Disabilities in Development lecture

8/9/2019 Disabilities in Development lecture

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Predicting Disability

Few disabilities suddenly emerge without at

least some warning signs Differ for different disabilities

Some are more indicative of disability than others• Genetic testing

• Amniocentisis

• Screen Blood tests• Ultrasound


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Continuities & Discontinuities

Disability may be continuous or

discontinuous across Childhood

Adolescence

Adulthood


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Continuity

!m"lies develo"mental changes are gradual

and #uantitative $e%g% weight height &

reading ability'

Future behavior "atterns are assumed to be

able to be "redicted from earlier "atterns


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Discontinuity

Disability or characteristics associated with thedisability a""ear suddenly and without warning

Fewer good behavioral "redictions can be

made from early childhood () *ost eating disorders

Discontinuity can also refer to child seemingly

showing ty"ical "atterns of develo"ment and

then abru"tly showing aty"ical "atterns () Some cases of autism s"ectrum disorder


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The Normal Curve: What is“Normal?”

0 + 1- 1 +2+2 +3-3

34.13%34.13%

13.59% 13.59%

2.14%2.14%

Standard Deviation

.13%.13%


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Disability and Culture I.

Western Culture: +ne child is com"ared to others $the norm', !f behavior differs too greatly from -the norm. the

child is viewed as deviant or disabled, /y"ically labeled

Other Cultures $e%g% Some American !ndian'

Don0t value child1child com"arisons, Don0t com"are individual children to the grou",


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Disability and Culture II.

Definition -A disability limits the ability to

"erform certain tas2s in the same way most

"ersons do%. All tas2s3 or

S"ecific culturally defined tas2s

Children who lac2 abilities are considered

disabled only when their culture defines

these tas2s as im"ortant%


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Disability and Culture III.

Culture changes over time rural4agrarian 5 urban4industrial

relatively sim"le 5 increasingly com"le6

As culture and society change so do the

tas2s children and adults are e6"ected to

"erform,

As a result our definitions of disability

change over time%


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Classification and Labeling I.

Classification:

A structured system that identifies and

organi7es characteristics to establish order, Classification system used in this course will be

categorical %

Labeling:

A""lying a classification system to a s"ecific

child%


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Advantages !cont."

:aises awareness of the nature and su""ort

needs of "ersons with disabilities% Provides the individual with a -reason. for

the difficulties or challenges he4she faces%


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Classification and Labeling .

Disadvantages: Potential that children with disabilities will not be

treated as individuals%

Greater influence "laced on grou"s leading to

grou"1 rather than individually1based services%

*ay stigmati7e the child%


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Can negatively affect child0s self1esteem%

*ay result in others having low

e6"ectations% *ay lead to differential treatment%

;abels often ac#uire the role of e6"lanatory

constructs%


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Classification and Labeling II.

Disadvantages: False assum"tion that all children with a s"ecific

label share a large number of other characteristics%

;abels suggest child0s challenges are "rimarily the

result of something being wrong with the child%

;abels a""lied to "ersons with disabilities

tend to be "ermanent%


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Classification and Labeling III.

Disadvantages: ;abels "rovide an e6cuse to deny access%

;abeling individual children results in tremendous

financial e6"enditures%


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Subclassification System for

!ntellectual Disability

Old #yste$

*ild *ental :etardation *oderate *ental :etardation

Severe *ental :etardation

Profound *ental :etardation

e& #yste$

!ntermittent Su""orts ;imited Su""orts

(6tensive Su""orts

Pervasive Su""orts


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The Impact of Labels

:e"ulsion4A"athy Attraction4Affection

• !nferior •

!nca"able• !m"otent

De$eaning Labels

9egative /raits Attributed

:e=ection4Avoidance

'stee$ing Labels

Positive /raits Attributed

• >orthy•

Com"etent• Strong

9urture4(m"owerment

Cognition

Affect

(ehavior


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)he Language of Disabilities I.

Do say*

Ad+ective,eo-le ualifierculturally &children with? disabilities

linguistically children who have%%% mental retardation

diverse students with%%% learning disabilities

students who have? behavioral challenges

toddlers with%%% cerebral "alsy

adults who have%%% Develo"mental disabilities

"hysical disabilities

visual im"airments


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)he Language of Disabilities II.

(6ce"tions

Ad+ective,eo-le ualifier

"eo"le who face "hysical challenges

Deaf children who use a wheelchair

students who are blind

youth who are deaf

Blind individualswho have low visionadults


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)he Language of Disabilities III.

Don0t Say4>rite

Article Ad+ective or oun

The cri""leddisabled

disturbed

mentally handica""ed

"hysically handica""edlearning disabled

retarded


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DevelopmentalOutcomes Developmental Outcomes

aecte b!:Personal characteristics (e.g.,

cognitive competencies,communication skills, etc.); and

Environments within which theperson functions, including thefamily, school, and community


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/o& 0any Children /ave Disabilities

!ncrease of @ in "ast @ years,

9umber of children receiving s"ecial

education services increases from age 1E

decreases gradually thereafter%


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#tudents 2eceiving #-ecial 'ducation #ervices

Disability Category u$ber % of )otal

S"ecific ;earning Disabilities @H I%@S"eech or ;anguage IIHJ I%!ntellectual Disabilities $*ental :etardation' IJH J%(motional4Behavioral Challenges IIHI %E

+ther 8ealth !m"airments IJ H%*ulti"le Disabilities III %E8earing !m"airments EH %+rtho"edic !m"airments JJ@ %Autism & ASDs @J %@Kisual !m"airments @II %I

/raumatic Brain !n=ury E %Deaf1Blindness @JJ L%

U.S.D.O.. !""#


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/o& 0any Children /ave Disabilities

*ore than @%H million children and youth

identified as having disabilities,

H%H of "o"ulation from 1 years of age,

Children with disabilities receiving s"ecial

education services re"resent %J of school1

age "o"ulation,


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'cological )heory

(nvironment viewed as a set of nested

structures each fitting inside of the ne6t,

/his environment is the conte6t withinwhich s2ills and ca"acities are learned and

"racticed and develo"mental outcomes

achieved,

)h 0 t


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)he 0acrosyste$

FamilyMicrosystem

SchoolMicrosystem

Child-CareMicrosystem

Peer GroupMicrosystem

Child

M e s o s y s t e m

Exosystem

Exosystem

E

x o s

y s

t e m

E x o

s y s

t e m

Mesosystem

Mesosystem

M e s o s y s t e m

I n s t i t u t i o n s V

a l u e s

I d e o l o g

i c a l P

a t t e r n

sS y s t e m s


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(cological /heory !!!%

At each level of environmental organi7ationfactors e6ist that have "otential to have a "ositive or negative influence on

develo"ment Pathogenic4:is2 Factors Salutogenic4Positive !nfluences


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(cological /heory !K%

9o single factor ty"ically hasoverwhelming im"act on develo"ment%

Multiple factors e6"erienced over an

extended period of time have been found toe6ert a "rofound influence ondevelo"mental outcomes%


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(cological /heory !K%

Pathogenic Influences (Risk Factors) Create stress within the family

8ave a direct im"act on the child

*inimi7e or remove resources im"ortant to

the child0s healthy develo"ment


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(cological /heory K%

Salutogenic Influences (Resources): Provide o""ortunities for develo"ment

!ncrease "robability of "ositive develo"mental

outcomes

9egate the im"act of "athogenic influences


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'cological )heory II.

Four systems included in Bronfenbrenner0s

$EHE' and Garbarino0s $EJ' (cological

*odels *icrosystem

*esosystem

(6osystem

*acrosystem


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)he 0icrosyste$

>hat is a *icrosystem3 /he immediate system4setting in which the

individual e6ists $Bronfenbrenner EHE'%

*any ty"es of microsystems

a% family b% child care

c% school d% health care

e% religious f% "eer grou"


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Critical *icrosystems

Family

SchoolChild1Care

Peer Grou"

Child


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)he 0esosyste$

What is a 0esosyste$

:efers to the lin2ages or relationshi"s

that e6ist between microsystems

$Bronfenbrenner EHE',

*esosystem lin2ages vary in quality and

quantity;


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)he 0esosyste$

*any ty"es of mesosystem lin2ages

a% family1school d% school1health care

b% religion1family e% "eer grou"1family

c% child care1school


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0esosyste$ Connections

Family*icrosystem

School*icrosystem

Child1Care*icrosystem

Peer Grou"*icrosystem

Child

*esosystem

*esosystem

* e s o s y s t e m

* e s o s y s t e m


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)he 'osyste$

>hat is an e6osystem3:efers to the im"act on more immediate

settings of the e6ternal conte6ts in whichthey are imbedded $Bronfenbrenner EHE',

(6osystem functions as a source of ris2

or o""ortunity for the develo"ing child%


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'osyste$ Influences

Family*icrosystem

School*icrosystem

Child1Care*icrosystem

Peer Grou"*icrosystem

Child * e s o s y s t e m

(6osystem

(6osystem

( 6 o s y

s t e

m

( 6

o s

y s t

e m

*esosystem

*esosystem

* e s o s y s t e m


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)he 0acrosyste$

>hat is the *acrosystem3/he macrosysem refers to the broad

ideological "atterns of a culture%%%the

overarching systems surrounding theother systems%

Cultural and ideological values of society

as a whole !nclude "olitics and "olicy

)he 0acrosyste$


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)he 0acrosyste$

FamilyMicrosystem

SchoolMicrosystem

Child-CareMicrosystem

Peer GroupMicrosystem

Child

M e s o s y s t e m

Exosystem

Exosystem

E

x o s

y s

t e m

E x o

s y s

t e m

Mesosystem

Mesosystem

M e s o s y s t e m

I n s t i t u t i o n s V

a l u e s

I d e o l o

g i c a l P a

t t e r n s S y s t e m s


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/he Chronosystem

(cological systems change over time

Systems o"erate on a balance between Morphogenesis M "ush for change

Morphostasis M tendency toward stability


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What is #-ecial 'ducation

Specially designed instruction, at no cost to

the parent, to meet the unique needs of a

child with a disability, including instruction

conducted within the classroom, homes,

institutions, and other settings and includes

instruction in physical education.

I Code of Federal H NaO NO


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>hat is S"ecial (ducation3

#-ecial 'ducation Includes: Direct instruction in the classroom,

Consultation with general education teacher,

Coordination of student0s educational "rogram,

+rchestration of learning o""ortunities necessary

for each child to "rofit from instruction,

:elated services re#uired to meet the uni#ue,learning needs of each child with a disability%


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What is #-ecial About #-ecial 'ducation

S"ecial educators

S"ecial curricular content

S"eciali7ed instructional methodologies S"eciali7ed instructional materials

Class si7e

/ime devoted to academics

Disabilities in Development lecture

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