Characteristics+Grid


 * **Learning Disabilities ** **Olivia Davenport ** ***Revised* ** ||
 * Federal Definition of the Disability – Major Components, Including Incidence and etiology || Learning Disability- A disorder that affects people's ability to either interpret what they see and hear or to link information from different parts of the brain. It may also be referred to as a learning disorder or a learning difference.

Different types of LD: Health Issues || Some students with learning disabilities struggles to sit still, impulsive actions, low frustration level, easily distracted, mood swings, disorganized, loses things easily. Some students have ADHD, or any of a range of behavioral disorders in children characterized by symptoms that include poor concentration, an inability to focus on tasks, difficulty in paying attention, and impulsiveness. Students with learning disabilities may have difficulty with visual and/or auditory processing. || http://www.ldonline.org || IDEA defines emotional disturbance as follows:
 * dyscalculia -A severe difficulty in understanding and using symbols or functions needed for success in mathematics.
 * dyslexia -A language-based disability that affects both oral and written language. It may also be referred to as reading disability, reading difference, or reading disorder.
 * dysgraphic -A severe difficulty in producing handwriting that is legible and written at an age-appropriate speed. ||
 * Typical Physical Characteristics of the Disability /
 * Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || Students may require one on one teaching style, as well as additional teaching strategies and accommodations in order to learn the same information as classmates. This includes giving students additional time to complete a project, as well as altering assignments to fit the needs of students. Acting out may be the result of not understanding classwork. ||
 * Common Communication and/or Behavior Issues & Needs || Students may see a specialized teacher who can help the student learn the information one on one. Students behavior issues may be stemmed from not understanding the material. Students may feel that acting up can get out of completing the task. Meeting with parents frequently will help the parents understand what the students need from the parents. Monitoring the students will help the most in helping them. ||
 * References || []
 * **Emotional /Behavioral ** **Kaitlyn Browning** ||
 * **Federal Definition of the Disability – Major Components, Including Incidence and etiology ** || **<span style="font-family: Arial,sans-serif; font-size: 9pt;">Federal Definition: **//<span style="font-family: Arial,sans-serif; font-size: 9pt;">( found from NICHCY) //

<span style="font-family: Arial,sans-serif; font-size: 9pt;">“…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:

<span style="font-family: Arial,sans-serif; font-size: 9pt;">(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. <span style="font-family: Arial,sans-serif; font-size: 9pt;">(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. <span style="font-family: Arial,sans-serif; font-size: 9pt;">(C) Inappropriate types of behavior or feelings under normal circumstances. <span style="font-family: Arial,sans-serif; font-size: 9pt;">(D) A general pervasive mood of unhappiness or depression. <span style="font-family: Arial,sans-serif; font-size: 9pt;">(E) A tendency to develop physical symptoms or fears associated with personal or school problems.”

<span style="font-family: Arial,sans-serif; font-size: 9pt;">According to the CDC (Centers for Disease Control and Prevention), approximately 8.3 million children (14.5%) aged 4–17 years have parents who’ve talked with a health care provider or school staff about the child’s emotional or behavioral difficulties. Nearly 2.9 million children have been prescribed medication for these difficulties.
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Incidence: **//<span style="font-family: Arial,sans-serif; font-size: 9pt;">( found from NICHCY) //

<span style="font-family: Arial,sans-serif; font-size: 9pt;">No one knows the actual cause or causes of emotional disturbance, although several factors—heredity, brain disorder, diet, stress, and family functioning—have been suggested and vigorously researched. A great deal of research goes on every day, but to date, researchers have not found that any of these factors are the direct cause of behavioral or emotional problems.
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Etiology: **//<span style="font-family: Arial,sans-serif; font-size: 9pt;">( found from NICHCY) //

<span style="font-family: Arial,sans-serif; font-size: 9pt;">According to NAMI, mental illnesses can affect persons of any age, race, religion, or income. Further:

<span style="font-family: Arial,sans-serif; font-size: 9pt;">“Mental illnesses are not the result of personal weakness, lack of character, or poor upbringing. Mental illnesses are treatable. Most people diagnosed with a serious mental illness can experience relief from their symptoms by actively participating in an individual treatment plan.”

<span style="font-family: Arial,sans-serif; font-size: 9pt;">There is considerable agreement about general patterns or types of disordered behavior. Achenbach suggests two discrete patterns that he calls externalizers" (aggressive, disruptive, acting out), and internalizers" (withdrawn, anxious, depressed).
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Patterns: **//<span style="font-family: Arial,sans-serif; font-size: 9pt;">(Information found at CEC) //

<span style="font-family: Arial,sans-serif; font-size: 9pt;">Quay identifies the following dimensions: <span style="font-family: Arial,sans-serif; font-size: 9pt;">We all experience anxiety from time to time, but for many people, including children, anxiety can be excessive, persistent, seemingly uncontrollable, and overwhelming. An irrational fear of everyday situations may be involved. This high level of anxiety is a definite warning sign that a person may have an anxiety disorder. <span style="font-family: Arial,sans-serif; font-size: 9pt;">According to the Anxiety Disorders Association of America, anxiety disorders are the most common psychiatric illnesses affecting children and adults. They are also highly treatable. Unfortunately, only about 1/3 of those affected receive treatment.
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">CONDUCT DISORDERS (aggression, disobedience, irritability)
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">PERSONALITY DISORDERS (withdrawal, anxiety, physical complaints
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">IMMATURITY (passivity, poor coping, preference for younger playmates)
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">SOCIALIZED DELINQUENCY (involvement in gang subcultures) ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Physical Characteristics of the Disability and **
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Health Issues ** |||| **<span style="font-family: Arial,sans-serif; font-size: 9pt;">Anxiety Disorders **//<span style="font-family: Arial,sans-serif; font-size: 9pt;">( found from NICHCY) //
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">generalized anxiety disorder (GAD)
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">obsessive-compulsive disorder (OCD)
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">panic disorder, posttraumatic stress disorder (PTSD)
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">social anxiety disorder (also called social phobia)
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">specific phobias

<span style="font-family: Arial,sans-serif; font-size: 9pt;"> **Bipolar Disorder** //( found from NICHCY)// <span style="font-family: Arial,sans-serif; font-size: 9pt;">Also known as manic-depressive illness, bipolar disorder is a serious medical condition that causes dramatic mood swings from overly “high” and/or irritable to sad and hopeless, and then back again, often with periods of normal mood in between. Severe changes in energy and behavior go along with these changes in mood.

<span style="font-family: Arial,sans-serif; font-size: 9pt;">For most people with bipolar disorder, these mood swings and related symptoms can be stabilized over time using an approach that combines medication and psychosocial treatment.

<span style="font-family: Arial,sans-serif; font-size: 9pt;"> **Conduct Disorder** //( found from NICHCY with exception of ADHD information)// <span style="font-family: Arial,sans-serif; font-size: 9pt;">Conduct disorder refers to a group of behavioral and emotional problems in youngsters. Children and adolescents with this disorder have great difficulty following rules and behaving in a socially acceptable way. This may include some of the following behaviors:
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">aggression to people and animals
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">destruction of property
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">deceitfulness, lying, or stealing
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Truancy or other serious violations of rules.

<span style="font-family: Arial,sans-serif; font-size: 9pt;">Although conduct disorder is one of the most difficult behavior disorders to treat, young people often benefit from a range of services that include:
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">training for parents on how to handle child or adolescent behavior
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">family therapy
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">training in problem solving skills for children or adolescents
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Community-based services that focus on the young person within the context of family and community influences.

//<span style="font-family: Arial,sans-serif; font-size: 9pt;">(Information found from the NICHCY) //

<span style="font-family: Arial,sans-serif; font-size: 9pt;">The most common conduct behavioral disorder is known to be Attention Deficit Hyperactivity Disorder. <span style="font-family: Arial,sans-serif; font-size: 9pt; vertical-align: baseline;">ADHD is the most commonly diagnosed behavioral disorder of childhood. It affects about 3 - 5% of school aged children. ADHD is diagnosed much more often in boys than in girls. <span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt; vertical-align: baseline;">ADHD may run in families, but it is not clear exactly what causes it. Whatever the cause may be, it seems to be set in motion early in life as the brain is developing. Imaging studies suggest that the brains of children with ADHD are different from those of other children. <span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt; vertical-align: baseline;">Depression, lack of sleep, learning disabilities, tic disorders, and behavior problems may be confused with, or appear with, ADHD. Every child suspected of having ADHD should be carefully examined by a doctor to rule out possible other conditions or reasons for the behavior. <span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt; vertical-align: baseline;">Most children with ADHD also have at least one other developmental or behavioral problem. They may also have a psychiatric problem, such as depression or bipolar disorder.

//Symptoms:// <span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt; vertical-align: baseline;">The symptoms of ADHD fall into three groups: <span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt; vertical-align: baseline;">Some children with ADHD primarily have the inattentive type. Others may have a combination of types. Those with the inattentive type are less disruptive and are more likely to not be diagnosed with ADHD. <span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt; vertical-align: baseline;">Inattentive symptoms <span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt; vertical-align: baseline;">Hyperactivity symptoms: <span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt; vertical-align: baseline;">Impulsivity symptoms: //<span style="font-family: Arial,sans-serif; font-size: 9pt;">(All ADHD information found from NCBI) //
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Lack of attention (inattentiveness)
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Hyperactivity
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Impulsive behavior (impulsivity)
 * 1) <span style="font-family: Arial,sans-serif; font-size: 9pt;">Fails to give close attention to details or makes careless mistakes in schoolwork
 * 2) <span style="font-family: Arial,sans-serif; font-size: 9pt;">Has difficulty keeping attention during tasks or play
 * 3) <span style="font-family: Arial,sans-serif; font-size: 9pt;">Does not seem to listen when spoken to directly
 * 4) <span style="font-family: Arial,sans-serif; font-size: 9pt;">Does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace
 * 5) <span style="font-family: Arial,sans-serif; font-size: 9pt;">Has difficulty organizing tasks and activities
 * 6) <span style="font-family: Arial,sans-serif; font-size: 9pt;">Avoids or dislikes tasks that require sustained mental effort (such as schoolwork)
 * 7) <span style="font-family: Arial,sans-serif; font-size: 9pt;">Often loses toys, assignments, pencils, books, or tools needed for tasks or activities
 * 8) <span style="font-family: Arial,sans-serif; font-size: 9pt;">Is easily distracted
 * 9) <span style="font-family: Arial,sans-serif; font-size: 9pt;">Is often forgetful in daily activities
 * 1) <span style="font-family: Arial,sans-serif; font-size: 9pt;">Fidgets with hands or feet or squirms in seat
 * 2) <span style="font-family: Arial,sans-serif; font-size: 9pt;">Leaves seat when remaining seated is expected
 * 3) <span style="font-family: Arial,sans-serif; font-size: 9pt;">Runs about or climbs in inappropriate situations
 * 4) <span style="font-family: Arial,sans-serif; font-size: 9pt;"> Has difficulty playing quietly
 * 5) <span style="font-family: Arial,sans-serif; font-size: 9pt;">Is often "on the go," acts as if "driven by a motor," talks excessively
 * 1) <span style="font-family: Arial,sans-serif; font-size: 9pt;">Blurts out answers before questions have been completed
 * 2) <span style="font-family: Arial,sans-serif; font-size: 9pt;">Has difficulty awaiting turn
 * 3) <span style="font-family: Arial,sans-serif; font-size: 9pt;">Interrupts or intrudes on others (butts into conversations or games)

<span style="font-family: Arial,sans-serif; font-size: 9pt;">Eating disorders are characterized by extremes in eating behavior—either too much or too little—or feelings of extreme distress or concern about body weight or shape. Females are much more likely than males to develop an eating disorder.
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Eating Disorders **//<span style="font-family: Arial,sans-serif; font-size: 9pt;">( found from NICHCY) //


 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Anorexia nervosa is characterized by self-starvation and dramatic loss of weight.
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Bulimia nervosa involves a cycle of binge eating, then self-induced vomiting or purging.

<span style="font-family: Arial,sans-serif; font-size: 9pt;">Both of these disorders are potentially life-threatening.

<span style="font-family: Arial,sans-serif; font-size: 9pt;">Binge eating is also considered an eating disorder. It’s characterized by eating excessive amounts of food, while feeling unable to control how much or what is eaten. Unlike with bulimia, people who binge eat usually do not purge afterward by vomiting or using laxatives.

<span style="font-family: Arial,sans-serif; font-size: 9pt;">According to the National Eating Disorders Association: <span style="font-family: Arial,sans-serif; font-size: 9pt;">The most effective and long-lasting treatment for an eating disorder is some form of psychotherapy or counseling, coupled with careful attention to medical and nutritional needs. Some medications have been shown to be helpful. Ideally, whatever treatment is offered should be tailored to the individual, and this will vary according to both the severity of the disorder and the patient’s individual problems, needs, and strengths.

<span style="font-family: Arial,sans-serif; font-size: 9pt;">Obsessive-Compulsive Disorder **//<span style="font-family: Arial,sans-serif; font-size: 9pt;">( found from NICHCY) // <span style="font-family: Arial,sans-serif; font-size: 9pt;">Often referred to as OCD, obsessive-compulsive disorder is actually considered an anxiety disorder. OCD is characterized by recurrent, unwanted thoughts (obsessions) and/or repetitive behaviors (compulsions). Repetitive behaviors (handwashing, counting, checking, or cleaning) are often performed with the hope of preventing obsessive thoughts or making them go away. Performing these so-called “rituals,” however, provides only temporary relief, and not performing them markedly increases anxiety.

<span style="font-family: Arial,sans-serif; font-size: 9pt;">A large body of scientific evidence suggests that OCD results from a chemical imbalance in the brain.

<span style="font-family: Arial,sans-serif; font-size: 9pt;">Treatment for most people with OCD should include one or more of the following:
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">therapist trained in behavior therapy
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Cognitive Behavior Therapy (CBT)
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Medication (usually an antidepressant)

<span style="font-family: Arial,sans-serif; font-size: 9pt;">Psychotic disorders are severe mental disorders that cause abnormal thinking and perceptions. Two of the main symptoms are delusions and hallucinations.
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Psychotic Disorders **//<span style="font-family: Arial,sans-serif; font-size: 9pt;">( found from NICHCY) //
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Delusions are false beliefs, such as thinking that someone is plotting against you.
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Hallucinations are false perceptions, such as hearing, seeing, or feeling something that is not there.

<span style="font-family: Arial,sans-serif; font-size: 9pt;">Schizophrenia is one type of psychotic disorder.

<span style="font-family: Arial,sans-serif; font-size: 9pt;">Treatment for psychotic disorders will differ from person to person, depending on the specific disorder involved. Most are treated with a combination of medications and psychotherapy (a type of counseling). ||  || [] ||
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">References ** || [][]
 * **<span style="font-family: Arial,sans-serif;">Deaf/Hard of Hearing ** **<span style="font-family: Arial,sans-serif;">Kelli Willis ** ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Federal Definition of the Disability – Major Components, Including Incidence and etiology || Deaf is a hearing loss which affects educational performance and is so severe the child in impair in processing linguistic information through hearing, with or without amplification.

Hard of hearing is a hearing loss, permanent or fluctuating, that affects a child’s educational performance but allows the child to some degree of communication with or without amplification.

There are two different classifications of hearing loss. These are:
 * Conductive hearing loss
 * Sensorineural hearing loss

Conductive hearing loss is caused by a blockage to the transmission of sound through the outer or middle of the ear. Sounds are often soft or attenuated, but can be hear clearly when loud enough.

A sensorineural hearing loss develops when damage to the inner ear (cochlea) or the auditory nerve that transmits impulses to the brain occur. Children lose the hearing sensitivity, distortion, and the lack of clarity in the sounds that are heard.

Professionals typically classify the degree of hearing loss as: To be classified as deaf the hearing loss has to exceed 70 dB.
 * Mild (26-40 dB loss)
 * Moderate (41 – 55 dB loss)
 * Moderate to serve (56 – 70 dB loss)
 * Severe (71 – 90 dB loss)
 * Profound (91 dB loss and higher)

Incidence: According to the U.S. Department of Education (2011), approximately 71,000 students between the ages of six and 21 were defined as having a hearing impairment and receiving special education services during the 2009-2010 school year. These students represent 1.2 percent of all pupils with disabilities.

Etiology: There are many different factors that can contribute to a hearing impairment. These include: <span style="font-family: Arial,sans-serif; font-size: 9pt;">Health Issues || It is difficult to tell see the physical characteristics of a deaf/hard of hearing child, because they look just like any other child. Some children may wear a hearing aid that would be visible. Often children become self-conscious, because of the hearing aid. Some signs that a child might exhibit are mouth breathing and tugging/pulling on the ear. ||
 * Genetic or hereditary factors
 * Down syndrome
 * Infections
 * Otitis media (an inflammation in the middle ear that is usually associated with the buildup of fluid)
 * Low birth weight
 * Prematurity
 * Anoxia (lack of oxygen)
 * Meningitis
 * Head injuries
 * Side effects of antibiotics
 * Noise pollution ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Physical Characteristics of the Disability /
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || Deafness does not limit the cognitive abilities of the child. Researchers have found that the deaf/hard of hearing children intelligence is on the same level as children without hearing impairments. However, due to the fact that the educational system is highly dependent upon spoken word and written language, deaf/hard of hearing children usually have a hard time succeeding. The learning environment can become stressful for a child who is deaf/hard of hearing. Students who are deaf average about three to four years below their grade level. Students who have a mild to moderate hearing loss perform below expectations on tests of their cognitive abilities. The reading abilities of children with hearing impairments are significantly affected. When a deaf child graduates high school, they are typically reading on a fourth-grade level. ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs || Children who are deaf/hard of hearing often times have a difficult time communicating. The majority of deaf children have a very difficult time learning to use speech. Some children have learned to speech read (lip read), but use sign language to communicate. Children with hearing impairments are usually more fatigued, because they have to put forth more effort to listen. Some children may day dream or become frequently inattentive. Children with hearing impairments often find it difficult to develop friends. This can cause the child to express feeling lonely, isolated, and depressed. This lack of friendships can hinder successful integration in inclusive classrooms. ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">References || Gargiulo, R. M., & Metcalf, D. (2013). //Teaching in today's inclusive classrooms.// (2 ed., pp. 118-122). Belmont, CA: Wadsworth.

||
 * **<span style="font-family: Arial,sans-serif;">Blind/Vision ** **<span style="font-family: Arial,sans-serif;">Leah Davis ** ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Federal Definition of the Disability – Major Components, Including Incidence and etiology || <span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">Visual impairment including blindness is defined in the regulations (Federal Register, 2006) accompanying the Individuals with Disabilities Education Improvement Act of 2004 (PL 108-446) as “An impairment in vision that, even with correction, adversely affects an individual’s educational performance. The term includes both partial sight and blindness.”

<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">Incidence: “The U.S. Department of Education (2011) reports that approximately 26,000 children, ages 6-21, were receiving services in the 2009-2010 school year because of a visual impairment. These students represent 0.43 percent of all pupils with disabilities.”

<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">Etiology: Pre-, peri-, and postnatal factors are often implicated as causing visual impairments. Some of the conditions affecting a student’s ability to see and process information visually include:

//<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">Refractive Errors: //<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;"> (an inability of the eye to focus light rays correctly on the retina) __<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">Myopia: __<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;"> commonly called nearsightedness, pupil is able to read their textbook but has difficulty seeing the chalkboard __<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">Hyperopia: __<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;"> condition opposite of myopia, commonly known as farsightedness, student can see objects at a distance but has difficulty seeing <span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;"> materials close by __<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">Astigmatism: __<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;"> an irregularity in the curvature of the cornea resulting in distorted or blurred vision

//<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">Defects of the Ocular Muscle // __<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">Strabismus: __<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;"> an improper alignment or imbalance of the eyes, commonly referred to as crossed eye, left untreated will cause permanent blindness __<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">Nystagmus: __<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;"> a rapid, involuntary movement of the eye

//<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">Disorders of the Cornea, Iris, or Lens // __<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">Cataracts: __<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;"> a clouding of the lens of the eye resulting in blurred vision, may be corrected surgically <span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;"> __Glaucoma:__ a buildup of fluid pressure in the eye, central and peripheral vision may be permanently impaired

//<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">Other Conditions // __<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">Retinitis pigmentosa: __<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;"> a common hereditary condition, usually causes “tunnel vision” and night blindness prior to total blindness __<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">Retinopathy of prematurity: __<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;"> at one time a leading cause of blindness due to excessive concentrations of oxygen given to infants placed in incubators __<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">Diabetic retinopathy: __<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;"> damage to blood vessels in proximity of the retina, caused by diabetes __<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">Cortical visual impairment: __<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;"> damage to dysfunction in the area of the brain responsible for vision, significantly daily variations in visual abilities || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Health Issues || <span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">“Characteristics of persons with visual impairments are highly variable depending upon the amount of vision loss, the type of impairment, and the age of onset. These three variables often interact uniquely, affecting the individual in various areas of functioning and development.” || **<span style="font-family: Arial,sans-serif;">Marcus P. & Kaitlyn Browning ** || Intellectual disabilities are the most common developmental disability. Approximately 6.5 million people in the United States have an intellectual disability. More than 545,000 children (ages 6-21) have some level of intellectual disability and receive special education services in public school under this category in IDEA. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Health Issues || **People with a mild intellectual disability** (retrieved from CDDH)
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Physical Characteristics of the Disability /
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || <span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">“Learners with visual impairment often experience significant academic delays. One reason for this finding is their limited opportunity to acquire information visually. Unlike sighted children, incidental learning obtained from interacting with the environment is severely restricted in children with visual impairments. Conceptual development, therefore, primarily depends on tactile (touch) experiences rather than vision.” ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs || <span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">“A loss of vision often negatively affects the acquisition of appropriate social skills. Some students with visual impairments engage in a variety of repetitive behaviors such as rubbing their eyes, head weaving, hand flapping, and body rocking. [Children who are blind] are unaware of the individual’s body language and subtle nonverbal social cues. The lack of opportunity to develop appropriate social skills frequently lead to diminished self-esteem and negatively impacts self-concept.” ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">References || Gargiulo, R. M., & Metcalf, D. (2013). //Teaching in today's inclusive classrooms.// (2 ed., pp. 118-122). Belmont, CA: Wadsworth. ||
 * **Intellectual Disabilities** **<span style="font-family: Arial,sans-serif;">(mild/moderate) **
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Federal Definition of the Disability – Major Components, Including Incidence and etiology || Intellectual disability is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 18.
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Physical Characteristics of the Disability /

A mild intellectual disability is defined as an IQ between 50 and 70. Generally speaking, a person with a mild intellectual disability:
 * participates in and contributes to their families and their communities
 * has important relationships in his/her life
 * works in either open or supported employment
 * may live and travel independently but will need support and help to handle money and to plan and organize their daily life
 * may marry and raise children with the support of family, friends and the service system
 * may learn to read and write


 * People with a moderate intellectual disability** (retrieved from CDDH)

A moderate intellectual disability is defined as an IQ between 35 and 50. Generally speaking, a person with a moderate intellectual disability:
 * has important relationships in his/her life
 * enjoys a range of activities with their families, friends and acquaintances
 * understands daily schedules or future events if provided with pictorial visual prompts such as daily timetables and pictures
 * makes choices about what s/he would like to do, eat, drink etc
 * may learn to recognize some words in context, such as common signs including ‘Ladies’, ‘Gents’ and ‘Exit’,
 * may develop independence in personal care
 * will need lifelong support in the planning and organisation of their lives and activities ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || **Common learning characteristics** (retrieved from CDDH)

Every person is unique, regardless of their IQ score. Everyone has their own personality and areas of ability and areas of difficulty. Generally a person with an intellectual disability has difficulty:

Arbitrary categories of mild, moderate, severe and profound levels of intellectual disability are defined on the basis of IQ scores. These levels give some guide to the level of support someone might need but the way a person functions in their life also depends on other factors including: [] || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Health Issues || Some of the physical changes that can occur due to a Traumatic Brain Injury are weakness, muscle coordination problems, full or partial paralysis, changes in senses (hearing, sight, touch, etc.), seizures, sleep problems, and speech difficulties. || <span style="background-color: #ffffff; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px; text-align: left;">TBI can cause a wide range of functional short- or long-term changes affecting thinking, sensation, language, or emotions. <span style="background-color: #ffffff; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px; text-align: left;">TBI can also cause epilepsy and increase the risk for conditions such as Alzheimer’s disease, Parkinson’s disease, and other brain disorders that become more prevalent with age. 1 Repeated mild TBIs occurring over an extended period of time (i.e., months, years) can result in cumulative neurological and cognitive deficits. Repeated mild TBIs occurring within a short period of time (i.e., hours, days, or weeks) can be catastrophic or fatal.3 (CDC 2012) ||
 * learning and processing information as quickly as people without an intellectual disability
 * grasping abstract concepts such as money and time,
 * understanding the subtleties of interpersonal interactions (and so may sometimes behave awkwardly or inappropriately in social situations),
 * manipulating the ideas and concepts required for planning and organization. ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs || Needs depend on individual factors (retrieved from CDDH)
 * personality
 * coping skills
 * other disabilities – for example, physical, social or sensory
 * the amount of support offered by family, friends and the community
 * what is demanded of them in different situations. ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">References || CDC. (2011 December 29). Intellectual Disabilites. Retrieved from http://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/IntellectualDisability.pdf
 * **<span style="font-family: Arial,sans-serif;">TBI ** **<span style="font-family: Arial,sans-serif;">Leah Davis & Kelli Willis ** ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Federal Definition of the Disability – Major Components, Including Incidence and etiology || <span style="background-color: #ffffff; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px; text-align: left;">"A TBI is caused by a bump, blow or jolt to the head or a penetrating head injury that disrupts the normal function of the brain. Not all blows or jolts to the head result in a TBI. The severity of a TBI may range from “mild,” i.e., a brief change in mental status or consciousness to “severe,” i.e., an extended period of unconsciousness or amnesia after the injury. The majority of TBIs that occur each year are concussions or other forms of mild TBI. 2 Each year, traumatic brain injuries contribute to a substantial number of deaths and cases of permanent disability. Recent data shows that, on average, approximately 1.7 million people sustain a traumatic brain injury annually. 1 (CDC 2012)" ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Physical Characteristics of the Disability /
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || <span style="background-color: #ffffff; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px; text-align: left;">The severity of a TBI may range from “mild,” i.e., a brief change in mental status or consciousness, to “severe,” i.e., an extended period of unconsciousness or amnesia after the injury.
 * <span style="background-color: #ffffff; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px; text-align: left;">**Thinking** (i.e., memory and reasoning);
 * <span style="background-color: #ffffff; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px; text-align: left;">**Sensation** (i.e., touch, taste, and smell);
 * <span style="background-color: #ffffff; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px; text-align: left;">**Language** (i.e., communication, expression, and understanding); and
 * <span style="background-color: #ffffff; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px; text-align: left;">**Emotion** (i.e., depression, anxiety, personality changes, aggression, acting out, and social inappropriateness). 1
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs || The impact of the Traumatic Brain Injury has on the child depends of the severity, location, and amount of time that has passed since the injury. Some children may only experience a slight change in their behavior, whereas others may be impacted greatly. Children with Traumatic Brain Injury face many social and emotional issues. These students experience mood swings, along with heightened irritability. They may also experience depression and diminished motivation. Children may also experience a difficulty responding appropriately to social cues and a decrease in impulse control. TBI children also have difficulty adapting to changes in routines or schedules. ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">References || CDC. (2012, February 28). //Injury Prevention & Control: Traumatic Brain Injury.// Retrieved from <[]>

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Gargiulo, R. M., & Metcalf, D. (2013). //Teaching in today's inclusive classrooms//. (2 ed., pp. 123-127). Belmont, CA: Wadsworth. || **<span style="font-family: Arial,sans-serif;">Marcus P. ** || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Health Issues || Some of the physical characteristics of autism include: Children with autism typically have difficulties in:
 * <span style="font-family: Arial,sans-serif;">Autism (Autism Spectrum Disorders) **
 * <span style="font-family: Arial,sans-serif;">Autism (Autism Spectrum Disorders) **
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Federal Definition of the Disability – Major Components, Including Incidence and etiology || Autism is a developmental disorder that appears in the first 3 years of life, and affects the brain's normal development of social and communication skills causing significant social, communication and behavioral challenges (CDC 2012). The exact causes of autism remain unknown, but there is ongoing research to discover a cause. The exact number of children with autism is unknown, but it is suspected that it is more common that suspected. Autism affects boys 3 to 4 times more often than girls. ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Physical Characteristics of the Disability /
 * Difficulty with academic functioning
 * Difficulty concentrating
 * Eating Abnormalities
 * Abnormalities of Mood
 * Sensory Perception deficits
 * Pretend play
 * Social interactions
 * Verbal and nonverbal communication ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || When it comes to learning, students with autism or ASD (Autism Spectrum Disorders) have a hard time learning language and social skills. Many have impaired verbal and reasoning skills and well as poor reading comprehension (Gargiul & Metcalf, 2013). ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs || Students with Autism Spectrum Disorders usually have self-destructive behavior, including but not limited to headbanging and excessive rubbing or scratching. When it comes to managing students with ADS in the classroom, many teachers will need special training. They will also need to consult with other professionals as well as parents to develop an effective management plan. ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">References || CDC. (2012, June 19). //Autism spectrum disorders//. Retrieved from http://www.cdc.gov/ncbddd/autism/index.html

Gargiulo, R. M., & Metcalf, D. (2013). //Teaching in today's inclusive classrooms//. (2 ed., pp. 123-127). Belmont, CA: Wadsworth.

U.S. National Library of Medicine. (2010, April 26). //Autism.// Retrieved from http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002494/ ||