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Intellectual Disability - Lisa Walden- Alston

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Intellectual Disability - Lisa Walden- Alston

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Intellectual disability, formerly labeled “mental retardation,” is defined by the Individuals with Disabilities Education Act (IDEA) as “significantly subaverage general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.” There are two key components within this definition: a student’s IQ and his or her capability to function independently, usually referred to as adaptive behavior.
An IQ below 70 to 75 indicates an intellectual disability, according to the National Dissemination Center for Children with Disabilities (called NICHCY). The deficits in “adaptive behavior” cited by IDEA prove trickier to evaluate. Factors considered include the ability to comprehend and participate in a conversation, to understand and follow social norms and to perform activities such as getting dressed and using the restroom.
Obviously, an intellectual disability creates many educational challenges that must be overcome. These include:

Trouble understanding new concepts

Inappropriate behavior

Limited vocabulary

Difficulty accomplishing complex

Educating individuals with intellectual disabilities requires awareness and much patience. Awareness involves a conscious effort to choose activities and words wisely. For instance, if a student demonstrates artistic talent, encourage him or her by providing assignments geared towards this skill set. Parents can help by suggesting related activities that their children can pursue as hobbies.

Source-
https://www.specialeducationguide.com/disability-profiles/intellectual-disability/

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Specific Learning Disability - Lisa Walden Alston

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Specific Learning Disability - Lisa Walden Alston

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Defined as a specific learning disability as “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations.” This disability category includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia (a type of language disorder).specific learning disabilities commonly affect skills in the areas of:

Reading (called dyslexia)

Writing (called dysgraphia)

Listening

Speaking

Reasoning

Math (called dyscalculia)

Educational Challenges include:

Difficulty reading out loud

Poor reading comprehension

Struggling to write papers and essays

Trouble understanding lectures

Difficulty holding a pencil

Don’t let the term “learning disabilities” mislead you, teachers and parents. Rooted within this term is a common assumption that children with learning disabilities can’t learn. NICHCY proposes otherwise, stating, “Children with learning disabilities are not ‘dumb’ or ‘lazy.’ In fact, they usually have average or above average intelligence. Their brains just process information differently.”

source-
https://www.specialeducationguide.com/disability-profiles/specific-learning-disabilities/

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Multiple Disabilities - Lisa Walden-Alston

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Multiple Disabilities - Lisa Walden-Alston

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According to the Individuals with Disabilities Education Act’s (IDEA), multiple disabilities refers to “concomitant [simultaneous] impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments.
Given the numerous disability category combinations possible, the designation multiple disabilities encompasses a broad range of traits. However, the National Dissemination Center for Children with Disabilities (usually referred to as NICHCY) lists several common characteristics, including hampered speech and communication skills, challenges with mobility and a need for assistance in performing everyday activities. It’s also worth noting that medical conditions such as seizures and “water on the brain” (hydrocephalus) can accompany multiple disabilities.
Common educational challenges revolve around the following issues:

Finding a setting suitable to the child’s intelligence level,
A child’s ability to effectively communicate with teachers, support staff and peers
A student’s capability to function in the classroom
Assessing and compensating for visual or hearing impairments.
Its important to stay mindful about medical conditions can assist with classroom placement, as can being aware of a student’s intelligence level.

Source-
https://www.specialeducationguide.com/disability-profiles/multiple-disabilities/

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Intellectual Disability   - Lisa Walden-Alston

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Intellectual Disability   - Lisa Walden-Alston

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Defined as,“significantly sub-average general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.” An IQ below 70 to 75 indicates an intellectual disability, according to the National Dissemination Center for Children with Disabilities (called NICHCY). The deficits in “adaptive behavior” cited by IDEA prove trickier to evaluate.
Obviously, an intellectual disability creates many educational challenges that must be overcome. These include:

Trouble understanding new concepts

Inappropriate behavior

Limited vocabulary

Difficulty accomplishing complex

Educating individuals with intellectual disabilities requires awareness and much patience. Awareness involves a conscious effort to choose activities and words wisely.

Source~
https://www.specialeducationguide.com/disability-profiles/intellectual-disability/

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Kids with a diagnosis of deaf-blindness have both severe hearing and vision loss.  About half of individuals with deaf-blindness in the United States have a genetic condition called Usher Syndrome. In these cases a child may be born deaf, hard of hearing or with normal hearing; eventually, however, he or she loses both vision and hearing.The educational challenges related to deaf-blindness vary based upon a student’s individual needs. Two main areas of education affected by deaf-blindness are reading and communicating, creating the following potential issues:

Understanding classroom lectures

Participating in class discussions

Presenting oral reports

Fulfilling reading

Touch cues involve touching your child in a consistent way to effectively communicate; for instance, a pat on the shoulder lets your son or daughter know, “Good job.” Sharing such cues with your child’s teacher should assist in improving communication in the classroom.
Source-
https://www.specialeducationguide.com/disability-profiles/deaf-blindness/