Lacey - Disability_Categories

Billy Lacey “I hereby affirm that I have neither given nor received assistance on this exam, paper or assignment” Billy Lacey Disability Categories Activity Directions: Based upon the power points and text provide at least 7 complete descriptions of the disability category. NOTE: YOU MUST COMPLETE SPECIFIC LEARNING DISABILITY AND SPEECH AND LANGUAGE IMPAIRMENT Citations Required: Be sure to cite all of your responses with textbook page numbers or references to online materials that you used. Disability Category What do you know about it? Brainstorm - acronym, conditions, impact, etc… Visual Impairment, including blindness Deaf-blindness Deafness Developmental Delay **Autism/Autism Spectrum Disorder – A developmental disability significantly affecting verbal and nonverbal communication and social interactions. Generally, evident before age three, that adversely affects a child’s education performance. (Weidenthal, 2012 , p. 3 ) As a special education teacher, I have had the opportunity to work with students with a diagnosis of Autism on my case load. Students with Autism generally have one or more of the following symptoms that impact their academics.  Social interactions / induced anxiety with social situations.  Understanding the room / not able to read the room.  Poor social skills / hard making friends.  Sensory overload – lights to bright, sound is loud, or classroom is loud.  Take any given direction or conversation literally.

Billy Lacey “I hereby affirm that I have neither given nor received assistance on this exam, paper or assignment” Billy Lacey  Require consistency in routine. **Intellectual Disability – A disability meaning an induvial has significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance. (Weidenthal, 2012 , p. 3 ) Prior to becoming a special education teacher, I was a substitute and was given the opportunity to work with students in the regional program called SAIL (Supporting Academics and Independent Living). Some students within this program were diagnosed with intellectual disability and were on an alternate certification pathway. As a parent, I have a 13-year-old son with a diagnosis of intellectual disability. Signs of intellectual disability include:  Achievement of milestones at a slower rate compared to others of their age. (e.g., sitting up, crawling, walking, speaking)  Poor cognitive memory (short- and long-term memory is impacted)  Poor social skills  Inability to understand results from an action.  Poor life skills – weakness in solving real-life problems. Hearing Impairment **Emotional Disturbance – A disability in which an individual has 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 education performance. (Weidenthal, 2012 , p. 3 )  Inability to learn cannot be explained by intellectual, sensory, or health factors.  Inability to build or maintain satisfactory interpersonal relationships with peers and teachers.  Inappropriate types of behaviors or feelings under normal circumstances.  General pervasive mood of unhappiness or depression.  Tendency to develop physical symptoms or fears associated As a special education teacher, I have had the opportunity to work with students with a diagnosis of emotional disturbance on my case load. Most of the students in my case load with a diagnosis of emotional disturbance are in a regional program called Highroads. The highroads program provides students with academic, social- emotional, and behavioral needs in a program with a low staff-to- student ratio. Signs of emotional disturbance include:  Aggression  Inability to interact socially appropriately with others.  Below age level in maturity

Billy Lacey “I hereby affirm that I have neither given nor received assistance on this exam, paper or assignment” Billy Lacey (Weidenthal, 2012 , p. 4 ) Conditions include:  Perceptual disabilities  Brain injury  Minimal brain dysfunction  Dyslexia  Dyscalculia  Developmental aphasia and accommodations to support the area of deficiency. **Traumatic Brain Injury – A condition acquired by an injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. (Weidenthal, 2012 , p. 4 ) Applies to both open or closed head injuries with impairments in one or more of the following areas:  Cognition  Language  Memory  Attention  Reasoning  Abstract thinking  Judgment  Problem solving  Sensory  Perceptual  Motor abilities  Psychosocial behavior  Physical functions  Information processing  Speech Unfortunately, I don’t have work experience with students with traumatic brain injuries. “ Behavioral, emotional and personality changes such as increased anxiety , lack of motivation, increased impulsiveness, and poor judgment. Cognitive changes such as shortened attention span, difficulty recalling short- and long-term memories, problem- solving and comprehending new information.” (Writers, 2022). Students with TBI will most likely have a relapse in academics. This will be overwhelming and cause a great deal of anxiety for the student when returning to school. **Speech or Language Impairment – A communication disorder As a special education teacher, I have had the opportunity to work

Billy Lacey “I hereby affirm that I have neither given nor received assistance on this exam, paper or assignment” Billy Lacey that includes the following that adversely affects a child’s educational performance: (Weidenthal, 2012 , p. 4 )  Stuttering  Impaired articulation  Language impairment  Voice impairment with students with a diagnosis of speech or language impairment on my caseload. Students primarily have this as a direct service within the IEP with goals and objectives that directly correlate with the services being provided. Speech and language impairment majority of the time impacts academics especially in reading comprehension. Students may need a C-Pen during academic course in order to comprehend the text due to the student’s speech or language impairment. Reference Weidenthal, C. (2012). Categories of Disability Under IDEA. NICHCY , 1-6.