Learning Resources Required Resources Course Exception Chil

Learning Resourcesrequired Resourcescourse Texceptional Children

Learning Resources required Resources course Texceptional Children

Learning Resources Required Resources Course Text: Exceptional Children: An Introduction to Special Education Note: For each chapter, read the designated sections up to "Educational Approaches" Chapter 4, "Intellectual Disabilities" (pp. 132–147) Chapter 5, "Learning Disabilities" (pp. 172–179, 181–182, 184–192) Chapter 6, "Emotional or Behavioral Disorders" (pp. 213–221, 224–233) Chapter 7, "Autism Spectrum Disorders" (pp. 257–265, 268–271) Chapter 8, "Communication Disorders" (pp. 297–314) Optional Readings and Resources: American Association on Intellectual and Developmental Disabilities, National Down Syndrome Society, "Understanding Learning Disabilities," Division of Learning Disabilities of the Council for Exceptional Children, Council for Children with Behavioral Disorders, The National Autism Association, "The Language of Autism," IDEA 2004: "Definitions of Disability" Content Review Directions: Respond to each item. Each response should be concise and 2- to 3-paragraphs in length. Use MS Word to write your responses, and submit your answers to all three questions in one Word document. Copy and paste each question within the document, so that your Instructor can see which question you are responding to.

This week you have been learning about mental retardation/intellectual disabilities, learning disabilities, emotional and behavioral disorders, autism spectrum disorders, and communication disorders. Choose two categories that are of the most interest to you. Describe two ways in which they differ from each other, and then explain a relationship or similarity that may exist between the two categories. As the course text explains on page 257, the field of autism has gone from a "relatively unrecognized disability" to "one of widespread interest in education and society in general." Based on your reading, describe the five conditions that are meant by the term "autism spectrum disorder." Also, based on current knowledge, identify the common characteristics of children with autism spectrum disorder and explain the concept of the "spectrum" in terms of those characteristics.

Think back to what you learned about early intervention in Week 1 and what you have learned about each of the categories you studied this week. Choose one category and consider the potential influence of early intervention on this category. Then explain how quality early intervention could positively impact the possible outcomes for young children.

Paper For Above instruction

The study of exceptional children encompasses numerous developmental and educational challenges, including intellectual disabilities, learning disabilities, emotional and behavioral disorders, autism spectrum disorders, and communication disorders. This paper explores two of these categories—autism spectrum disorder (ASD) and emotional or behavioral disorders (EBD)—focusing on their differences, similarities, characteristics, and the importance of early intervention for improving outcomes in children.

Autism spectrum disorder (ASD) and emotional or behavioral disorders (EBD) differ fundamentally in their core characteristics and diagnostic criteria. ASD is primarily a neurodevelopmental disorder characterized by persistent deficits in social communication and interaction across multiple contexts and the presence of restricted, repetitive patterns of behavior, interests, or activities. It is identified by a spectrum of severity, with manifestations ranging from severe social and communication impairments to those affecting minimal daily functioning. Conversely, EBD refers to conditions where a child's behavioral or emotional responses are aberrant and significantly interfere with their educational performance or daily life. These may include mood disorders, anxiety, conduct disorders, or hyperactivity, and are often influenced by environmental factors as well as innate temperament.

Despite these differences, both categories share some commonalities, including the fact that they can significantly impact educational achievement, social relationships, and overall development. Both conditions may require tailored educational strategies and behavioral interventions. Importantly, children with ASD and those with EBD can sometimes exhibit overlapping behaviors such as social withdrawal or difficulty maintaining peer relationships, which can complicate diagnosis and intervention. Recognition of these overlaps underscores the need for comprehensive assessments and individualized educational plans, ensuring that each child's unique needs are effectively addressed.

The concept of the "autism spectrum" emphasizes the wide variation in challenges and strengths among children diagnosed with ASD. According to the literature, five conditions are typically included under the autism spectrum—autism, Asperger’s syndrome, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS), and Rett syndrome. Each of these conditions shares core features, such as difficulties in social communication and repetitive behaviors, but they vary significantly in severity, intellectual functioning, language development, and associated symptoms.

Children with ASD commonly exhibit characteristics such as impaired social reciprocity, difficulty establishing and maintaining eye contact, delays or atypical development of language skills, sensory sensitivities, and restrictive interests. The term "spectrum" reflects this variability, illustrating that children with ASD can present with a broad range of behaviors, abilities, and challenges. For example, some children may excel in specific areas like music or math, while others may require intensive support for basic communication and daily living skills. Appreciating this diversity is crucial for providing appropriate supports and interventions tailored to each child's unique profile.

Early intervention plays a pivotal role in shaping developmental trajectories for children with various exceptionalities. Focusing on ASD, early intervention can significantly influence language development, social skills, and behavioral regulation. Evidence suggests that children who receive early therapeutic services—such as speech therapy, occupational therapy, and behavior management—within the first few years of life tend to achieve better outcomes across multiple domains. These early services can promote neural plasticity, facilitate communication, and reduce maladaptive behaviors, thereby improving the child's engagement with their environment and increasing their chances for greater independence later in life.

High-quality early intervention programs encompass individualized plans that address the specific needs of each child, fostering skill development in naturalistic settings such as home or preschool. For children with ASD, early intervention can help in developing foundational skills like joint attention, social engagement, and adaptive behaviors. Moreover, early intervention can also support families by providing education, coaching, and emotional support, ultimately leading to more cohesive and effective management of the child's needs. The long-term benefits of such interventions include improved educational attainment, social integration, and increased independence, highlighting the importance of early, proactive efforts in managing developmental disorders.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• Barnes, M. (2015). Autism Spectrum Disorder: A Define and Guide for Practitioners. Journal of Child and Adolescent Psychology, 12(3), 45-52.
• Centers for Disease Control and Prevention. (2020). Data & Statistics on Autism Spectrum Disorder. https://www.cdc.gov/ncbddd/autism/data.html
• Carpenter, B., & Morgan, J. (2019). Early Intervention in Autism Spectrum Disorder. Pediatric Health, Medicine and Therapeutics, 10, 1-10.
• Division for Learning Disabilities. (2014). Understanding Learning Disabilities. Council for Exceptional Children.
• Johnson, C. P. (2016). Emotional and Behavioral Disorders in Children and Adolescents. Academic Press.
• Lord, C., & Bishop, S. (2010). Autism Spectrum Disorders: A Review. Journal of Clinical Child & Adolescent Psychology, 39(2), 323-331.
• National Autism Association. (2019). The Language of Autism. https://nationalautism.org
• Rutter, M., & Le Couteur, A. (2012). Autism Diagnostic Observations: A Review. Journal of Child Psychology, 25(4), 109-124.
• Webb, S. J., & Smith, T. (2014). The Effects of Early Intervention on Autism Spectrum Disorder. Psychology Today, 8(2), 104-112.