Dealing With Death And Dying

Dealing With Death And Dyinghtmldisability Grid2 Fieldwork Hourside

Dealing With Death And Dyinghtmldisability Grid2 Fieldwork Hourside

Dealing with Death and Dying.html Disability Grid (2 fieldwork hours) IDEA provides definitions of the 13 disability categories. Federal definitions guide how states define who is eligible for a free appropriate public education under IDEA. The purpose of this assignment is for candidates to familiarize themselves with the 13 categories of disabilities as defined by IDEA and Developmental Delay according to ISBE. Candidates will review the disability category definitions at and . Candidates will research potential barriers and challenges for students with disabilities in the classroom and identify strategies and supports that help to minimize these challenges and barriers.

Candidates are encouraged to interview educators about how to support students in the classroom. Candidates will complete the disability by stating the federal definition of each category and listing characteristics, challenges, barriers, and supports and strategies for each category. This assignment will be graded using a rubric. SPE MAT candidates will build on this grid in other courses throughout the program. What are high-incidence disabilities and describe the prevalence?

What are low-incidence disabilities and describe the prevalence? Disability Category (State the federal definition for each category) Characteristics Including Strengths (i.e. Determination can be a strength) Challenges and Barriers Strategies and Supports 1. Autism 2. Deaf-Blindness 3. Deafness 4. Emotional Disturbance 5. Hearing Impairment 6. Intellectual Disability 7. Multiple Disabilities 8. Orthopedic Impairment 9. Other Health Impairment 10. Specific Learning Disability 11. Speech or Language Impairment 12. Traumatic Brain Injury 13. Visual Impairment Including Blindness Developmental Delay Retirement.html Health and Wellness Physical Changes.html Cultural Differences.html

Sample Paper For Above instruction

Introduction

Understanding the diverse categories of disabilities as defined by the Individuals with Disabilities Education Act (IDEA) is essential for educators, administrators, and policymakers committed to providing equitable educational opportunities. This paper aims to elaborate on each of the 13 disability categories, highlighting their federal definitions, common characteristics, strengths, challenges, barriers, and recommended strategies and supports. By doing so, it seeks to foster a comprehensive understanding necessary for supporting students with disabilities effectively in educational settings.

High-Incidence and Low-Incidence Disabilities

High-incidence disabilities are those that occur frequently within the student population, accounting for the majority of special needs cases. These include specific learning disabilities, speech or language impairments, and mild intellectual disabilities, which collectively constitute a significant portion of students receiving special education services (McLesky & Caleche, 2018). Conversely, low-incidence disabilities are rarer and typically require specialized training and resources; they include deaf-blindness, traumatic brain injury, and multiple disabilities (Koller & Wilgus, 2020). The prevalence rates for high-incidence disabilities indicate that approximately 13% of students receiving special education services have specific learning disabilities, while low-incidence disabilities occupy a smaller but equally critical segment of the student population, necessitating tailored interventions and support mechanisms.

Disability Categories and Their Characteristics

1. Autism Spectrum Disorder (ASD)

The federal definition describes ASD as a developmental disability significantly affecting communication and social interactions, often accompanied by restrictive behaviors (U.S. Department of Education, 2017). Characteristics include persistent deficits in social reciprocity, communication challenges, and repetitive behaviors. Strengths often noted are intense focus, exceptional memory, and specific talents. Challenges include social integration and adaptive functioning. Strategies such as structured teaching, visual supports, and social skills training have proven effective (Odom et al., 2015).

2. Deaf-Blindness

Deaf-blindness is characterized by concomitant hearing and visual impairments that cause severe communication and developmental barriers (ISBE, 2019). Students face challenges in accessing information and social interactions. Supports include tactile communication methods, assistive technology, and specialized instruction to foster sensory integration and communication skills (Prelock & DeBlase, 2015).

3. Deafness

Deafness involves a hearing impairment that adversely affects educational performance. Characteristics include difficulty in speech, language development, and academic achievement. Strengths may include resilience and adaptability. Supports encompass language-rich environments, sign language instruction, and audiological services (Moores, 2016).

4. Emotional Disturbance (ED)

ED refers to a condition exhibiting behaviors such as depression, anxiety, or aggression that significantly interfere with learning. Students display difficulties in peer relationships and emotional regulation. Strengths might include creativity and persistence. Interventions include counseling, behavior management, and social skills training (Kauffman & Landrum, 2018).

5. Hearing Impairment

This category signifies a reduced ability to hear that impacts educational performance, though not as severe as deafness. Characteristics include speech delays and academic challenges. Supports involve amplification devices, auditory training, and visual supports (Hargreaves, 2017).

6. Intellectual Disability

Defined as significantly below-average intellectual functioning with adaptive behavior deficits. Characteristics include delays in communication, self-care, and social skills. Strengths include determination and adaptability. Supports involve tailored instructional strategies, assistive technologies, and life skills training (Reiss et al., 2015).

7. Multiple Disabilities

This refers to concurrent impairments that interfere with learning, such as physical impairments combined with cognitive disabilities. Students often require multiple tailored supports. Challenges include complex health needs; supports involve collaborative team planning and comprehensive services (Kraus & Neihart, 2017).

8. Orthopedic Impairment

Includes physical disabilities affecting mobility and physical health, such as cerebral palsy or amputations. Characteristics include difficulties with mobility and self-care. Supports include specialized equipment, physical therapy, and accessible environments (Oppmann & Borg, 2018).

9. Other Health Impairment (OHI)

OHI covers chronic health issues like ADHD, asthma, or diabetes impacting alertness and participation. Challenges involve fatigue, medication side effects, and inattentiveness. Supports include flexible scheduling, health management plans, and behavioral strategies (Baker & Patelis, 2016).

10. Specific Learning Disability (SLD)

Characterized by difficulties in reading, writing, or mathematics despite adequate intelligence and instruction. Strengths include problem-solving and creativity. Supports involve specialized instruction, assistive technology, and targeted interventions (Shaywitz & Shaywitz, 2016).

11. Speech or Language Impairment

Defines as communication disorders that interfere with academic achievement or social interaction. Challenges include articulation issues and language comprehension. Supports include speech therapy, visual aids, and social communication strategies (American Speech-Language-Hearing Association, 2018).

12. Traumatic Brain Injury (TBI)

Refers to acquired brain damage from external forces, impacting cognitive, physical, or emotional functioning. Characteristics include memory deficits, attention problems, and emotional lability. Supports encompass cognitive rehabilitation, behavioral therapy, and academic accommodations (Corrigan et al., 2017).

13. Visual Impairment Including Blindness

Involves partial or total vision loss affecting educational access and performance. Students exhibit mobility challenges and difficulty with visual tasks. Supports include Braille, tactile materials, assistive technologies, and orientation and mobility training (Fletcher & Burns, 2018).

Conclusion

Providing effective educational support to students with disabilities requires a nuanced understanding of each category's definitions, characteristics, challenges, and supports. Emphasizing individualized strategies, fostering strengths, and reducing barriers are fundamental to inclusive education. Ongoing collaboration among educators, specialists, and families is essential to meet the diverse needs of students with disabilities and promote their academic and social success.

References

• American Speech-Language-Hearing Association. (2018). Barriers to speech and language development. ASHA Publications.
• Baker, J., & Patelis, T. (2016). Educational strategies for students with health impairments. Journal of Special Education, 50(3), 123-130.
• Corrigan, J. D., et al. (2017). Traumatic Brain Injury in children and adolescents. Pediatric Clinics of North America, 64(6), 1215-1230.
• Fletcher, R., & Burns, S. (2018). Visual impairments and inclusive education. Educational Technology Research, 35(2), 105-118.
• Hargreaves, D. (2017). Auditory support for students with hearing impairments. International Journal of Audiology, 56(8), 547-558.
• Kauffman, J. M., & Landrum, T. J. (2018). Characteristics of Emotional and Behavioral Disorders. Pearson.
• Kraus, T., & Neihart, M. (2017). Support strategies for students with multiple disabilities. Exceptional Children, 84(2), 165-180.
• McLesky, J., & Caleche, B. (2018). Incidence of high-incidence disabilities. Journal of Special Education, 52(4), 237-245.
• Moores, D. (2016). Deafness and educational adaptation. Communication Disorders Quarterly, 37(4), 232-240.
• Reiss, S., et al. (2015). Intellectual disabilities and supportive interventions. Developmental Medicine & Child Neurology, 57(4), 343-349.