https://padlet.com/stephaniemetzger/6modcmee55f5pcdb Feburary 3, 2021 en-us 2021-02-04 02:27:53 UTC 2021-03-03 00:27:12 UTC hello@padlet.com stephaniemetzger https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1161729714 Heward, W. L., Alber Sheila René, & 
     Konrad, M. (2017). Exceptional
     children: an introduction to   
     special education. Boston: 
     Pearson.]]> 2021-02-04 02:35:14 UTC https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1161729714 stephaniemetzger https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174168701 #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)]]> 2021-02-07 18:46:16 UTC https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174168701 stephaniemetzger https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174169196 -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)]]> 2021-02-07 18:46:31 UTC https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174169196 stephaniemetzger https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174169361 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)]]> 2021-02-07 18:46:36 UTC https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174169361 stephaniemetzger https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174169558 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)]]> 2021-02-07 18:46:43 UTC https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174169558 stephaniemetzger https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174169761 -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)]]> 2021-02-07 18:46:49 UTC https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174169761 stephaniemetzger https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174169956 #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)]]> 2021-02-07 18:46:55 UTC https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174169956 stephaniemetzger https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174170117 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)]]> 2021-02-07 18:47:01 UTC https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174170117 stephaniemetzger https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174170309 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)]]> 2021-02-07 18:47:07 UTC https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174170309 stephaniemetzger https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174170560 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)]]> 2021-02-07 18:47:13 UTC https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174170560 stephaniemetzger https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174170737 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)]]> 2021-02-07 18:47:18 UTC https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174170737 stephaniemetzger https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174170900 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)]]> 2021-02-07 18:47:24 UTC https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174170900 stephaniemetzger https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174171049 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)]]> 2021-02-07 18:47:29 UTC https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174171049 stephaniemetzger https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174171218 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)]]> 2021-02-07 18:47:35 UTC https://padlet.com/stephaniemetzger/6modcmee55f5pcdb/wish/1174171218