness is a difference in learning and can also benefit from
specialized teaching techniques or different educational programs, but the term
special education is generally used to specifically indicate instruction of students
with disabilities. Gifted education is handled separately.
Whereas special education is designed specifically for students with
special needs, remedial education can be designed for any students, with or without
special needs; the defining trait is simply that they have reached a point of under
preparedness, regardless of why. For example, even people of high intelligence can
be underprepared if their education was disrupted, for example, by internal
displacement during civil disorder or a war.
In most developed countries, educators modify teaching methods and
environments so that the maximum number of students are served in general
education environments. Therefore, special education in developed countries is
often regarded as a service rather than a place. Integration can reduce social
stigmas and improve academic achievement for many students.
The opposite of special education is general education. General education
is the standard curriculum presented without special teaching methods or supports.
An early proponent of education for the blind was Valentin Hay, who
opened a school in Paris in 1784; his efforts were followed by those of Louis Braille.
Attempts to educate deaf children predate Hay, but not until Friedrich Moritz Hill
(180574) developed an oral method of instruction did teaching to the deaf become
established. The development of standardized sign languages further advanced
instruction of the deaf. Scientific attempts to educate mentally retarded children
began with the efforts of Jean-Marc-Gaspard Itard (17751838) to train a feral child
known as the Wild Boy of Aveyron; Itard's work influenced such later theorists as
douard Sguin (181280) and Maria Montessori. Children with motor disabilities,
once considered subjects for special education, are usually integrated into the
standard classroom, often by means of wheelchairs and modified desks. Children
with learning
problems
usually
require
specialized
techniques, often on an individual basis. For children with behavioral and emotional
disorders, special therapeutic and clinical services may be provided.
cerebral palsy
spina bifida
muscular dystrophy
arthritis
osteogenesis imperfecta
congenital malformation of the limbs
some acquired brain injury
some orthopaedic conditions.
Some chronic health and/or medical problems such as burns or cancer may
also affect a student's physical development, resulting in impairment.
A physical impairment may be:
Sensory Impairment
Visual impairment represents a continuum, from people with very poor
vision, to people who can see light but no shapes, to people who have no perception
of light at all. However, for general discussion it is useful to think of this population
as representing two broad groups: those with low vision and those who are legally
blind. There are an estimated 8.6 million people with visual impairments (3.4% of
the U.S. population). In the elderly population the percentage of persons with visual
impairments is very high.
A person is termed legally blind when their visual acuity (sharpness of
vision) is 20/200 or worse after correction, or when their field of vision is less than
20 degrees in the best eye after correction. There are approximately 580,000
people in the US who are legally blind.
Low vision includes problems (after correction) such as dimness of vision,
haziness, film over the eye, foggy vision, extreme near-or farsightedness, distortion
of vision, spots before the eyes, color distortions, visual field defects, tunnel vision,
no peripheral vision, abnormal sensitivity to light or glare, and night blindness.
There are approximately 1.8 million people in the US with severe visual impairments
who are not legally blind.
Many diseases causing severe visual impairments are common in those
who
are
aging
(glaucoma,
cataracts,
macular
degeneration,
and
diabetic
multimedia
materials,
and
participate
in
discussions.
Examples
of
the
brain.
Recent
research
suggests
that
dyscalculia
can
also
occur