https://padlet.com/rileyper/s9w7ji0fj7fg LAI 474 Disabilities Project en-us 2019-10-17 17:58:44 UTC 2019-10-19 01:04:31 UTC hello@padlet.com rileyper https://padlet.com/rileyper/s9w7ji0fj7fg/wish/399191422 Children who are functioning at least 25% below their chronological or adjusted age, in one or more of the following areas:
a. cognitive development 
b. physical development (including fine motor skills, gross motor skills, vision, and hearing
c. communication development
d. social or emotional development]]> 2019-10-17 18:03:41 UTC https://padlet.com/rileyper/s9w7ji0fj7fg/wish/399191422 rileyper https://padlet.com/rileyper/s9w7ji0fj7fg/wish/399193705 Behavioral disorders that interfere with the acquisition of developmental skills]]> 2019-10-17 18:07:07 UTC https://padlet.com/rileyper/s9w7ji0fj7fg/wish/399193705 rileyper https://padlet.com/rileyper/s9w7ji0fj7fg/wish/399194864 Developmental delay is a very vague category. Professionals often place students in this category when it's clear that there is something wrong with a child's development, but they don't want to incorrectly identify another specific disability]]> 2019-10-17 18:09:02 UTC https://padlet.com/rileyper/s9w7ji0fj7fg/wish/399194864 rileyper https://padlet.com/rileyper/s9w7ji0fj7fg/wish/399196547 An estimated 15% of children age 3-17 in the United States have at least one developmental delay.
However, less than one-fifth of those children receive intervention services before age 3.
3-4% of students are diagnosed with developmental delay.]]> 2019-10-17 18:11:38 UTC https://padlet.com/rileyper/s9w7ji0fj7fg/wish/399196547 rileyper https://padlet.com/rileyper/s9w7ji0fj7fg/wish/399198620 1) A child who is not speaking by age 3 ; specifically, not stringing words together or making short sentences.
2) A significant lag in a child's physical, cognitive, behavioral, emotional, or social development, as assessed by a physician, therapist, early intervention specialist, or other trained professional. 
3) A child that is not crawling by 12 months old, or is not walking before the end of their second year.
4) Children with muscles who are too limp or too tight (low or high tone)
5)Abnormalities in reflexes (too slow, too fast, or absent)]]> 2019-10-17 18:15:03 UTC https://padlet.com/rileyper/s9w7ji0fj7fg/wish/399198620 rileyper https://padlet.com/rileyper/s9w7ji0fj7fg/wish/399206331 General delays in their development. Yes, this is vague. It is vague because: 
1) Professionals are hesitant to assign a potentially incorrect disability label to the child
OR
2) They may believe that the child is just developing slowly and will catch up to peers on critical development markers.

As children get older, the percentage who are considered to have developmental delay decreases, as they are assigned to specific disability categories once it is known how to categorize them.]]> 2019-10-17 18:27:29 UTC https://padlet.com/rileyper/s9w7ji0fj7fg/wish/399206331 rileyper https://padlet.com/rileyper/s9w7ji0fj7fg/wish/399209279 1) Task Analytic Instruction- step-by-step teaching for a chain of responses to complete an activity 
2) Discrete Responses- responses that consist of a single step- Thus, simplifying the response method and making It easier for all students to be able to respond.
3) Time delay-  increasing amounts of time are systematically inserted between the task direction and the controlling prompt to create a near errorless procedure. 
4) Direct Instruction- explicit teaching of a skill-set using lectures or demonstrations of the material to students.-Important as it allows teachers to easily differentiate instruction]]> 2019-10-17 18:32:25 UTC https://padlet.com/rileyper/s9w7ji0fj7fg/wish/399209279 rileyper https://padlet.com/rileyper/s9w7ji0fj7fg/wish/399217409 Bryant, D. P., Bryant, B. R., & Smith, D. D. (2017). Teaching Students with Special Needs in Inclusive Classrooms.  Thousand Oaks: California.

Head, C., Flores, M., & Shippen, M. (2018). Effects of direct instruction on reading comprehension for individuals with autism or developmental disabilities. Education and Training in Autism and Developmental Disabilities, 53(2), pp.176-191. Retrieved from http://web.a.ebscohost.com.gate.lib.buffalo.edu/ehost/pdfviewer/pdfviewer?vid=3&sid=acec99c8-16ae-4bc8-9a69-b2443caeaa2a%40sdc-v-sessmgr01

Longe, J. (2016). Developmental delay. The Gale Encyclopedia of Psychology, 1(3), Retrieved from https://go-gale-com.gate.lib.buffalo.edu/ps/i.do?p=HWRC&u=sunybuff_main&id=GALE%7CCX3631000217&v=2.1&it=r

Spooner, F., Knight, V., Browder, D., & Smith, B. (2012). Evidence-Based practice for teaching academics to students with severe developmental disabilities. Journal of Remedial and Special Education, 33(6), pp. 374-387. Retrieved from https://journals-sagepub-com.gate.lib.buffalo.edu/doi/pdf/10.1177/0741932511421634

Vitrikas, K., Savard, D., & Bucaj, M. (2017). Developmental delay: When and how to screen. American Family Physician, 96(1), Retrieved from https://www.aafp.org/afp/2017/0701/p36.html



]]> 2019-10-17 18:46:44 UTC https://padlet.com/rileyper/s9w7ji0fj7fg/wish/399217409