# data[].attributes.headline
13. What are the educational placement alternatives for students with emotional disturbance or behavior disorders?

# data[].attributes.subject
13. What are the educational placement alternatives for students with emotional disturbance or behavior disorders?

# data[].attributes.headline
11. What are the causal factors associated with this disability?

# data[].attributes.subject
11. What are the causal factors associated with this disability?

# data[].attributes.headline
9. What are the educational placement alternatives for students with learning disabilities

# data[].attributes.subject
9. What are the educational placement alternatives for students with learning disabilities

# data[].attributes.body
9. Free appropriate public education for all children with disabilities is necessary for students to be educated in the least restrictive environment, students with significant disabilities have meaningful access to the general education curriculum. Teachers both special and general education teachers must demand effectiveness from the curriculum materials and instructional tools they use.

IDEA requires that students with disabilities be educated with students without disabilities have access to the core curriculum to the maximum extent possible and be removed from the general education classroom only to the extent their disability necessitates.

Some studies have reported better learning outcomes for students with learning disabilities in general education classrooms than in pull-out programs.

A resource room is a specially staffed and equipped classroom where students with LD come for one or several periods during the school day to receive individualized instruction

The resource room teacher works closely with general educators to suggest and plan each student's program.

(Eleventh Edition Exceptional Children An Introduction to Special Education (William L. Heward, Sheila Alber-Morgan etc.) PDF download

# data[].attributes.headline
7. What are the characteristics (in general) of children and youth with learning disabilities

# data[].attributes.subject
7. What are the characteristics (in general) of children and youth with learning disabilities

# data[].attributes.body
7.
Children and young with learning inabilities might have reading and issues, written language deficits, poor math skills and underachievement, poor social abilities, attention deficit and hyperactivity, behavior issues as low self-esteem or self-efficacy.
Eleventh Edition Exceptional Children An Introduction to Special Education (William L. Heward, Sheila Alber-Morgan etc.) PDF download

# data[].attributes.headline
8. What are the suspected causes of learning disabilities?

# data[].attributes.subject
8. What are the suspected causes of learning disabilities?

# data[].attributes.headline
5. What are some of the most effective current instructional methods utilized with students that have intellectual disabilities

# data[].attributes.subject
5. What are some of the most effective current instructional methods utilized with students that have intellectual disabilities

# data[].attributes.body
5.
A constituent part that implied precise instruction for a student are task analysis to determine a student response and performance, efficient feedback, transfer of stimulus control from teacher that provided cues and prompts to natural stimuli, programming for generalization and support and direct frequent measurement of student performance.

Breaking down complex skills into smaller, easier-to-learn smaller tasks.

Assess each student’s present levels of performance to identify and to prioritize the most direct and important instructional targets.

Define and task-analyze the new knowledge or skills to be learned.

Design instructional materials and activities so the student has frequent opportunities to respond in the form of guided and independent practice.

Provide and then fade prompts and cues so the student to respond to naturally occurring stimuli.

Provide systematic consequences for student performance in the form of contingent reinforcement, instructional feedback, and error correction

Incorporate fluency-building activities into lessons.

Use strategies to promote the generalization and maintenance of newly learned skills.

Conduct direct and frequent measurements of student performance and use those data to inform instructional decisions.

Eleventh Edition Exceptional Children An Introduction to Special Education (William L. Heward, Sheila Alber-Morgan etc.) PDF download p.156

# data[].attributes.headline
6. What are the three key components in operationalizing the IDEA definition of learning disabilities?

# data[].attributes.subject
6. What are the three key components in operationalizing the IDEA definition of learning disabilities?

# data[].attributes.body
6.

A severe disparity between the student’s intellectual ability and academic achievement

An exclusion criterion the student’s challenges are not the result of another known condition that can cause learning issues

A require for special education services.

(Eleventh Edition Exceptional Children An Introduction to Special Education (William L. Heward, Sheila Alber-Morgan etc.) PDF download

# data[].attributes.headline
3. How can one distinguish across the mild, moderate, severe, and profound levels of intellectual disabilities

# data[].attributes.subject
3. How can one distinguish across the mild, moderate, severe, and profound levels of intellectual disabilities

# data[].attributes.body
3. The terms mild, moderate, severe and profound may be used to describe the severity of a child intellectual disability. These terms refer to the range of IQ within the client has been assessed.

Mild 50-55 up to around 70. Moderate 35-45 up to around 50-55. Sever 20-25 up to around 35-40. Profound Below 20-25. Many children with mild intellectual disabilities are not identified until they enter school; a few not until the 2nd or 3th grade, when more difficult academic work is required. Most students with mild intellectual disabilities learn basic academic aptitudes and vocational and everyday living skills well enough to support themselves independently or semi-independently within the community. Children with moderate intellectual disabilities appear significant delays in improvement during their preschool years. As they grow older, discrepancies in generally intellectual development and adaptive functioning for the most part grow more extensive between these children and their age-matched peers without disabilities. Individuals with moderate intellectual disabilities are more likely to have health and behavior issues than are people with gentle mental disabilities. Children with severe or profound intellectual disabilities are nearly always identified at birth or shortly a while later. Most of these newborn children have significant central nervous system damage as many have additional disabilities or health conditions (Heikua et al., 2005).
Exceptional Children An Introduction to Special Education (William L. Heward, Sheila Alber-Morgan etc.) PDF download P.141

# data[].attributes.headline
4. What are some of the most prevalent prenatal, perinatal, and postnatal causes of intellectual disabilities?

# data[].attributes.subject
4. What are some of the most prevalent prenatal, perinatal, and postnatal causes of intellectual disabilities?

# data[].attributes.headline
1. What are the three key components in the IDEA definition of intellectual disabilities?

# data[].attributes.subject
1. What are the three key components in the IDEA definition of intellectual disabilities?

# data[].attributes.body
1. A child who shows substantial limitations in intellectual functioning and adaptive behavior will naturally meet the Idea obligation that the disability adversely affects a child’s educational performance. Having difficulty with everyday living tasks and lack of intellectual functioning, and adaptive behavior. The child scored 2 or more standard deviations lower than the mean on a standardized intelligence test.

(Eleventh Edition Exceptional Children An Introduction to Special Education (William L. Heward, Sheila Alber-Morgan etc.) PDF download p.137

# data[].attributes.headline
2.What are the generalized characteristics of children and youth with intellectual disabilities?

# data[].attributes.subject
2.What are the generalized characteristics of children and youth with intellectual disabilities?

# data[].attributes.body
2. Cognitive functioning and learning characteristics of individuals with intellectual disabilities include

slow learning rates than their peers,

difficulty remembering and poor memory,

attention problems and difficulties in acquiring, remembering,

and generalizing new knowledge and skills difficulty maintaining and generalizing what they have learned,

and poor motivation that exhibit an apparent lack of interest in learning or in problem-solving tasks

Learned helplessness (Glidden & Switzky, 2006).

Eleventh Edition Exceptional Children An Introduction to Special Education (William L. Heward, Sheila Alber-Morgan etc.) PDF download p.141.

# data[].attributes.body
13. During the 2012 to 2013 school year, roughly 44% of school age children with emotional or behavioral disorders were taught in general education classrooms, 18% in resource rooms 20% in separate classrooms 13% in special schools 2% in correctional facilities 2% in residential schools and 1% in home or hospital placements. However, the trend in recent years has been for expanded placement of students with emotional and behavior disorders in general education classrooms it is almost 40% of all students in this disability category are taught in separate classrooms, special schools and residential facilities.
(Eleventh Edition Exceptional Children An Introduction to Special Education (William L. Heward, Sheila Alber-Morgan etc.) PDF download

# data[].attributes.body
4. Prenatal (occurring before birth),
1. Chromosomal disorders 2. Single-gene disorders 3. Syndromes 4. Metabolic disorders 5. Cerebral dysgenesis 6. Maternal illnesses 7. Parental age
Perinatal (occurring during or shortly after birth),
1. Prematurity 2. Birth injury 3. Neonatal disorders
Postnatal (occurring after birth)
1. Traumatic brain injury 2. Malnutrition 3. Meningoencephalitis 4. Seizure disorders 5. Degenerative disorders.
Eleventh Edition Exceptional Children An Introduction to Special Education (William L. Heward, Sheila Alber-Morgan etc.) PDF download p.149 Figure 4.3 Etiologic risk factors for intellectual disabilities.

# data[].attributes.body
11. Causal factors related with this disability are biological, such as brain disorder, a brain development or brain injury caused by a disease or trauma genetics or temperament; and environmental components such as unfit childhood, difficult behavior when entering school and disconnect from peers, school environment and education performs.
(Eleventh Edition Exceptional Children An Introduction to Special Education (William L. Heward, Sheila Alber-Morgan etc.) PDF download

# data[].attributes.headline
10. What are the key components in defining emotional disturbance or behavior disorders?

# data[].attributes.subject
10. What are the key components in defining emotional disturbance or behavior disorders?

# data[].attributes.body
8. The cause of learning disabilities is still obscure, research has found assortment of causes. The suspected causes are brain damage/dysfunction, family hereditary with reading disabilities and environmental factors, living in poverty and living conditions of lack to access educational opportunities, poor instructions all that can impact the child's performance and the ability to learn.
(Eleventh Edition Exceptional Children An Introduction to Special Education (William L. Heward, Sheila Alber-Morgan etc.) PDF download

# data[].attributes.body
10.
Unable to learn that cannot be attributed to intellectual, tactile, and health components;

An inability to construct or maintain satisfactory interpersonal relationships with peers and instructors

Showing inappropriate behavior display inappropriate sorts or communicating the same such feelings beneath typical circumstances; Encountering pervasive temperaments of unhappiness or discouragement;

Having an inclination to create physical indications or fears related with individual or school problems.

(Eleventh Edition Exceptional Children An Introduction to Special Education (William L. Heward, Sheila Alber-Morgan etc.) PDF download

# data[].attributes.headline
12. What are the characteristics (externalized and internalized behaviors) associated with this disability?

# data[].attributes.subject
12. What are the characteristics (externalized and internalized behaviors) associated with this disability?

# data[].attributes.body
12.
A. The foremost common behavior pattern of children with emotional or behavioral disorders comprises of antisocial, or externalizing, behaviors. Within the classroom, children with externalizing behaviors regularly:  Get out of their seats. • Yell, talk out loud, and curse. • Disturb peers. • Hit or fight. • Overlook, ignore the teacher. • Complain. • Argue excessively • Steal. • Lie • Annihilate property. • Have mood tantrums. • And are noncompliant as not following a direction within a reasonable amount of time.

B. Showing internalizing behaviors. Children who reliably act immature and withdrawn don't display the risk to others that antisocial children do, their behavior makes a serious obstacle to their improvement. These children rarely play with others their own age. They need the social skills required to create friends and have fun, and they frequently retreat into daydreams and fantasies. Regularly complain of being sick or harmed, and go into profound bouts of depression.
(Eleventh Edition Exceptional Children An Introduction to Special Education (William L. Heward, Sheila Alber-Morgan etc.) PDF download