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1. What are the three key components in the IDEA definition of intellectual disabilities?

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1. What are the three key components in the IDEA definition of intellectual disabilities?

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2. What are the generalized characteristics of children and youth with intellectual disabilities?

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2. What are the generalized characteristics of children and youth with intellectual disabilities?

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3. How can one distinguish across the mild, moderate, severe, and profound levels of intellectual disabilities?

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3. How can one distinguish across the mild, moderate, severe, and profound levels of intellectual disabilities?

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4. What are some of the most prevalent prenatal, perinatal, and postnatal causes of intellectual disabilities?

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4. What are some of the most prevalent prenatal, perinatal, and postnatal causes of intellectual disabilities?

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5.What are some of the most effective current instructional methods utilized with students that have intellectual disabilities?

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5.What are some of the most effective current instructional methods utilized with students that have intellectual disabilities?

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I) Prenatal
Biomedical: Chromosomal disorders, single-gene disorders, Syndromes, Metabolic disorders, Cerebral dysgenesis, Maternal illnesses, parental age
Social: Poverty, Maternal malnutrition, Domestic violence, lack of access to prenatal care
Behaviour:  Parental drug, alcohol, smoking use, and parental immaturity
Educational:  Parental cognitive disability without supports, lack of preparation for parenthood
II) Perinatal
Biomedical: prematurity, birth injusry, neonatal disorders
Social: lack of access to birth care
Behavioral: parental rejection of caretaking
Educational:  lack of medical referral for intervention services at discharge
III) Postnatal
Biomedical: traumatic brain injury, matnutrition, Meningoencephalitis, seizure disorders, Degeneratice disorders
Social:  Impaired child caregiver, lack of adequate stimulation, family poverty, chronic illness in family, institutionalization
Behavioral:  Child abuse/neglect, domestic violence, inadequate safety measures, social deprivation, difficult child behaviors
Educational:  Impared parenting, delayed diagnosis, inadequate early interventions or special educationa services, inadequate family support
(Heward, W.L., Alber-Morgan, S.R., & Konrad, M,  2017,p. 112  4.3 graph)

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Research based practices for ID students are the following:

-Present level of performance will guide teacher on where the student is and how best they learn.
-Task analysis will give you a foundation of where to start and form subtask/sub-skills when needed.
-Instruction and activities must be design within the student's capabilities. Student must be given the opportunities for Guided and independent practice.
-Prompts and cues to support student's learning.  The amount of prompts and cues will be gauge according to growth of student.
-Continued reinforcement, instructional feedback and correct when needed will provide support for student's success.
-Strategies to promote generalization and continuation of learned skills.
-Analyze and gauge student growth and adjust accordingly to strength/weakness.

Heward, W.L., Alber-Morgan, S.R., & Konrad, M. (2017). Exceptional Children: An Introduction to Special Education, 11th Edition. Pearson.
pp.122

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I) Learning rate, memory, attention, difficulty generalization/maintenance, and motivation of students with ID is slow. Trials of criterion shows the individual's measurement of how many times it take to learn and response correctly to a given objective.  Raw results only without assistance of any sort.

II) Adaptive behaviors are significantly low.  Self-care, daily living skills, social relationships and behavior challenges are exhibited.

III) Students with ID have a difficult time analyzing others.  Behaviors issues are common among people with ID.  They most likely don't understand double meaning and take things at face value, double meaning is difficult to grasp.   The concept of constructive criticism is more likely taken as an offense.

IV) Individuals with ID also have favorable attributes. They can be very sincere and straightforward. Most don't have wrong intentions.

(Heward, W.L., Alber-Morgan, S.R., & Konrad, M,  2017, p. 114-120)

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Note:  We know that students identified to have a disability does not determine placement.  Students with significant lower end IQ scores and low Adaptive behavior usually will have to access the general education curriculum through pre-requisite skills. (ID=Intellectual Disability)

I) IQ level will be significantly low >70.  Levels of profound, severe, moderate and mild are diction used to identify the range of the IQ score.

II) Adaptive behavior is also low and taken into consideration when the IQ score might be mild.  Adaptive behavior gauges the students conceptual, social and practical skills to determine success in their given environments.

III) Both IQ scores and Adaptive Behavior scores are taking into consideration during the individual's formative years.

(Heward, W.L., Alber-Morgan, S.R., & Konrad, M,  2017, p.110-114)

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10.What are the key components in defining emotional disturbance or behavior disorders?

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10.What are the key components in defining emotional disturbance or behavior disorders?

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I) Mild:  (IQ 50-55 to 70)
Many are not identified until school age and especially if they have high adaptive behaviors.  Most have adjusted well and can live independent or semi independent lives.

II) Moderate: (IQ 35-40 to 50-55)
Usually identified early in life or before preschool.  They have a difficult time adapting to social expectations placed on them. Probably will have behaviors problems and experience academic challenges.

III) Severe: (IQ 20-25 to 35-45) Profound: (IQ 24<)
High probability that individuals will be identified early.  They have multiple health problems, disabilities and exhibit problems with central nervous system.
(Heward, W.L., Alber-Morgan, S.R., & Konrad, M,  2017, p. 110 and 114)

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In spite that in most cases the cause of a learning disability multiple assumptions are delegated.  Causes have been divided up into three categories.

I) Brain damage or dysfunction:  Multiple studies and the conclusions thereof believe that activation of certain brain regions from individual that have learning disabilities compared to those that do not.

II) Heredity:
Genetic predisposition may account for learning disabilities of some students.  Furthermore, there has been a conclusion that certain chromosomes play a role in learning disabilities.

III) Environmental factors: Possibility of having inadequate effective instruction, living conditions, lack of communication with adults show diminished vocabulary and language use.
(Heward, W.L., Alber-Morgan, S.R., & Konrad, M,  2017, p.153-155)

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9.What are the educational placement alternatives for students with learning disabilities?

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9.What are the educational placement alternatives for students with learning disabilities?

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7. What are the characteristics (in general) of children and youth with learning disabilities?

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7. What are the characteristics (in general) of children and youth with learning disabilities?

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6. What are the three key components in operationalizing the IDEA definition of learning disabilities?

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6. What are the three key components in operationalizing the IDEA definition of learning disabilities?

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8.What are the suspected causes of learning disabilities?

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8.What are the suspected causes of learning disabilities?

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Key components of emotional disturbance and behavior disorders are:
I) Emotional disturbance students have a difficult time regulating emotions.  Thus, students who are ED will often have behavior issues, especially when they are angry.  A range of emotions like fears, unhappiness, depression, schizophrenia that are triggered by different circumstances.  Antecedent or triggers to an emotional or bhaiovural outburst must be considred and anlyzed.  Behavior intervention plan and functional bevhioral assessment are most likely needed as part of the IEP.

(Heward, W.L., Alber-Morgan, S.R., & Konrad, M, 2017, p. 181-183.)

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I) Students with specific learning disabilities have multiple challenges. School can be frustrating.  They have difficulty in the following areas: listening, speaking, reading, writing, reasoning, mathematical abilities.  Sometimes they might be socially awkward, but not necessarily part of the diagnosis.
II) Its significant to point out that 90% of students that have been diagnosed with a learning disability arise from reading problems.
Phonological and phonemic awareness deficits are common indicators of theses reading disabilities.  Dyslexia is a common denominator among students with reading challenges.
III) In an educational world where reading has become everything, having difficulty reading will also effect writing.  Understanding grammar, spelling, detail, writing in complete sentences and  handwriting will be below average.  Student will have a wide variation between oral reading might versus written.
(Heward, W.L., Alber-Morgan, S.R., & Konrad, M,  2017, p.146)

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I)IDEA mandates that all students be educated in the same environment and have access to the general education curriculum.  In other words, one must prove the need for a special education student to be placed anywhere else other than general class.  Removal will only be necessary when the benefits outweigh the negative effects and Justification is needed.
II)  Inclusion is that the students stays in the general education classroom, but receives support as needed. Accommodations must be provided  and no modification of the curriculum.
III) Resource room: Will be a smaller class and the teacher of record has a SPED certification.  Specialized instructions takes place and curriculum might be modified depending on the IEP.
III) Contained or seperate classoom:
Severity of the student's disability is such that there is hardly a benefit for them to stay in a general educational setting.  They are most successful in a separate class where all staff are SPED certified.
(Heward, W.L., Alber-Morgan, S.R., & Konrad, M,  2017, p.172-174)

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Three criteria compose the definition of operationalizing Specific learning disabilities.
A) Ability-Achievement discrepancy: students will exhibit a wide variance between intellectual ability and achievement.
B) Exclusion criterion: verification that in fact the student cause of a learning disability is not primarily due to the lack of opportunity to learn , cultural factors, economic, or environmental.
C) Students in Special Education will have been diagnosed learning disability in which specific and learning problems persist.  These students have regular instruction and interventions, but efforts were not successful.
(Heward, W.L., Alber-Morgan, S.R., & Konrad, M,  2017, p..144-145)

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13.What are the educational placement alternatives for students with emotional disturbance or behavior disorders?

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13.What are the educational placement alternatives for students with emotional disturbance or behavior disorders?

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11.What are the causal factors associated with this disability?

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11.What are the causal factors associated with this disability?

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Casual factors for emotional and behavioral disorders are the following:
I) Biological Factors like brain disorders developed from abnormal brain development and brain injury.  Some show no evidence of any brain disorder.
Genetics like predisposition to mental disorder like schizophrenia.  Individual with schizophrenia ofter hear voices, delusions and usually resorts to violence or self infliction.
Temperament of the person.
II) Environmental factors:
Home environment, school practices, community factors.
(Heward, W.L., Alber-Morgan, S.R., & Konrad, M,  2017, p.-195)

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12.What are the characteristics (externalized and internalized behaviors) associated with this disability?

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12.What are the characteristics (externalized and internalized behaviors) associated with this disability?

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Most students with ED diagnosis are served in a restrictive classroom where a Special Education teacher will advocate for the students.  Due to the nature of ED, the student will be more successful compared to an inclusions room in which there is a higher chance of unwanted incidents. Students that are more high functional will most likely be placed in an inclusions or resources classroom.  Social skills goals should be considered and written in the IEP.  The biggest challenge is finding the balance in completing their academic work and assuring that an appropriate education in the general education curriculum is being affective.
(Heward, W.L., Alber-Morgan, S.R., & Konrad, M,  2017, p.211-212)

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Students with ED usually have difficulty with controlling their behaviors, but not always.
I) External behaviors are demonstrated to anyone around them.  They most likely will fight, kick, yell, get out of their seats, ignore, complain, argue, steal lie, destroy property, temper tantrums and will not follow directions.
II)Internalizing behaviors usually result in antisocial herbivores.  They are withdrawn from their surroundings. Lack of social skills and seldom have friends.
(Heward, W.L., Alber-Morgan, S.R., & Konrad, M,  2017, p.183-184)