Recent Changes

(mild/moderate)
Federal Definition of the Disability – Major Components, Including Incidence and etiology
-Mental retardation occurs before a person is 18 and leads them to have significant sub-average intellectual functioning (IQ 70-75 or below) and limitations in at least two of 10 major activities, such as communication, self-care, and functional academics. - Eric White
Typical Physical Characteristics of the Disability
Health Issues
Katie Moore
limited support;
typically
typically do not non-disabled peers;
often
often have only of deficit;
therefore,
therefore, they are most apparent;
in
in Minnesota, students regular classroom;
they
they typically attain high school;
as
as adults, many, independent employment;
many will marry, have children, and blend rather indistinguishably into the community; for those who achieve total independence, the label of mental retardation is no longer appropriate.
||
http://www.cloudnet.com/~edrbsass/mrcharacteristics.htm
Teaching in today’s inclusive classrooms by Richard M. Gargiulo Debbie Metcalf - Ashley stanton
http://www.rcomo.org/whatismr.htm
TBI
Federal Definition of the Disability – Major Components, Including Incidence and etiology

Since learning disabilities represent such a wide range of students, there is no such thing as a "typical" person with learning disabilities. However, the primary characteristic of a learning disability is a deficit in academic performance. Other attributes can include cognitive difficulties, problems with motor skills, social deficits, hyperactivity, coordination problems, disorders of attention, impulsivity and language deficits. - Eric White
Common Communication and/or Behavior Issues & Needs
Katie Moore
Hyperactivity, Perceptual – Motor Impairments, Emotional Liability, Coordination Problems, Disorders of Attention, Impulsivity, Disorders of Attention, Impulsivity, Disorders of Memory and Thinking, Academic Difficulties, Language Deficits, Equivocal Neurological Signs, Disorders of Attention, Poor Motor Abilities, Psychological Process Deficits and Information-Processing Problems, Lack of Cognitive Strategies Needed for Efficient Learning, Oral Language Difficulties, Written Language Problems Quantitative Disorders, Social Skills Defects
||
References
“Teaching in Today’s Inclusive Classrooms,” Metcalf and Gargiulo
Students who are deaf or/hard of hearing may have recurring ear infections, may wear hearing aids, may move about the class to get closer to the sound source, or may be physically uncoordinated in some activities. - Eric White
Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
Katie Moore
“Findings suggest that intellectual development for people with a hearing impairment is more a function of language development than cognitive ability.” “Low achievement is characteristic of students who are deaf (Geers, 2006); they average three to four years below their age-appropriate grade levels. Even students with mild to moderate hearing losses achieve below expectations based on their performance on tests of cognitive abilities (Williams & Finnegan, 2003).”
Indicators of Possible Hearing Impairment in Children
Daydreaming or frequently inattentive
Impaired speech
Limited Vocabulary
Lethargic – complains of always being tired
Often turns head to favored side
Mouth breathing
Difficulty following verbal commands or directions
Nonresponsive to environmental sounds
Complains of earaches, ringing noises in the ear
Recurring ear infections
Inappropriate responses to verbal questions
Tugs or pulls ear(s)
Excessive volume when listening to audio devices (television, radio, portable music player)
Imitates or mimics the actions/movements of peers and classmates
Frequent requests to repeat verbal information
Difficulty hearing telephone conversation
Common Communication and/or Behavior Issues & Needs
Speech and language skills are the areas of development most severely affected for those with a hearing impairment, particularly for children who are born deaf. Social-emotional development depends, in part, on the ability to communicate with others. (Michelle Cooksey)
- Eric White
Typical Physical Characteristics of the Disability
Health Issues
Katie Moore
are likely to need only intermittent to limited support;
typically do not "look" different from their non-disabled peers;
often have only mild or moderate developmental delays, except in academics, which is often the major area of deficit;
therefore, they are often not identified until they enter the school setting, where their cognitive disability is most apparent;
in Minnesota, students with mild MR spend most of the school day in the regular classroom;
they typically attain 3rd- to 6th-grade academic achievement levels by the time they finish high school;
as adults, many, though not all, with mild MR will be able to obtain independent employment;
many will marry, have children, and blend rather indistinguishably into the community; for those who achieve total independence, the label of mental retardation is no longer appropriate.
||
Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
The most defining characteristics of someone identified as mentally retarded is impaired cognitive functioning. Their lower IQ has an impact on the individuals ability to learn, acquire concepts, process information, and apply knowledge in carious settings such as school, home, and community.

Brittani Edgerton
Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
These learners have a wide variety of learning characteristics. Some students experience minimal change while others have change that is more dramatic. These changes include: long term/short term memory problem, attention disorders, organization and planning difficulties, uneven academic abilities, impaired oral and written language, problem solving and abnormal reasoning deficits, perseveration. N.Tucker
Common Communication and/or Behavior Issues & Needs
- Eric White

Brittani Edgerton
Common Communication and/or Behavior Issues & Needs
Issues and needs of a blind student depends on how much vision is lost and they type of impaiement. Most people that are blind go on to live very noramlly lives without needing much help from other people. Just because someone is blind does not mean this person will have a lower intellectual ability than anyone else. Socailly students that are blind are normally in isolation because these students never devlop the proper social skills due to their impairment. Some students will flap their hands or even rock their bodies. N.Tucker
References: Teaching in today’s inclusive classrooms by Richard M. Gargiulo Debbie Metcalf - Ashley stanton
http://educationask.com/special-education/46-Special-Education.html; - Tracy Pinero
Some unique physical characteristics of autism could be as follows: low facial muscle tone, larger eyes, impaired motor skills, which are your fine and gross motor skill,pale skin, ear flapping, and head banging. (Michelle Cooksey)
Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
to sounds.
(Ashley Stanton)
Common Communication and/or Behavior Issues & Needs

Learning Disabilities
Federal Definition of the Disability – Major Components, Including Incidence and etiology
Environmental possibilities.
Brittani
Brittani Edgerton
Typical Physical Characteristics of the Disability
Health Issues
“Teaching in Today’s Inclusive Classrooms,” Metcalf and Gargiulo
http://learningdisabilities.about.com/od/gi/p/grossmotorskill.htm
http://www.helpguide.org/mental/learning_disabilities.htm
Teaching
Teaching in Today’s Debbie Metcalf
http://www.ldonline.org/ldbasics/whatisld Teaching in Today’s Inclusive Classroom - Metcalf
Emotional /Behavioral
f. Extreme withdrawal from social interactions.
g. Extreme aggressiveness for a long period of time."
(Stanton)(Ashley Stanton)
Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
Students with emotional/behavioral disorders tend to score in the low-average range on tests that measure intelligence. They are typically two or more years below their grade level expectations in curriculum areas such as reading, math, and spelling. These students generally have poor grades and are at grade retention. They also have a lot of absences and approximately one-half of these students will leave school before graduation. This is the highest dropout rate among individuals who have a disability. - Tracy Pinero
Common Communication and/or Behavior Issues & Needs
conduct disorders.
Brittani Edgerton
References
, http://dpi.wi.gov/SPED/pi11_0701.html#ebd - (Ashley Stanton)
Teaching in Today’s Inclusive Classrooms by Richard M. Gargiulo and Debbie Metcalf - Tracy Pinero
Deaf/Hard of Hearing
Federal Definition of the Disability – Major Components, Including Incidence and etiology
Legally blind is the federal definition of blindness, “An impairment in which an individual may have some light or form perception or be totally without sight. “
(Stanton)(Ashley Stanton)
Typical Physical Characteristics of the Disability
Health Issues
There may not necessarily be any physical characteristics for students who are blind or have a visual impairment. Some students with this disability tend to wear regular glasses, contacts, or sunglasses. They may even wear their sunglasses inside. Students with this disorder may also use a can or a seeing dog. – Tracy Pinero
Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
human guides.
Brittani Edgerton
Common Communication and/or Behavior Issues & Needs
Debbie Metcalf - Ashley stanton
http://educationask.com/special-education/46-Special-Education.html; - Tracy Pinero
Mental Retardation
References
http://www.cloudnet.com/~edrbsass/mrcharacteristics.htm
Teaching in today’s inclusive classrooms by Richard M. Gargiulo Debbie Metcalf - Ashley stanton
TBI
Federal Definition of the Disability – Major Components, Including Incidence and etiology
Typical Physical Characteristics of the Disability
Health Issues
Physical characteristics
–
– Seizures
–
– Spasticity or paralysis
–
– Poor coordination
–
– Physical weakness & fatigue
–
– Headaches
– Vision or hearing problems
Brittani Edgerton
Some unique physical characteristics of autism could be as follows: low facial muscle tone, larger eyes, impaired motor skills, which are your fine and gross motor skill,pale skin, ear flapping, and head banging. (Michelle Cooksey)
Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
Typical characteristics of autism are Intellectual/Academic functioning some of the behaviors include, poor reading comprehension, uneven academic achievement. Concentration and attention is another characteristic with behaviors of hyperactivity and short attention span. Another characteristic is Self-injurious with behaviors of banging his/her head, biting of the finger, hand or wrist and excessive rubbing or scratching. There are also Eating Abnormalities which some children will eat foods or items that are not edible. Some children have sleeping disorders with behaviors of waking up frequently throughout the night, waking up early in the morning, bed-wetting and having trouble falling asleep. Another characteristic is abnormalities of their mood or affect with behaviors of depression, giggling or weeping when there isn’t a reason, and lack of emotion. The last characteristic is sensory perception with behaviors of oversensitivity to sounds or touch, having exaggerated responses to lights or colors and hypertensive to sounds.
(Ashley Stanton)
Common Communication and/or Behavior Issues & Needs
People with autism have different speech development than others. The effects of communication vary with some common problems in the lack of eye contact, poor attention, being able to point objects to others, and difficulty with the ‘give and take’ in a regular conversation. Sometimes children may be mute throughout their lives but may have varying degrees of literacy. They sometimes will communicate in other ways such as through images, visual cues, sign language, and typing. For those who do not speak, they may use language in ways such as speaking only single words or repeating a phrase over and over again. Many people have a strong tonal sense and can understand some spoken language. Some people with autism dislike interaction and others may display slight delays in language. Some people with autism avoid all forms of social interaction and some have difficulty understanding body language, vocal tones, or phraseology. Talking in a high-pitched, sing-song, or flat, robot-like voice may be common in autistic children and some have relatively good language skills speak like little adults, and do not communicate at their current age level. When frustrated, some may scream or grab what they want. Children with autism are not able to understand the consequences of their actions; therefore, punishment is likely to make this behavior worse. The child or student should be removed from the situation as soon as possible and the teacher or parent should find out why this behavior is being displayed. Children with autism also display obsessive and repetitive characteristics. One should set boundaries for this child, use this obsession as a reward for good behavior, and teach the child about social interaction by showing them that other people do not share their obsession. Children with autism also have difficulty during an ‘unstructured’ part of the school day. To help make the day more structured teachers should create a buddy system, a timetable, and explain what is going to happen if there are to be any expected changes in the daily schedule.- Tracy Pinero
http://www.supernanny.co.uk/Advice/-/Health-and-Development/-/Special-Needs/Behaviour-and-Discipline-issues-for-children-with-Autistic-Spectrum-Disorders.aspx- Tracy Pinero
http://www.autism-behavior-strategies.com/Physical-Characteristics-Of-Autism.html
Teaching in today’s inclusive classrooms by Richard M. Gargiulo Debbie Metcalf - Ashley stanton

Since learning disabilities represent such a wide range of students, there is no such thing as a "typical" person with learning disabilities. However, the primary characteristic of a learning disability is a deficit in academic performance. Other attributes can include cognitive difficulties, problems with motor skills, social deficits, hyperactivity, coordination problems, disorders of attention, impulsivity and language deficits. - Eric White
Common Communication and/or Behavior Issues & Needs
Katie Moore
Hyperactivity, Perceptual – Motor Impairments, Emotional Liability, Coordination Problems, Disorders of Attention, Impulsivity, Disorders of Attention, Impulsivity, Disorders of Memory and Thinking, Academic Difficulties, Language Deficits, Equivocal Neurological Signs, Disorders of Attention, Poor Motor Abilities, Psychological Process Deficits and Information-Processing Problems, Lack of Cognitive Strategies Needed for Efficient Learning, Oral Language Difficulties, Written Language Problems Quantitative Disorders, Social Skills Defects
References
“Teaching in Today’s Inclusive Classrooms,” Metcalf and Gargiulo
Emotional /Behavioral
Federal Definition of the Disability – Major Components, Including Incidence and etiology
Emotionally disturbed, behaviorally disordered, emotionally conflicted, socially handicapped, personally impaired, socially impaired, and many others.
The term means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:
-An inability to learn that cannot be explained by intellectual, sensory, or health factors
-An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
-Inappropriate types of behavior or feelings under normal circumstances
-A general pervasive mood of unhappiness or depression
-Tendency to develop physical symptoms or fears associated with personal or school problems
(Michelle Cooksey)
Typical Physical Characteristics of the Disability
Health Issues
Students who are deaf or/hard of hearing may have recurring ear infections, may wear hearing aids, may move about the class to get closer to the sound source, or may be physically uncoordinated in some activities. - Eric White
Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
Katie Moore
“Findings suggest that intellectual development for people with a hearing impairment is more a function of language development than cognitive ability.” “Low achievement is characteristic of students who are deaf (Geers, 2006); they average three to four years below their age-appropriate grade levels. Even students with mild to moderate hearing losses achieve below expectations based on their performance on tests of cognitive abilities (Williams & Finnegan, 2003).”
Indicators of Possible Hearing Impairment in Children
Daydreaming or frequently inattentive
Impaired speech
Limited Vocabulary
Lethargic – complains of always being tired
Often turns head to favored side
Mouth breathing
Difficulty following verbal commands or directions
Nonresponsive to environmental sounds
Complains of earaches, ringing noises in the ear
Recurring ear infections
Inappropriate responses to verbal questions
Tugs or pulls ear(s)
Excessive volume when listening to audio devices (television, radio, portable music player)
Imitates or mimics the actions/movements of peers and classmates
Frequent requests to repeat verbal information
Difficulty hearing telephone conversation
Common Communication and/or Behavior Issues & Needs
Speech and language skills are the areas of development most severely affected for those with a hearing impairment, particularly for children who are born deaf. Social-emotional development depends, in part, on the ability to communicate with others. (Michelle Cooksey)
References
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=31&Itemid=44
Teaching in Today’s Inclusive Classrooms,” Metcalf and Gargiulo
Teaching in Today’s Inclusive Classroom – Debbie Metcalf
Blind/Vision
Federal Definition of the Disability – Major Components, Including Incidence and etiology
Health Issues
Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
Katie Moore
are likely to need only intermittent to limited support;
typically do not "look" different from their non-disabled peers;
often have only mild or moderate developmental delays, except in academics, which is often the major areaThe most defining characteristics of deficit;
therefore, they are often notsomeone identified until they enter the school setting, where theiras mentally retarded is impaired cognitive disability is most apparent;
in Minnesota, students with mild MR spend most of the school day infunctioning. Their lower IQ has an impact on the regular classroom;
they typically attain 3rd-individuals ability to 6th-grade academic achievement levels by the time they finish high school;
as adults, many, though not all, with mild MR will be able to obtain independent employment;
many will marry, have children,learn, acquire concepts, process information, and blend rather indistinguishably into the community; for those who achieve total independence, the label of mental retardation is no longer appropriate.apply knowledge in carious settings such as school, home, and community.
(Michelle Cooksey)
Common Communication and/or Behavior Issues & Needs
Attention: inability to attend to critical or relevant features of a task, short or no attention span, has trouble ignoring distractions,
Typical Physical Characteristics of the Disability
Health Issues
Some unique physical characteristics of autism could be as follows: low facial muscle tone, larger eyes, impaired motor skills, which are your fine and gross motor skill,pale skin, ear flapping, and head banging. (Michelle Cooksey)
Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
Common Communication and/or Behavior Issues & Needs
http://www.autism-help.org/autism-communication-issues.htm
http://www.supernanny.co.uk/Advice/-/Health-and-Development/-/Special-Needs/Behaviour-and-Discipline-issues-for-children-with-Autistic-Spectrum-Disorders.aspx- Tracy Pinero
http://www.autism-society.org/site/PageServer?pagename=about_homehttp://www.autism-behavior-strategies.com/Physical-Characteristics-Of-Autism.html

Learning Disabilities
Federal Definition of the Disability – Major Components, Including Incidence and etiology
A learning disability is a neurological disorder. In simple terms, a learning disability results from a difference in the way a person's brain is "wired." A learning disability can't be cured or fixed; it is a lifelong issue. Children with learning disabilities are as smart as or smarter than their peers. But they may have difficulty reading, writing, spelling, reasoning, recalling and/or organizing information if left to figure things out by themselves or if taught in conventional ways. “Fifteen percent of the U.S. population, or one in seven Americans, has some type of learning disability”, according to the National Institutes of Health. Difficulty with basic reading and language skills are the most common learning disabilities. As many as 80% of students with learning disabilities have reading problems. Statistics compiled by the federal government suggest that approximately 2.71 million pupils ages 6-21 are identified as learning disabilities. “Scientists have been unable to offer much in the way of concrete evidence as to the etiology of learning disabilities. Investigators posit four basic categories for explaining the etiology of learning disabilities: 1. Acquired trauma 2. Genetic/hereditary influences 3. Biochemical abnormalities 4. Environmental possibilities.
Brittani Edgerton
Typical Physical Characteristics of the Disability
Health Issues
http://www.helpguide.org/mental/learning_disabilities.htm
Teaching in Today’s Inclusive Classroom – Debbie Metcalf
http://www.ldonline.org/ldbasics/whatisld Teaching in Today’s Inclusive Classroom - Metcalf
Emotional /Behavioral
Federal Definition of the Disability – Major Components, Including Incidence and etiology
Students with emotional/behavioral disorders tend to score in the low-average range on tests that measure intelligence. They are typically two or more years below their grade level expectations in curriculum areas such as reading, math, and spelling. These students generally have poor grades and are at grade retention. They also have a lot of absences and approximately one-half of these students will leave school before graduation. This is the highest dropout rate among individuals who have a disability. - Tracy Pinero
Common Communication and/or Behavior Issues & Needs
Difficulty building and maintaining satisfactory relationships with peers and adults. May be particularly aggressive and hostile towards others, whereas others may appear withdrawn and socially isolated. Acting out, exhibit aggressive behaviors, also debilitating disorders as schizophrenia, depression, anxiety and conduct disorders.
Brittani Edgerton
References
http://dpi.wi.gov/SPED/ED.HTML , http://dpi.wi.gov/SPED/pi11_0701.html#ebd
Students who are deaf or/hard of hearing may have recurring ear infections, may wear hearing aids, may move about the class to get closer to the sound source, or may be physically uncoordinated in some activities. - Eric White
Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
Katie Moore
“Findings
“Findings suggest that Finnegan, 2003).”
Indicators of Possible Hearing Impairment in Children
frequently inattentive
Impaired
Impaired speech
Limited
Limited Vocabulary
Lethargic
Lethargic – complains being tired
Often
Often turns head favored side
Mouth
Mouth breathing
Difficulty
Difficulty following verbal or directions
Nonresponsive
Nonresponsive to environmental sounds
Complains
Complains of earaches, the ear
Recurring
Recurring ear infections
Inappropriate
Inappropriate responses to verbal questions
Tugs
Tugs or pulls ear(s)
Excessive
Excessive volume when music player)
Imitates
Imitates or mimics and classmates
Frequent requests to repeat verbal information
Difficulty hearing telephone conversation
There may not necessarily be any physical characteristics for students who are blind or have a visual impairment. Some students with this disability tend to wear regular glasses, contacts, or sunglasses. They may even wear their sunglasses inside. Students with this disorder may also use a can or a seeing dog. – Tracy Pinero
Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
Academic Achievement: Learners with visual impairments often experience academic delays, incidental learning obtained from interacting with environment is severely restricted. Social/Emotional Development: negatively effects acquisition of social skills, unaware of people’s body language and nonverbal social cues. Orientation and Mobility: Typically depends on severity, use three methods: long cane, guide dogs, and human guides.
Brittani Edgerton
Common Communication and/or Behavior Issues & Needs
References: Teaching in today’s inclusive classrooms by Richard M. Gargiulo Debbie Metcalf
Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
Katie Moore
limited support;
typically
typically do not non-disabled peers;
often
often have only of deficit;
therefore,
therefore, they are most apparent;
in
in Minnesota, students regular classroom;
they
they typically attain high school;
as
as adults, many, independent employment;
many will marry, have children, and blend rather indistinguishably into the community; for those who achieve total independence, the label of mental retardation is no longer appropriate.
Common Communication and/or Behavior Issues & Needs
Typical Physical Characteristics of the Disability
Health Issues
• Physical characteristics
– Seizures
– Spasticity or paralysis
– Poor coordination
– Physical weakness & fatigue
– Headaches
– Vision or hearing problems
Brittani Edgerton
Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
Common Communication and/or Behavior Issues & Needs
- Eric White
References
http://www.slc.sevier.org/tbioutl.htm
http://www.birf.info/home/library/pediatrics/ped_chiltrau.html- Tracy Pinero
Autism

Since learning disabilities represent such a wide range of students, there is no such thing as a "typical" person with learning disabilities. However, the primary characteristic of a learning disability is a deficit in academic performance. Other attributes can include cognitive difficulties, problems with motor skills, social deficits, hyperactivity, coordination problems, disorders of attention, impulsivity and language deficits. - Eric White
Common Communication and/or Behavior Issues & Needs
Katie Moore
Hyperactivity, Perceptual – Motor Impairments, Emotional Liability, Coordination Problems, Disorders of Attention, Impulsivity, Disorders of Attention, Impulsivity, Disorders of Memory and Thinking, Academic Difficulties, Language Deficits, Equivocal Neurological Signs, Disorders of Attention, Poor Motor Abilities, Psychological Process Deficits and Information-Processing Problems, Lack of Cognitive Strategies Needed for Efficient Learning, Oral Language Difficulties, Written Language Problems Quantitative Disorders, Social Skills Defects
References
“Teaching in Today’s Inclusive Classrooms,” Metcalf and Gargiulo
http://learningdisabilities.about.com/od/gi/p/grossmotorskill.htm
http://www.helpguide.org/mental/learning_disabilities.htm
Teaching in Today’s Inclusive Classroom – Debbie Metcalf
Emotional /Behavioral
Federal Definition of the Disability – Major Components, Including Incidence and etiology
Students who are deaf or/hard of hearing may have recurring ear infections, may wear hearing aids, may move about the class to get closer to the sound source, or may be physically uncoordinated in some activities. - Eric White
Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
Katie Moore
“Findings suggest that intellectual development for people with a hearing impairment is more a function of language development than cognitive ability.” “Low achievement is characteristic of students who are deaf (Geers, 2006); they average three to four years below their age-appropriate grade levels. Even students with mild to moderate hearing losses achieve below expectations based on their performance on tests of cognitive abilities (Williams & Finnegan, 2003).”
Indicators of Possible Hearing Impairment in Children
Daydreaming or frequently inattentive
Impaired speech
Limited Vocabulary
Lethargic – complains of always being tired
Often turns head to favored side
Mouth breathing
Difficulty following verbal commands or directions
Nonresponsive to environmental sounds
Complains of earaches, ringing noises in the ear
Recurring ear infections
Inappropriate responses to verbal questions
Tugs or pulls ear(s)
Excessive volume when listening to audio devices (television, radio, portable music player)
Imitates or mimics the actions/movements of peers and classmates
Frequent requests to repeat verbal information
Difficulty hearing telephone conversation
Common Communication and/or Behavior Issues & Needs
References
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=31&Itemid=44
Teaching in Today’s Inclusive Classrooms,” Metcalf and Gargiulo
Teaching in Today’s Inclusive Classroom – Debbie Metcalf
Blind/Vision
Federal Definition of the Disability – Major Components, Including Incidence and etiology
Health Issues
Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
Katie Moore
are likely to need only intermittent to limited support;
typically do not "look" different from their non-disabled peers;
often have only mild or moderate developmental delays, except in academics, which is often the major area of deficit;
therefore, they are often not identified until they enter the school setting, where their cognitive disability is most apparent;
in Minnesota, students with mild MR spend most of the school day in the regular classroom;
they typically attain 3rd- to 6th-grade academic achievement levels by the time they finish high school;
as adults, many, though not all, with mild MR will be able to obtain independent employment;
many will marry, have children, and blend rather indistinguishably into the community; for those who achieve total independence, the label of mental retardation is no longer appropriate.
Common Communication and/or Behavior Issues & Needs
Attention: inability to attend to critical or relevant features of a task, short or no attention span, has trouble ignoring distractions,
(Stanton)
References
http://www.cloudnet.com/~edrbsass/mrcharacteristics.htm
TBI
Federal Definition of the Disability – Major Components, Including Incidence and etiology
Autism
Federal Definition of the Disability – Major Components, Including Incidence and etiology
Katie Moore
Autism is a complex developmental disability that typically appears during the first three years of life and affects a person’s ability to communicate and interact with others. Autism is defined by a certain set of behaviors and is a "spectrum disorder" that affects individuals differently and to varying degrees. There is no known single cause for autism, but increased awareness and funding can help families today.
Typical Physical Characteristics of the Disability
Health Issues
People with autism have different speech development than others. The effects of communication vary with some common problems in the lack of eye contact, poor attention, being able to point objects to others, and difficulty with the ‘give and take’ in a regular conversation. Sometimes children may be mute throughout their lives but may have varying degrees of literacy. They sometimes will communicate in other ways such as through images, visual cues, sign language, and typing. For those who do not speak, they may use language in ways such as speaking only single words or repeating a phrase over and over again. Many people have a strong tonal sense and can understand some spoken language. Some people with autism dislike interaction and others may display slight delays in language. Some people with autism avoid all forms of social interaction and some have difficulty understanding body language, vocal tones, or phraseology. Talking in a high-pitched, sing-song, or flat, robot-like voice may be common in autistic children and some have relatively good language skills speak like little adults, and do not communicate at their current age level. When frustrated, some may scream or grab what they want. Children with autism are not able to understand the consequences of their actions; therefore, punishment is likely to make this behavior worse. The child or student should be removed from the situation as soon as possible and the teacher or parent should find out why this behavior is being displayed. Children with autism also display obsessive and repetitive characteristics. One should set boundaries for this child, use this obsession as a reward for good behavior, and teach the child about social interaction by showing them that other people do not share their obsession. Children with autism also have difficulty during an ‘unstructured’ part of the school day. To help make the day more structured teachers should create a buddy system, a timetable, and explain what is going to happen if there are to be any expected changes in the daily schedule.- Tracy Pinero
References
http://www.autism-help.org/autism-communication-issues.htm
http://www.supernanny.co.uk/Advice/-/Health-and-Development/-/Special-Needs/Behaviour-and-Discipline-issues-for-children-with-Autistic-Spectrum-Disorders.aspx- Tracy Pinero
http://www.autism-society.org/site/PageServer?pagename=about_home

People with autism have different speech development than others. The effects of communication vary with some common problems in the lack of eye contact, poor attention, being able to point objects to others, and difficulty with the ‘give and take’ in a regular conversation. Sometimes children may be mute throughout their lives but may have varying degrees of literacy. They sometimes will communicate in other ways such as through images, visual cues, sign language, and typing. For those who do not speak, they may use language in ways such as speaking only single words or repeating a phrase over and over again. Many people have a strong tonal sense and can understand some spoken language. Some people with autism dislike interaction and others may display slight delays in language. Some people with autism avoid all forms of social interaction and some have difficulty understanding body language, vocal tones, or phraseology. Talking in a high-pitched, sing-song, or flat, robot-like voice may be common in autistic children and some have relatively good language skills speak like little adults, and do not communicate at their current age level. When frustrated, some may scream or grab what they want. Children with autism are not able to understand the consequences of their actions; therefore, punishment is likely to make this behavior worse. The child or student should be removed from the situation as soon as possible and the teacher or parent should find out why this behavior is being displayed. Children with autism also display obsessive and repetitive characteristics. One should set boundaries for this child, use this obsession as a reward for good behavior, and teach the child about social interaction by showing them that other people do not share their obsession. Children with autism also have difficulty during an ‘unstructured’ part of the school day. To help make the day more structured teachers should create a buddy system, a timetable, and explain what is going to happen if there are to be any expected changes in the daily schedule.- Tracy Pinero
References
http://www.autism-help.org/autism-communication-issues.htm
http://www.supernanny.co.uk/Advice/-/Health-and-Development/-/Special-Needs/Behaviour-and-Discipline-issues-for-children-with-Autistic-Spectrum-Disorders.aspx- Tracy Pinero