Classification of exeptionalities

CLASSIFICATION OF EXCEPTIONALITIES

TABLE OF CONTENTS

Giftedness ……………………………………………………………………………………………….. 1Mental Retardation ………………………………………………………………………………. 12Autism ……………………………………………………………………………………………………... 24Learning Disability ……………………………………………………………………………….. 32ADHD ………………………………………………………………………………………………………. 39Emotional & Behavioral Disorder …………………………………………………….. 50Health Impairment …………………………………………………………………………….... 64Physical Disability ………………………………………………………………………………… 69Severe & Multiple Disability ……………………………………………………………… 82Traumatic Brain Injury ………………………………………………………………...……. 86Communication Disorder ………………………………………………………………….. 103Hearing Loss ………………………………………………………………………………………….. 118Blindness & Low Vision ……………………………………………………………………… 129

GIFTEDNESS1

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GiftednessGifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports).”

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Characteristics Unusual alertness, even in infancy Rapid learner; puts thoughts together

quickly Excellent memory Unusually large vocabulary and complex

sentence structure for age Advanced comprehension of word

nuances, metaphors and abstract ideas Enjoys solving problems, especially with

numbers and puzzles Often self-taught reading and writing

skills as preschooler Deep, intense feelings and reactions

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Characteristics Highly sensitive Thinking is abstract, complex, logical,

and insightful Idealism and sense of justice at early

age Thinking is abstract, complex, logical,

and insightful Idealism and sense of justice at early

age Concern with social and political issues

and injustices Longer attention span and intense

concentration Preoccupied with own thoughts—

daydreamer

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Characteristics Learn basic skills quickly and with little

practice Asks probing questions Wide range of interests (or extreme

focus in one area) Highly developed curiosity Interest in experimenting and doing

things differently Puts idea or things together that are not

typical Keen and/or unusual sense of humor Desire to organize people/things through

games or complex schemas Vivid imaginations (and imaginary

playmates when in preschool)

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Types of Giftedness1. The Successful

They are the most easily identifiable, and may account for up to about 90% of the identified gifted students in schools. They are the students who have learnt the system and are well adjusted to society with a generally high self-concept. They are obedient, display appropriate behavior, and are high achievers, therefore, loved by parents and teachers. However, they can also get bored at school and learn the system fast enough so as to use the minimum effort to get by. They are also dependent on the system, thus less creative and imaginative, and lack autonomy.

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Types of Giftedness2. The Challenging

They are the divergently gifted, who possess high levels of creativity. They do not conform to the system and often have conflicts with teachers and parents. They get frustrated, as the school system does not recognize their abilities. They may be seen as disruptive in the classroom and often possess negative self-concepts, even though they are quite creative. This is the group of gifted students who are at risk of dropping out of schools for unhealthy activities, like getting involved in drugs or exhibiting delinquent behavior.

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Types 0f Giftedness3. The Underground

It refers to gifted students who deny their talents or hide their giftedness in order to feel more included with a non-gifted peer group. They are generally females, who are frequently insecure and anxious as their belonging needs rise dramatically at that stage. Their changing needs often conflicts with the expectations of parents and teachers. These types appear to benefit from being accepted as they are at the time. 8

Types of Giftedness4. The Dropouts

They are the angry and frustrated students whose needs have not been recognized for many years and they feel rejected in the system. They express themselves by being depressed or withdrawn and responding defensively. They are identified very late; therefore, they are bitter and resentful due to feelings of neglect and have very low self-esteem. For these students, counseling is highly recommended.

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Types of Giftedness 5. The Double Labeled

They are gifted students who are physically or emotionally handicapped in some way, or have a learning disability. This group does not show behaviors of giftedness that can identify them in schools. They show signs of stress, frustration, rejection, helplessness, or isolation. They are also often impatient and critical with a low self-esteem. These students are easily ignored as they are seen as average. School systems seem to focus more on their weaknesses, and therefore fail to nurture their strengths.

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Types of Giftedness6. The Autonomous Learner

They are the autonomous learners who have learnt to work effectively in the school system. Unlike Type 1, they do not work for the system, but rather make the system work for them. They are very successful, liked by parents, teachers and peers, and have a high self-concept with some leadership capacity within their surroundings. They accept themselves and are risk takers, which goes well with their independent and self-directed nature. They are also able to express their feelings, goals, and needs freely and appropriately.

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Cause of GiftednessThe nature versus nurture debateAssessment Procedures used for

Identification(Please see Assessment and Identification,

The Components of Special Education)Program Planning (Please refer to Individualized Educational

Program)

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MENTAL RETARDATION12


Mental RetardationMental retardation (MR) is a condition diagnosed before age 18, usually in infancy or prior to birth, that includes below-average general intellectual function, and a lack of the skills necessary for daily living.

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Characteristics of Mental Retardation

Cerebral Palsy or Motor Asymmetry Abnormal head size or shape Craniofacial malformation Loss or plateau of developmental

skills Multiple somatic anomalies Neurocutaneous findings Seizures IQ < 50

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Cytogenetic Studies Microcephaly Multiple (even minor) somatic

anomalies Family history of mental retardation Family history of fetal loss IQ < 50 Skin pigment anomalies (mosaicism) Suspected contiguous gene

syndromes (e.g., Prader-Willi, Angelman, Smith-Magenis)

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Metabolic studies Episodic vomiting or lethargy Poor growth Seizures Unusual body odors Somatic evidence of storage disease Loss or plateau of developmental skills Movement disorder (choreoathetosis,

dystonia, ataxia) Sensory loss (especially retinal

abnormality) Acquired cutaneous disorders

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Types of Mental Retardation1. Mild Retardation

75% to 90% of all cases of retardation Function at one half to two thirds of CA

(IQ: 50 to 70) Slow in all areas May have no unusual physical signs Can acquire practical skills Useful reading and math skills up to

grades 3 to 6 level Can conform socially Can acquire vocational skills for self-

maintenance Integrated into general society 18

Types of Mental Retardation2. Moderate Retardation

~10% to 25% of all cases of retardation Function at one third to one half of CA (IQ:

35 to 49) Noticeable delays, especially in speech May have some unusual physical signs Can learn simple communication Can learn elementary health and safety

habits Can participate in simple activities and

self-care Can perform tasks in sheltered conditions Can travel alone to familiar places 19

Types of Mental Retardation3. Severe Retardation

~10% to 25% of all cases of retardation

Function at one fifth to one third of CA (IQ: 20 to 34)

Marked and obvious delays; may walk late

Little or no communication skills but may have some understanding of speech and show some response

May be taught daily routines and repetitive activities

May be trained in simple self-care Need direction and supervision

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Types of Mental Retardation4. Profound Retardation

~10% to 25% of all cases of retardation

Function at < one fifth of CA (IQ: < 20)

Marked delays in all areas Congenital abnormalities often

present Need close supervision Often need attendant care May respond to regular physical

activity and social stimulation Not capable of self-care

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Causes of Mental Retardation Unexplained (the largest category) Trauma (prenatal and postnatal) such as

oxygen deprivation before, during or after birth

Infection (congenital and postnatal) Chromosomal abnormalities Genetic abnormalities and inherited

metabolic disorders Metabolic disorders Toxins such as lead or mercury poisoning Nutritional deficits such as severe

malnutrition Environment 22

Assessment Procedures used for Identification

(Please see Assessment and Identification, The Components of Special Education)

Program Planning (Please refer to Individualized Educational

Program)

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AUTISM24


AutismAutism is a complex neurobehavioral disorder that includes impairments in social interaction and developmental language and communication skills combined with rigid, repetitive behaviors. The disorder covers a large spectrum of symptoms, skills, and levels of impairment. It ranges in severity from a handicap that somewhat limits an otherwise normal life to a devastating disability that may require institutional care.

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Characteristics of Autism Trouble in communication Sensitive senses Have repetitive, stereotyped

body movements such as rocking, pacing, or hand flapping

Cognitively impaired.

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Types of Autism1. Autistic Disorder

This is what most people think of when they hear the word "autism." It refers to problems with social interactions, communication, and imaginative play in children younger than 3 years.

2. Asperger’s SyndromeThese children don't have a problem

with language -- in fact, they tend to score in the average or above-average range on intelligence tests. But they have the same social problems and limited scope of interests as children with autistic disorder.

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Types of Autism3. Pervasive Developmental Disorder (PDD)

Pervasive developmental disorder or PDD -- also known as atypical autism. This is a kind of catch-all category for children who have some autistic behaviors but who don't fit into other categories.

4. Childhood disintegrative disorderThese children develop normally for at

least two years and then lose some or most of their communication and social skills. This is an extremely rare disorder and its existence as a separate condition is a matter of debate among many mental health professionals.

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Types of Autism5. Rett Syndrome

Children with Rett syndrome, primarily girls, start developing normally but then begin losing their communication and social skills. Beginning at the age of 1 to 4 years, repetitive hand movements replace purposeful use of the hands. Children with Rett syndrome are usually severely cognitively impaired.

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Causes of Autism Advanced age of the mother or the

father When a pregnant woman is exposed

to certain drugs or chemicals Use of alcohol Diabetes Obesity Antiseizure drugs Untreated diseases like

phenylketonuria and rubella 30




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LEARNING DISABILITIES

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Learning Disability

Learning disability is a reduced intellectual ability and difficulty with everyday activities – for example household tasks, socializing or managing money – which affects someone for their whole life.

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Characteristics of Learning Disability

Reading/spelling difficulties continue

Still avoids oral reading and writing tasks

Trouble with essays/short answers on tests

Weak longer-term memory Excessive time spent on

homework Difficulty with multi-part

instructions34

Characteristics of Learning Disability

Avoids oral reading and handwriting

Continued coordination/motor skills issues

Reading/spelling issues continue like reversing letters

Difficulty with word problems and comprehension

Struggles to make friends 35

Causes of Learning Disability A learning disability occurs when the

brain is still developing - before, during or soon after birth. Before birth things can happen to the

central nervous system (the brain and spinal cord) that can cause a learning disability. A child can be born with a learning disability if the mother has an accident or illness while she is pregnant, or if the unborn baby develops certain genes. Genes are chemicals in our bodies that contain information about us - like how we look.

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Causes of Learning Disability A learning disability occurs when the

brain is still developing - before, during or soon after birth. A person can be born with a learning

disability if he or she does not get enough oxygen during childbirth, or is born too early.

After birth, a learning disability can be caused by early childhood illnesses

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ADHD39


ADHDAttention deficit hyperactivity disorder (ADHD) is a problem of not being able to focus, being overactive, not being able control behavior, or a combination of these.

For these problems to be diagnosed as ADHD, they must be out of the normal range for a person's age and development.

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Characteristics of ADHD Inattentive Symptoms

Fails to give close attention to details or makes careless mistakes in schoolwork

Has difficulty keeping attention during tasks or play

Does not seem to listen when spoken to directly

Does not follow through on instructions and fails to finish schoolwork or chores and tasks 41

Characteristics of ADHD Inattentive Symptoms

Has problems organizing tasks and activities

Avoids or dislikes tasks that require sustained mental effort (such as schoolwork)

Often loses toys, assignments, pencils, books, or tools needed for tasks or activities

Is easily distracted Is often forgetful in daily activities 42

Characteristics of ADHD Hyperactivity Symptoms

Fidgets with hands or feet or squirms in seat

Leaves seat when remaining seated is expected

Runs about or climbs in inappropriate situations

Has problems playing or working quietly

Is often "on the go," acts as if "driven by a motor"

Talks excessively 43

Characteristics of ADHD Impulsivity Symptoms

Blurts out answers before questions have been completed

Has difficulty awaiting turn Interrupts or intrudes on others

(butts into conversations or games)

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Types of ADHD1. Inattentive Type: A person with this type must have at least six of these nine symptoms, and very few of the symptoms of hyperactive-impulsive type: Not paying attention

to detail Making careless

mistakes Failing to pay

attention and keep on task

Not listening Being unable to

follow or understand

instructions Avoiding tasks that

involve effort Being distracted Being forgetful Losing things that

are needed to complete tasks

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Types of ADHD2. Hyperactive-Impulsive Type: To have this type, a person has to have at least six of these nine symptoms, and very few of the symptoms of inattentive type: Fidgeting

Squirming Getting up often

when seated Running or climbing

at inappropriate times

Having trouble playing quietly

Talking too much Talking out of turn or

blurting out Interrupting Often “on the go” as

if “driven by a motor”

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Types of ADHD

3. Combined Type: This is the most common type of ADHD. People with it have symptoms of both inattentive and hyperactive-impulsive types.

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Causes of ADHD ADHD usually begins in childhood, but

may continue into the adult years. It is the most commonly diagnosed behavioral disorder in children. ADHD is diagnosed much more often in boys than in girls

It is not clear what causes ADHD. A combination of genes and environmental factors likely plays a role in the development of the condition. Imaging studies suggest that the brains of children with ADHD are different from those of children without ADHD.

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EMOTIONAL & BEHAVIORAL DISORDERS

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Emotional & Behavioral DisorderIt is 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 (IDEA):

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.

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Emotional & Behavioral DisorderIt is 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 (IDEA): Inappropriate types of behavior or feelings

under normal circumstances. A general pervasive mood of unhappiness or

depression. A tendency to develop physical symptoms or

fears associated with personal or school problems

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Characteristics Emotional & Behavioral Disorder

Hyperactivity (short attention span, impulsiveness);

Aggression or self-injurious behavior (acting out, fighting);

Withdrawal (not interacting socially with others, excessive fear or anxiety);

Immaturity (inappropriate crying, temper tantrums, poor coping skills); and

Learning difficulties (academically performing below grade level) 53

Types of Emotional & Behavioral Disorder

1. Anxiety DisordersExperiencing anxiety from time to

time, but for many people, including children, anxiety can be excessive, persistent, seemingly uncontrollable, and overwhelming. An irrational fear of everyday situations may be involved. This high level of anxiety is a definite warning sign that a person may have an anxiety disorder.

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1. Anxiety DisordersAs with the term emotional

disturbance, “anxiety disorder” is an umbrella term that actually refers to several distinct disabilities that share the core characteristic of irrational fear: generalized anxiety disorder (GAD), obsessive-compulsive disorder (OCD), panic disorder, posttraumatic stress disorder (PTSD), social anxiety disorder (also called social phobia), and specific phobias. 55


2. Bipolar DisordersAlso known as manic-depressive

illness, bipolar disorder is a serious medical condition that causes dramatic mood swings from overly “high” and/or irritable to sad and hopeless, and then back again, often with periods of normal mood in between. Severe changes in energy and behavior go along with these changes in mood.

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3. Conduct DisordersConduct disorder refers to a group of

behavioral and emotional problems in youngsters. Children and adolescents with this disorder have great difficulty following rules and behaving in a socially acceptable way. This may include some of the following behaviors:

aggression to people and animals destruction of property deceitfulness, lying, or stealing truancy or other serious violations of

rules 57


4. Eating DisordersEating disorders are characterized by

extremes in eating behavior—either too much or too little—or feelings of extreme distress or concern about body weight or shape. Females are much more likely than males to develop an eating disorder.

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4. Eating DisordersAnorexia nervosa and bulimia nervosa

are the two most common types of eating disorders. Both of these disorders are potentially life-threatening.

Anorexia nervosa is characterized by self-starvation and dramatic loss of weight.

Bulimia nervosa involves a cycle of binge eating, then self-induced vomiting or purging.

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5. Obsessive-Compulsive DisordersOften referred to as OCD, obsessive-

compulsive disorder is actually considered an anxiety disorder (which was discussed earlier in this fact sheet). OCD is characterized by recurrent, unwanted thoughts (obsessions) and/or repetitive behaviors (compulsions). Repetitive behaviors (handwashing, counting, checking, or cleaning) are often performed with the hope of preventing obsessive thoughts or making them go away. Performing these so-called “rituals,” however, provides only temporary relief, and not performing them markedly increases anxiety.

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6. Psychotic Disorders“Psychotic disorders” is another umbrella

term used to refer to severe mental disorders that cause abnormal thinking and perceptions. Two of the main symptoms are delusions and hallucinations. Delusions are false beliefs, such as thinking that someone is plotting against you. Hallucinations are false perceptions, such as hearing, seeing, or feeling something that is not there. Schizophrenia is one type of psychotic disorder. There are others as well. 61

Causes of Emotional & Behavioral Disorder

No one knows the actual cause or causes of emotional disturbance, although several factors—heredity, brain disorder, diet, stress, and family functioning—have been suggested and vigorously researched. A great deal of research goes on every day, but to date, researchers have not found that any of these factors are the direct cause of behavioral or emotional problems.

Mental illnesses are not the result of personal weakness, lack of character, or poor upbringing. Mental illnesses are treatable. Most people diagnosed with a serious mental illness can experience relief from their symptoms by actively participating in an individual treatment plan. (NAMI)

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HEALTH IMPAIRMENTS64


Health ImpairmentIt means having limited strength, 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 deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome

Adversely affects a child’s educational performance.

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Health Impairment“Other Health Impairment” is one of the 14 categories of disability listed in nation’s special education law, the Individuals with Disabilities Education Act (IDEA).

Under IDEA, a child who has an “other health impairment” is very likely to be eligible for special services to help the child address his or her educational, developmental, and functional needs resulting from the disability.

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Characteristics of Health Impairments

The following are the manifestations of OHI: limited strength, vitality, or

alertness due to chronic health problems

an educational performance that is negatively affected as a result

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PHYSICAL DISABILITIES

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Physical Disability

A physical disability is any condition that permanently prevents normal body movement and/or control.

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Characteristics of Physical Disability

In the early years, children may have some difficulties in learning to move skillfully. This is not unusual. However, for some children, the muscles and nerves that control body movements may not be properly formed or may become damaged causing a physical disability. There are organizations and services that can help you and your child if your child has a physical disability.

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Types of Physical Disability1. Muscular dystrophies

When a child has muscular dystrophy, this means that the muscle fibres in the body gradually weaken over time. Children can have different types of muscular dystrophy. The most common type is Duchenne Muscular Dystrophy which occurs only in boys. All types of muscular dystrophy are genetic even though other family members may not have the condition.

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Types of Physical Disability

2. Acquired Brain & Spinal InjuriesPhysical disabilities may result from

permanent injuries to the brain, spinal cord or limbs that prevent proper movement in parts of the body.

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Types of Physical Disability3. Spina Bifida

Sometimes, a baby's spinal cord (the nerves that run down the spine) do not develop normally during pregnancy. When this happens, the child can have a physical disability called spina bifida. The type and amount of disability caused by spina bifida will depend upon the level of the abnormality of the spinal cord.

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Types of Physical Disability3. Spina Bifida

Children with spina bifida may have: partial or full paralysis of the legs difficulties with bowel and

bladder control. hydrocephalus (high pressure on

the brain because of fluid not being drained away as normal)

bone and joint deformities (they may not grow normally)

curvature (bending) of the spine.75

Types of Physical Disability4. Cerebral Palsy

Cerebral palsy is caused by damage to the parts of the brain which control movement during the early stages of development. In most cases, this damage occurs during pregnancy. However, damage can sometimes occur during birth and from brain injuries in early infancy (such as lack of oxygen from near drowning, meningitis, head injury or being shaken).

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Children with cerebral palsy may have difficulties with:

posture (the ability to put the body in a chosen position and keep it there)

movement of body parts or the whole body

muscle weakness or tightness involuntary muscle movements

(spasms) balance and coordination talking and eating 77


Children can have different types of cerebral palsy:

Hemiplegia (involves muscle movements and weakness on one side of the body)

Diplegia (involves muscle movements and weakness in the lower part of the body)

Quadriplegia (involves muscle movements and weakness in both arms and both legs)

Ataxia (involves problems with balance and coordination).

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Types of Physical Disability5. Multiple disabilities

Some children with physical disabilities will have other disabilities, such as intellectual, visual or hearing impairments. They may also have communication difficulties or other medical conditions such as epilepsy or asthma. When a child has several different types of disability, professionals talk about multiple disabilities rather than listing separate conditions. 79

Causes of Physical Disability Inherited or genetic disorders,

such as muscular dystrophy Conditions present at birth

(congenital), such as spina bifida Serious illness affecting the

brain, nerves or muscles, such as meningitis

Spinal cord injury Brain injury

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SEVERE & MULTIPLE DISABILITIES

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Severe & Multiple DisabilityPeople with severe disabilities are those who traditionally have been labelled as having severe to profound mental retardation.

These people require ongoing, extensive support in more than one major life activity in order to participate in integrated community settings and enjoy the quality of life available to people with fewer or no disabilities.

They frequently have additional disabilities, including movement difficulties, sensory losses, and behavior problems.

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Characteristics of Severe & Multiple Disability

People with severe or multiple disabilities may exhibit a wide range of characteristics, depending on the combination and severity of disabilities, and the person's age. There are, however, some traits they may share, including:

Limited speech or communication Difficulty in basic physical mobility Tendency to forget skills through disuse Trouble generalizing skills from one

situation to another A need for support in major life

activities (e.g., domestic, leisure, community use, vocational) 84




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TRAUMATIC BRAIN INJURY

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Traumatic Brain InjuryTraumatic brain injury, often referred to as TBI, is most often an acute event similar to other injuries. That is where the similarity between traumatic brain injury and other injuries ends. One moment the person is normal and the next moment life has abruptly changed.

In most other aspects, a traumatic brain injury is very different. Since our brain defines who we are, the consequences of a brain injury can affect all aspects of our lives, including our personality.

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Traumatic Brain InjuryA brain injury is different from a broken limb or punctured lung. An injury in these areas limit the use of a specific part of your body, but your personality and mental abilities remain unchanged. Most often, these body structures heal and regain their previous function.

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Types of Traumatic Brain Injury

1. Mild Brain InjuryA brain injury can be classified as mild if

loss of consciousness and/or confusion and disorientation is shorter than 30 minutes. While MRI and CAT scans are often normal, the individual has cognitive problems such as headache, difficulty thinking, memory problems, attention deficits, mood swings and frustration. These injuries are commonly overlooked. Even though this type of TBI is called “mild”, the effect on the family and the injured person can be devastating. 89

Types of Traumatic Brain Injury

2. Severe Brain InjurySevere brain injury is associated with

loss of consciousness for more than 30 minutes and memory loss after the injury or penetrating skull injury longer than 24 hours. The deficits range from impairment of higher level cognitive functions to comatose states. Survivors may have limited function of arms or legs, abnormal speech or language, loss of thinking ability or emotional problems. The range of injuries and degree of recovery is very variable and varies on an individual basis90

Cause of Traumatic Brain Injury

Open Head Injury Results from bullet wounds, etc. Largely focal damage Penetration of the skull Effects can be just as serious as

closed brain injury

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Closed Head Injury Resulting from a slip and fall,

motor vehicle crashes, etc. Focal damage and diffuse damage

to axons Effects tend to be broad (diffuse) No penetration to the skull

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Deceleration Injuries (Diffuse Axonal Injury) The skull is hard and inflexible

while the brain is soft with the consistency of gelatin. The brain is encased inside the skull.

During the movement of the skull through space (acceleration) and the rapid discontinuation of this action when the skull meets a stationary object (deceleration) causes the brain to move inside the skull.

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Deceleration Injuries (Diffuse Axonal Injury) The brain moves at a different

rate than the skull because it is soft. Different parts of the brain move at different speeds because of their relative lightness or heaviness.

The differential movement of the skull and the brain when the head is struck results in direct brain injury, due to diffuse axonal shearing, contusion and brain swelling.

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Deceleration Injuries (Diffuse Axonal Injury) Diffuse axonal shearing is when

the brain is slammed back and forth inside the skull it is alternately compressed and stretched because of the gelatinous consistency.

The long, fragile axons of the neurons (single nerve cells in the brain and spinal cord) are also compressed and stretched.

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Deceleration Injuries (Diffuse Axonal Injury) If the impact is strong enough,

axons can be stretched until they are torn. This is called axonal shearing. When this happens, the neuron dies.

After a severe brain injury, there is massive axonal shearing and neuron death.

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Chemical / Toxic Also known as metabolic disorders This occurs when harmful

chemicals damage the neurons Chemicals and toxins can include

insecticides, solvents, carbon monoxide poisoning, lead poisoning, etc.

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Hypoxia (Lack of Oxygen) If the blood flow is depleted of

oxygen, then irreversible brain injury can occur from anoxia (no oxygen) or hypoxia (reduced oxygen)

It may take only a few minutes for this to occur

This condition may be caused by heart attacks, respiratory failure, drops in blood pressure and a low oxygen environment

This type of brain injury can result in severe cognitive and memory deficits

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Tumors Tumors caused by cancer can grow

on or over the brain Tumors can cause brain injury by

invading the spaces of the brain and causing direct damage

Damage can also result from pressure effects around an enlarged tumor

Surgical procedures to remove the tumor may also contribute to brain injury

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Infections The brain and surrounding

membranes are very prone to infections if the special blood-brain protective system is breached

Viruses and bacteria can cause serious and life-threatening diseases of the brain (encephalitis) and meninges (meningitis) 100


Stroke If blood flow is blocked through a

cerebral vascular accident (stroke), cell death in the area deprived of blood will result

If there is bleeding in or over the brain (hemorrhage or hematoma) because of a tear in an artery or vein, loss of blood flow and injury to the brain tissue by the blood will also result in brain damage.101




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COMMUNICATION DISORDER

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Communication DisorderA communication disorder is an impairment in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal and graphic symbol systems. It may be evident in the processes of hearing, language, and/or speech. A communication disorder may range in severity from mild to profound. It may be developmental or acquired. Individuals may demonstrate one or any combination of communication disorders. A communication disorder may result in a primary disability or it may be secondary to other disabilities.

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Characteristics of Communication Disorder

Manifests difficulty in speaking Hard time articulating words Can produce sounds but unable

to make accurate pronunciations

Difficulty in understanding other people

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Types of Communication Disorder

1. Articulation disorder An articulation disorder is the

atypical production of speech sounds characterized by substitutions, omissions, additions or distortions that may interfere with intelligibility.

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1. Articulation disorder Fluency disorder is an interruption in

the flow of speaking characterized by atypical rate, rhythm, and repetitions in sounds, syllables, words, and phrases. This may be accompanied by excessive tension, struggle behavior, and secondary mannerisms.

Voice disorder is characterized by the abnormal production and/or absences of vocal quality, pitch, loudness, resonance, and/or duration, which is inappropriate for an individual's age and/or sex.

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2. Language disorder A language disorder is impaired

comprehension and/or use of spoken, written and/or other symbol systems. The disorder may involve:

the form of language (phonology, morphology, syntax)

the content of language (semantics)

the function of language in communication (pragmatics) in any combination.

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3. Hearing disorder A hearing disorder is the result of

impaired auditory sensitivity of the physiological auditory system. A hearing disorder may limit the development, comprehension, production, and/or maintenance of speech and/or language.

Hearing disorders are classified according to difficulties in detection, recognition, discrimination, comprehension, and perception of auditory information.

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3. Hearing disorder Individuals with hearing impairment

may be described as deaf or hard of hearing.

Deaf is defined as a hearing disorder that limits an individual's aural/oral communication performance to the extent that the primary sensory input for communication may be other than the auditory channel.

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3. Hearing disorder Individuals with hearing impairment

may be described as deaf or hard of hearing.

Hard of hearing is defined as a hearing disorder, whether fluctuating or permanent, which adversely affects an individual's ability to communicate. The hard-of-hearing individual relies on the auditory channel as the primary sensory input for communication.

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3. Central Auditory Processing Disorder

Central auditory processing disorders are deficits in the information processing of audible signals not attributed to impaired peripheral hearing sensitivity or intellectual impairment. This information processing involves perceptual, cognitive, and linguistic functions that, with appropriate interaction, result in effective receptive communication of auditorily presented stimuli. Specifically, CAPD refers to limitations in the ongoing transmission, analysis, organization, transformation, elaboration, storage, retrieval, and use of information contained in audible signals.

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CAPD may involve the listener's active and passive (e.g., conscious and unconscious, mediated and unmediated, controlled and automatic) ability to do the following:

Attend, discriminate, and identify acoustic signals

Transform and continuously transmit information through both the peripheral and central nervous systems

Filter, sort, and combine information at appropriate perceptual and conceptual levels

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CAPD may involve the listener's active and passive (e.g., conscious and unconscious, mediated and unmediated, controlled and automatic) ability to do the following:

Store and retrieve information efficiently; restore, organize, and use retrieved information

Segment and decode acoustic stimuli using phonological, semantic, syntactic, and pragmatic knowledge

Attach meaning to a stream of acoustic signals through use of linguistic and nonlinguistic contexts

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Causes of Communication Disorder

HearingSome of the causes of hearing loss

are chronic ear infections, heredity, birth defects, health problems at birth, certain drugs, head injury, viral or bacterial infection, exposure to loud noise, aging, and tumors.

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Causes of Communication Disorder

Speech & LanguageSome of the causes of speech and

language disorders are related to hearing loss, cerebral palsy and other nerve/muscle disorders, severe head injury, stroke, viral diseases, mental retardation, certain drugs, physical impairments such as cleft lip or palate, vocal abuse or misuse, inadequate speech and language models; frequently, however, the cause is unknown.

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HEARING LOSS118


Hearing Loss

Hearing loss is a disability characterized by the incapacity

to hear sounds.

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Hearing LossMild Hearing Loss

What is mild hearing loss? On average, the most quiet sounds that people can hear with their better ear are between 25 and 40 dB. People who suffer from mild hearing loss have some difficulties keeping up with conversations, especially in noisy surroundings.

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Hearing LossModerate Hearing Loss

What is moderate hearing loss? On average, the most quiet sounds heard by people with their better ear are between 40 and 70 dB. People who suffer from moderate hearing loss have difficulty keeping up with conversations when not using a hearing aid.

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Hearing LossSevere Hearing Loss

What is severe hearing loss? On average, the most quiet sounds heard by people with their better ear are between 70 and 95 dB. People who suffer from severe hearing loss will benefit from powerful hearing aids, but often they rely heavily on lip-reading even when they are using hearing aids. Some also use sign language.

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Hearing LossProfound Hearing Loss

What is profound hearing loss? On average, the most quiet sounds heard by people with their better ear are from 95 dB or more. People who suffer from profound hearing loss are very hard of hearing and rely mostly on lip-reading, and/or sign language.

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Characteristics of Hearing Loss

Hearing loss Mute Inability to understand

verbal cues

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Types of Hearing Loss1. Conductive Hearing Loss

It is when hearing loss is due to problems with the ear canal, ear drum, or middle ear and its little bones (the malleus, incus, and stapes).

2. Sensorineural hearing loss (SNHL)

It is when hearing loss is due to problems of the inner ear, also known as nerve-related hearing loss.

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Types of Hearing Loss3. Mixed Hearing Loss

It refers to a combination of conductive and sensorineural hearing loss. This means that there may be damage in the outer or middle ear and in the inner ear (cochlea) or auditory nerve.

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Causes of Hearing Loss Malformation of

outer ear, ear canal, or middle ear structures

Fluid in the middle ear from colds

Ear infection Allergies

Poor Eustachian

tube function Perforated

eardrum Benign tumors Impacted

earwax Infection in the

ear canal Foreign body in

the ear Otosclerosis 127




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BLINDNESS & LOW VISION

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Blindness & Low VisionA visual impairment is any visual condition that impacts an individual’s ability to successfully complete the activities of everyday life.

Students with visual impairments are infants, toddlers, children and youths who experience impairments of the visual system that impact their ability to learn.

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Characteristics of Blindness & Low Vision

Visual impairment is essentially an umbrella term used to describe the loss of sight that can be a consequence of a number of different medical conditions.

The onset, the severity, and the type of visual loss, as well as to any coexisting disabilities that may be present in the child.

Decreased visual acuity and visual field,

Sensitivity to light or glare, blind spots in their visual fields, or problems with contrast or certain colors.

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Types of Blindness & Low VisionAccording to the CDC and the World Health Organization the classification of visual acuity and impairment includes (1, 2)

Low visual acuity means vision between 20/70 and 20/400 with the best possible correction, or a visual field of 20 degrees or less

Blindness is defined as a visual acuity worse than 20/400 with the best possible correction, or a visual field of 10 degrees or less

Legal blindness in the US means visual acuity of 20/200 or worse with the best possible correction, or a visual field of 20 degrees or less.

Visual acuity of 20/70 to 20/400 (inclusive) is considered moderate visual impairment or low vision.

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Causes of Blindness & Low Vision

Presbyopia - difficulty focusing on objects that are close. This problem often becomes noticeable in your early to mid 40s.

Cataracts - cloudiness over the eye lens, causing poor nighttime vision, halos around lights, and sensitivity to glare. Cataracts are common in the elderly.

Glaucoma - increased pressure in the eye, which is most often painless. Vision will be normal at first, but over time you can develop poor night vision, blind spots, and loss of vision to either side. Glaucoma can also happen suddenly, which is a medical emergency.

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Diabetic eye disease Macular degeneration - loss of central

vision, blurred vision (especially while reading), distorted vision (straight lines will appear to be wavy), and colors that look faded. The most common cause of blindness in people over age 60.

Eye infection, inflammation, or injury Floaters - tiny particles drifting inside the

eye, which may be confused with retinal detachment.

Night blindness 134


Retinal detachment - symptoms include floaters, sparks or flashes of light in your vision, or a sensation of a shade or curtain hanging across part of your visual field.

Optic neuritis - inflammation of the optic nerve from infection ormultiple sclerosis. You may have pain when you move your eye or touch it through the eyelid.

Stroke or TIA Brain tumor 135


Bleeding into the eye Temporal arteritis - inflammation of an

artery in the brain that supplies blood to the optic nerve

Migraine headaches - spots of light, halos, or zigzag patterns that appear before the start of the headache

Medications can also affect vision.

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Classification of exeptionalities

Education

Transcript of Classification of exeptionalities