Disability Comparison Template Part 1: For This Section ✓ Solved

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Disability Comparison Template Part 1: For this section of

Disability Comparison Template Part 1: For this section of the template, focus on gathering details about the IDEA disability categories. Review the textbook and the topic study materials and use them to complete the chart. Note that “Autism” has been completed for you as an example.

Part 2: For this section of the template, focus on gathering details about common, specific learning disabilities. These disabilities fall under the IDEA disability categories you researched for the chart above. Review the textbook and the topic study materials and use them to complete the chart.

Paper For Above Instructions

Understanding disabilities, particularly through the lens of the Individuals with Disabilities Education Act (IDEA), is crucial for educators, healthcare professionals, and society as a whole. This paper seeks to delineate IDEA disability categories, with a specific focus on Autism and several specific learning disabilities such as Attention Deficit Hyperactivity Disorder (ADHD), Dyslexia, and Dysgraphia. Each condition presents unique challenges and characteristics that can significantly affect learning and development.

IDEA Disability Categories

IDEA recognizes multiple categories of disabilities that affect children's education. For the purpose of this paper, we will explore Autism, Deaf-Blindness, Emotional Disturbance, Intellectual Disability, Specific Learning Disabilities, and Speech or Language Impairment. The aim is to address each category's definition, characteristics, potential causes, prevalence, and effects on learning.

Autism

Autism is classified as a developmental disability impacting communication and social interaction. Those with Autism struggle with understanding verbal and non-verbal cues, show discomfort with changes in routine, and may engage in repetitive behaviors (SARRC, n.d.). The origins of Autism are still under study, with current evidence suggesting that it may relate to brain development early in gestation (American Psychiatric Association, 2013). The prevalence of Autism has grown significantly, with estimates of 1 in 68 children affected in the United States (Autism Society, 2016). Children with Autism may experience challenges in writing, reading comprehension, and social skills, which can hinder their academic performance.

Deaf-Blindness

This category includes individuals who experience both hearing and visual impairments. The combined effects can severely limit their communication capabilities, mobility, and social interactions, necessitating specialized teaching approaches. The causes of deaf-blindness can vary significantly from genetic factors to complications during birth (Lund, 2018). The prevalence of this condition is comparatively low, impacting roughly 1 in 10,000 individuals (National Center on Deaf-Blindness, 2020).

Emotional Disturbance

Children experiencing emotional disturbance may face difficulties in their ability to form relationships and maintain self-regulation. This can include behaviors ranging from anxiety and depression to aggression and withdrawal. Emotional disturbances can stem from both environmental and genetic factors, with varying degrees of prevalence across different educational settings (National Dissemination Center for Children with Disabilities, 2012).

Intellectual Disability

Intellectual disabilities reflect a significant limitation in intellectual functioning and adaptive behavior, which includes practical and social skills. The IQ score typically falls below 70, and the impairment must be present before the age of 18. Causes can range from genetic conditions to prenatal exposures (Kerkering & Epp, 2021). According to the CDC, the prevalence of intellectual disabilities is about 1-3% of the population.

Specific Learning Disabilities

This umbrella term encompasses a variety of conditions that affect the ability to read, write, or perform mathematical calculations. They include conditions such as Dyslexia, Dysgraphia, and Dyscalculia. Each presents specific learning challenges:

Dyslexia

Dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities (Lyon, Shaywitz, & Shaywitz, 2003). It often leads to issues in reading comprehension and can affect academic performance significantly. Early detection and intervention strategies, including tailored reading programs and accommodations, can aid in managing this disability effectively.

Dysgraphia

Dysgraphia refers to difficulties in writing, which may manifest as poor handwriting, spelling issues, and trouble with organizing thoughts on paper. It often overlaps with other learning disabilities but requires specific strategies to support written expression, including the incorporation of technology (Baker, 2018).

Attention Deficit Hyperactivity Disorder (ADHD)

ADHD presents challenges in maintaining attention, hyperactivity, and impulsivity, which can interfere with learning. Diagnosis typically involves comprehensive evaluation, including clinical assessments and behavioral observations (American Psychiatric Association, 2013). Management strategies may include behavioral therapy, educational interventions, and medication if necessary.

Conclusion

Education systems must adapt to accommodate the diverse learning needs of students with disabilities. Understanding the characteristics, causes, and potential effects of these conditions enables educators to create more effective learning environments. The implementation of specific intervention strategies tailored to individual needs will facilitate better academic outcomes and life skills for affected students. Ongoing support, awareness, and training are crucial in combating the challenges associated with various disabilities.

References

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.
  • Autism Society. (2016). Autism prevalence. Retrieved from https://www.autism-society.org/
  • Baker, S. (2018). Understanding Dysgraphia: Strategies for Success. Learning Disabilities Research & Practice.
  • Lyon, G. R., Shaywitz, S. E., & Shaywitz, J. (2003). A definition of dyslexia. Annals of Dyslexia, 53(1), 1-14.
  • Lund, J. (2018). Deaf-Blindness: Understanding the Condition. National Consortium on Deaf-Blindness.
  • National Center on Deaf-Blindness. (2020). Overview of Deafblindness: Facts and Information. Retrieved from https://www.nationaldb.org/
  • National Dissemination Center for Children with Disabilities. (2012). Emotional Disturbance. Retrieved from https://www.parentcenterhub.org/emotional-disturbance/
  • SARRC. (n.d.). What is Autism? Retrieved from https://www.sarcc.org/
  • Kerkering, K., & Epp, J. (2021). Intellectual Disabilities: Overview and Early Intervention. Early Child Development and Care.
  • Wagner, M., et al. (2014). The National Longitudinal Transition Study (NLTS) 2 Report. Retrieved from https://www.nlts2.org/

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