Learning learning disabilities pre-test

An inability to learn which cannot be explained by intellectual, sensory, or health factorsAn inability to build or maintain interpersonal relationships with peers or adultsInappropriate types of behavior or feelings under normal circumstances

After intensive remediation reading progress madeLeft and became self supporting

More common in males than females

A disorder in one or more of the basic psychological processes

...

Learning disability

Less than 1%

Conduct disorder, anxiety, and depression

Drug abuse by the mother, which can cause Fetal alcohol syndrome.

experimentation with materials

positive behavior support

non-discriminatory education

Academic problems

Biological disorders and disease, bullying experiences in school, and dysfunctional family relationships.

hidden curriculum agenda

CHIP

Evaluating their child for special education servicesDetermining accommodations or modifications for their childDetermining their child's initial placement for special education services

Low-income households

Academic and social benefits

Full inclusion

Brown v. Board of Education

At least once a year

Allowing parents to gain monetary damages if actions taken by the school are unfavorable to themAllowing parents a legal means to ensure the IEP is implemented for their studentinforming parents what will happen with their child's education

Federal legislation and court cases

-They don't draw undue attention to the student -They are effective for all students -They allow classroom activities to proceed without interuption.

self-control

To manage a behavior crisis as it occurs

underlying mental disorder

Grabbing another student's pencil

The student leaves a game that he or she is losing.

How often a target behavior occurs

Conducting meetings between general and special education teachersPlanning experiences in the general classroom that will decrease student anxiety

General and special education teachers are trained to collaborate effectively.

speech impartments

Do teachers agree students are learning in the least restrictive environment?

It fosters independence and responsibility.

Small group instruction

before instruction and after instruction

Examining student products.student portfolios

-curriculum to be used -criteria for success -person responsible for student learning

praise during a goal

small group cooperative learning

Making predictions about the story, summarizing the story, make up questions about the story while reading, and construct an internal visual representation of the story

gives examples for progress made at certain stages

45 emotional disabilities

biophysical

cooperative teaching or mainstreaming model

cooperative learning

Providing expertise around adaptations

Covert self-talk

adapt gross motor

Emphasizing doing away with undesired behavior -Measure performance daily -Calculate rates of response

RitalinCylertDexedrine

One teacher provides instruction to the larger group, while the other teacher works with a smaller group. Commonly used for remediation or enrichment,

The lesson is divided into segments & presented in different locations in the room.

Each teacher presents a different portion of the lesson, with groups rotating to the different stations.

Both teachers share the instructional activities equally.

Instruction is planned together, but is delivered by each teacher separately to half of the class.

Autism means adevelopmental disability significantly affecting verbal and nonverbalcommunication and social interaction, generally evident before age 3, thatadversely affects a child's educational performance.

Other characteristicsoften associated with autism are engagement in repetitive activities andstereotyped movements, resistance to environmental change or change in dailyroutines, and unusual responses to sensory experiences. The term does not applyif a child's educational performance is adversely affected primarily becausethe child has an emotional disturbance, as defined in paragraph (b)(4) of thissection. (ii) A child who manifests the characteristics of"autism" after age 3 could be diagnosed as having "autism"if the criteria in paragraph (c)(1)(i) of this section are satisfied.

Deaf-blindness means concomitant hearing andvisual impairments, the combination of which causes such severe communicationand other developmental and educational needs that they cannot be accommodatedin special education programs solely for children with deafness or childrenwith blindness.

Deafness means a hearing impairment that is sosevere that the child is impaired in processing linguistic information throughhearing, with or without amplification, that adversely affects a child'seducational performance.

Emotional disturbance is defined as follows: The term means a conditionexhibiting one or more of the following characteristics over a long period oftime and to a marked degree that adversely affects a child's educationalperformance: (A) An inability to learn thatcannot be explained by intellectual, sensory, or health factors.

(B) An inability to build or maintain satisfactoryinterpersonal relationships with peers and teachers. (C) Inappropriate types of behavior or feelings under normalcircumstances. (D) A general pervasive mood of unhappiness or depression.(E) A tendency to develop physical symptoms or fearsassociated with personal or school problems. (ii) The term includes schizophrenia.

The term does not applyto children who are socially maladjusted, unless it is determined that theyhave an emotional disturbance.

Hearing impairment means an impairment in hearing,whether permanent or fluctuating, that adversely affects a child's educationalperformance but that is not included under the definition of deafness in this

Mental retardation means significantly subaveragegeneral intellectual functioning, existing concurrently with deficits inadaptive behavior and manifested during the developmental period, thatadversely affects a child's educational performance.

Multiple disabilities means concomitantimpairments (such as mental retardation-blindness, mentalretardation-orthopedic impairment, etc.), the combination of which causes suchsevere educational needs that they cannot be accommodated in special educationprograms solely for one of the impairments.

The term does not include deaf-blindness.

Orthopedic impairment means a severe orthopedicimpairment that adversely affects a child's educational performance. The termincludes impairments caused by congenital anomaly (e.g.

, clubfoot, absence ofsome member, etc.), impairments caused by disease (e.g., poliomyelitis, bonetuberculosis, etc.

), and impairments from other causes (e.g., cerebral palsy,amputations, and fractures or burns that cause contractures).

Other health impairment means having limitedstrength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that- Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficithyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia; and (ii) Adversely affects a child's educational performance.

Specific learning disability is defined asfollows: General. The term meansa disorder in one or more of the basic psychological processes involved inunderstanding or in using language, spoken or written, that may manifest itselfin an imperfect ability to listen, think, speak, read, write, spell, or to domathematical calculations, including conditions such as perceptualdisabilities, brain injury, minimal brain dysfunction, dyslexia, anddevelopmental aphasia.

(ii) Disorders not included. The term does not includelearning problems that are primarily the result of visual, hearing, or motordisabilities, of mental retardation, of emotional disturbance, or ofenvironmental, cultural, or economic disadvantage.

Speech or language impairment means acommunication disorder, such as stuttering, impaired articulation, a languageimpairment, or a voice impairment, that adversely affects a child's educationalperformance.

Traumatic brain injury means an acquired injuryto the brain caused by an external physical force, resulting in total orpartial functional disability or psychosocial impairment, or both, thatadversely affects a child's educational performance. The term applies to openor closed head injuries resulting in impairments in one or more areas, such ascognition; language; memory; attention; reasoning; abstract thinking; judgment;problem-solving; sensory, perceptual, and motor abilities; psychosocialbehavior; physical functions; information processing; and speech.

The term doesnot apply to brain injuries that are congenital or degenerative, or to braininjuries induced by birth trauma.

Visual impairment including blindness means animpairment in vision that, even with correction, adversely affects a child'seducational performance. The term includes both partial sight and blindness.