# data[].attributes.body
Heward, W. L., Alber Sheila René, &
Konrad, M. (2017). Exceptional
children: an introduction to
special education. Boston:
Pearson.

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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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#1 The student's intellectual functioning is "significantly subaverage" as shown by evidence. This would be demonstrated by scoring 2 or more standard deviations below the mean on a standardized intelligence test.
#2 The student struggles with daily living tasks, also known as adaptive behaviors.
#3 The two prior components, subaverage intellectual functioning and deficits in adaptive behavior need to occur doing the developmental period. These deficits in ability cannot be related to trauma or injury.

(Heward, Alber-Morgan, & Konrad, 2017, p. 109-110)

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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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-Children and youth with intellectual disabilities tend to have poor memory, slower rates of learning, problems with maintaining and generalizing information taught, and lack of motivation.
-Furthermore, they tend to have issues with social relationships, daily living skills (otherwise known as adaptive behavior, and self-care.
-These students also tend to have more behavior issues than other students. Examples of this include limited self-control, or challenging behaviors like hyperactivity in the classroom or at the wrong time.

(Heward, Alber-Morgan, & Konrad, 2017, pp. 114-120)

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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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Mild disabilities: are usually identified once children enter the school system or in the early elementary years. These children can be fairly independent and with proper supports learn basic academic and adaptive skills.

Moderate disabilities: are usually signaled by early developmental delays. Typically these children have health issues and behavioral problems at a rate higher than those with mild disabilities. As they mature, they have more struggles with intellectual and adaptive functioning.

Severe/Profound disabilities: are usually identified at birth or shortly after. These children have significant health conditions, such as central nervous system damage.
(Heward, Alber-Morgan, & Konrad, 2017, p. 114)

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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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The causes of disabilities can be divided into biomedical, social, behavioral, and educational causes.

Prenatal
Biomedical causes include: parental age, syndromes, chromosomal disorders, single-gene disorders, metabolic disorders, and maternal illnesses.
Social causes include:
poverty, maternal malnutrition, domestic violence, lack of access to prenatal care
Behavioral causes include:
drug use (smoking, alcohol, etc)
Educational causes include:
parental cognitive delays without support, lack of preparation for parenthood

Perinatal:
Biomedical causes include:
neonatal disorders, birth injury, and premature births
Social causes include:
lack of access to birth care
Behavioral causes include:
parent failure to provide caregiving or abandonment
Educational causes include:
lack of referral for intervention services

Postnatal:
Biomedical causes include:
malnutrition, seizure disorders, degenerative disorders, traumatic brain injury
Social causes include:
lack of stimulation and impaired caregivers, poverty, institutionalization, chronic family illness
Behavioral causes include:
abuse and neglect, violence, social deprivation, difficult child behaviors, and unsafe environment and measures to provide safety
Educational causes include:
lack of family support and special education services, delayed diagnosis of disability, impaired parenting

(Heward, Alber-Morgan, & Konrad, 2017, p. 122)

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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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-Start with baseline data to determine student's current level of understanding and their performance. This will help safe instructional targets.
-Help students break content learning objectives down into smaller tasks.
-Frequent assessment and data collection of student's level to shape instruction.
-Frequent opportunities for independent work with guidance.
-Use of fluency-building activities.
-Systematic responses for student performance such as instructional feedback, error correction, and contingent reinforcement.
-Scaffholding to provide support for students to respond naturally, that will fade over time.

(Heward, Alber-Morgan, & Konrad, 2017, p. 129)

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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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#1 Lack of correlation in student's academic achievement and intellectual ability.
#2 The struggles a student is having are not related to another known condition that may cause the problem.
#3 The student requires special education services.

(Heward, Alber-Morgan, & Konrad, 2017, p. 144)

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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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Children and youth with learning disabilities may have one or more of the following characteristics: low self-efficacy, behavior problems, poor social skills, underachievement in math, written language problems, reading problems, hyperactivity, cognitive problems, memory problems, and issues perceiving and processing visual and auditory information. These children and youth may also have issues with focusing and language acquisition.

(Heward, Alber-Morgan, & Konrad, 2017, p. 146)

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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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Research points to variety of potential causes, which may differ per person. Some suspected causes are as follows: brain damage, central nervous system damage, hereditary, environment or child's living conditions. Although in most cases the cause is unknown.

(Heward, Alber-Morgan, & Konrad, 2017, p. 153)

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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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There are various educational placement alternatives for students with learning disabilities. Yet, it is essential that students are in the least restrictive environment.

Some of the following may be used:
Separate classroom/resource class: which has a special education teacher with fewer students. Students will have a more individualized learning experience, and will have specific resources and staff to support their instruction.
General education classroom: with a consultant teacher or special education teacher to help provide modifications or supports for students with disabilities to have success.

(Heward, Alber-Morgan, & Konrad, 2017, p. 172-174)

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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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There are two main factors and a complex pathway of risks.
1. Biological factors including brain disorders, temperament, and genetics.
2. Environmental factors including the child's home, school, and community.

(Heward, Alber-Morgan, & Konrad, 2017, p. 191)

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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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The key components in defining emotional disturbance or behavioral disorders are the following:
-An inability to learn which cannot be explained by intellectual, sensory, and health factors.
-Students are unable or struggle to maintain and build relationships with peers or their teacher.
-Inappropriate behavior or feelings during normal circumstances.
-They experience unhappiness or depression frequently.
-They develop physical symptoms or fears that pertain to personal or school issues.

(Heward, Alber-Morgan, & Konrad, 2017, p. 181)

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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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The characteristics associate with this disability are some of the following:
-Externally this may look like noncompliance, destruction of property, getting out of their seat, yelling, arguing, stealing, lying, fighting, complaining and ignoring the teacher
-Internally this may look like severe anxiety, mood disorders, minimal social interactions, depression, unreasonably fearful, and can complain of being sick and or hurt.

(Heward, Alber-Morgan, & Konrad, 2017, p. 183)

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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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Students with emotional disturbance or behavior disorder have educational placement alternatives. While LRE is preferred for all students, some need a more restrictive environment for safety concerns.  They may end up in residential facilities, resource rooms, home or hospital placements, special schools, or separate classrooms.

(Heward, Alber-Morgan, & Konrad, 2017, p. 211)