Characteristics+Group+Grid



**Learning Disabilities** ||
 * Federal Definition of the Disability – Major Components, Including Incidence and etiology

A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, speak, read, write, spell, or to do mathematical calculations. This includes such conditions such as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

Incidence- learning disabilities are caused by many variables, but all instances are different according to what caused it.

Etiology- There are four basic categories to explain the etiology of learning disabilities. The first is trauma that has occured to the central nervous system. Then there is genetic or hereditary influences and biolochemical abnormalities. The last is enviromental possibilities such as maternal alcohol, incidents of drug use, and teratogens. ||  || Health Issues
 * Typical Physical Characteristics of the Disability

Most learning disabled people do not show any physical characteristics of being learning disabled, except for the select few that have some trouble with motor skills. But it is important to remeber that no case of a learning disability is ever the same. ||  || All these can effect how a student learns and each student with a learning disability has to have certain modifications so that they can learn as well as the next student or at least have the chance to do so. ||  ||
 * Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
 * hyperactivity
 * perceptual-motor impairments
 * emotional lability
 * coordination problems
 * disorders of attention
 * impulsivity
 * disorders of memory and thinking
 * academic difficulties
 * language deficits
 * equivocal neurological signs
 * Common Communication and/or Behavior Issues & Needs

All of the above can cause communication problems between peers. A students with learning disabilities may be treated differently by their peers because of their disability. They may have trouble relating to other students without disabilities. This may cause behavioral issues in children with this type of disability and cause them to act out. ||  || class textbook- Teaching in Today's Classrooms: A Universal Design for Learning Approach pages 58-64 ||  ||
 * References

**Emotional /Behavioral** ||
 * __**Federal Definition of the Disability – Major Components, Including Incidence and etiolog y **__

__**Definition:**__ Students who have emotional and behavioral disturbances exhibit significant behavioral excesses or deficits. These terms refer to patterns of behavior that depart significantly from the expectations of others. In recent years, "behavioral disorders" has gained favor over "emotional disturbance" as a more accurate label leading to more objective decision-making and fewer negative connotations. //IDEA// defines serious emotional disturbance (SED) as "a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance: An inability to learn which 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. A tendency to develop physical symptoms or fears associated with personal or school problems." The federal definition includes children who are diagnosed as schizophrenic, but excludes socially maladjusted children "unless it is determined that they are seriously emotionally disturbed." **NOTE:** //Experts are unable to agree on a solid definition for emotional behavior disorder, due to the wide variety of characteristics of this disorder. This has led to a vast array of estimates for those affected by the disorder.// __**Incidence: **__ *The U.S. Department of Education states that 1% of U.S. children in school have this disorder severe enough to require special education.
 * Other estimates suggest that 20% of schoolchildren are affected severely.
 * Most experts agree that 6 to 10% of students have this disorder and require special education.
 * Three times as many boys as girls are diagnosed with this disorder, most likely because boys tend to act out more than girls, who usually tend to show symptoms of internalizing behavior disorder.
 * The incidence rate seems to be increasing ( Sternberg 179).

__**Etiology:**__ The reasons why such problems arise in a particular child are usually difficult to identify precisely, and the disability is likely to be the result of multiple and overlapping factors (Walker & Sprague, 2000). At least three general areas can contribute to emotional or behavioral disorders: biology, home and community and school. Let's look at each in turn.

**Biology**
Just as for many other disabilities, more and more biological and genetic causes for emotional or behavioral disorders are being identified (Forness & Kavale, 2001). For example, research now tells us that a definite relationship exists between prenatal drug exposure and childhood emotional or behavioral disorders: 53 percent of drug-exposed participants in Headstart preschool programs are identified as having these disabilities as early as kindergarten (Sinclair, 1998). Mood disorders, depression, and schizophrenia may have a genetic foundation (APA, 2000).

**Home and Community**
Environment and culture are the context in which behavior unfolds (Maag, 2000). No one lives in a social vacuum. Everyone is a member of an immediate family, an extended family, or a community network (neighborhood, church, clubs). All of these environments shape and influence each individual's growth and development, whether positively or negatively. Rarely does a single negative experience lead to or aggravate emotional problems, but combinations of poverty, abuse, neglect, parental stress, inconsistent expectations and rules, confusion, and turmoil over long periods of time can do so. Being poor is a contributing factor (CDF, 2004; Hosp & Reschly, 2002). So are lack of supervision, erratic and punitive discipline, low rate of positive interactions, high rate of negative interactions, lack of interest and concern, and poor adult role models (Reid & Patterson, 1991). For example, children whose parents are violent and have arrest records also tend to become violent and to find themselves in trouble with the law (Hallahan & Kauffman, 2006; Rudo, Powell, & Dunlap, 1998). Another link with poverty is clear: Students whose family incomes are in the bottom 20 percent of American families are five times more likely to drop out of school than their peers whose family incomes are in the top 20 percent of American families (NCES, 2001).

**School**
Teachers and schools can have a tremendous influence on students (Tolan, Gorman-Smith, & Henry, 2001). Teachers' expectations affect the questions they ask students, the feedback they give, and the number and character of their interactions with students. Problems can get better because of teachers' actions—and they can get worse for the same reason. In other words, what educators do makes a difference. For example, a teacher who is unskilled in managing the classroom or insensitive to students' individual differences may create an environment wherein aggression, frustration, and withdrawal are common responses to the environment or the teacher. Good teachers are able to analyze their relationships with their students and the learning environment, and they keep close watch on problems and potential problems. ||  || Health Issues __**
 * **__Typical Physical Characteristics of the Disability

Young people who experience excessive fear, worry, or uneasiness may have an anxiety disorder. Anxiety disorders are among the most common of childhood disorders. According to one study of 9- to 17-year-olds, as many as 13 of every 100 young people have an anxiety disorder (U.S. Department of Health and Human Services, 1999). Anxiety disorders include:
 * Anxiety Disorders**


 * Phobias, which are unrealistic and overwhelming fears of objects or situations.
 * Generalized anxiety disorder, which causes children to demonstrate a pattern of excessive, unrealistic worry that cannot be attributed to any recent experience.
 * Panic disorder, which causes terrifying "panic attacks" that include physical symptoms, such as a rapid heartbeat and dizziness.
 * Obsessive-compulsive disorder, which causes children to become "trapped" in a pattern of repeated thoughts and behaviors, such as counting or hand washing.
 * Post-traumatic stress disorder, which causes a pattern of flashbacks and other symptoms and occurs in children who have experienced a psychologically distressing event, such as abuse, being a victim or witness of violence, or exposure to other types of trauma such as wars or natural disasters.
 * Severe Depression**

Many people once believed that severe depression did not occur in childhood. Today, experts agree that severe depression can occur at any age. Studies show that two of every 100 children may have major depression, and as many as eight of every 100 adolescents may be affected (National Institutes of Health, 1999). The disorder is marked by changes in:

It also is important for parents and caregivers to be aware that some children and adolescents with depression may not value their lives, which can put them at risk for suicide.
 * Emotions—Children often feel sad, cry, or feel worthless.
 * Motivation—Children lose interest in play activities, or schoolwork declines.
 * Physical well-being—Children may experience changes in appetite or sleeping patterns and may have vague physical complaints.
 * Thoughts—Children believe they are ugly, unable to do anything right, or that the world or life is hopeless.
 * Bipolar Disorder**

Children and adolescents who demonstrate exaggerated mood swings that range from extreme highs (excitedness or manic phases) to extreme lows (depression) may have bipolar disorder (sometimes called manic depression). Periods of moderate mood occur in between the extreme highs and lows. During manic phases, children or adolescents may talk nonstop, need very little sleep, and show unusually poor judgment. At the low end of the mood swing, children experience severe depression. Bipolar mood swings can recur throughout life. Adults with bipolar disorder (about one in 100) often experienced their first symptoms during their teenage years (National Institutes of Health, 2001).


 * Attention-deficit/Hyperactivity Disorder**

Young people with attention-deficit/hyperactivity disorder are unable to focus their attention and are often impulsive and easily distracted. Attention-deficit/hyperactivity disorder occurs in up to five of every 100 children (U.S. Department of Health and Human Services, 1999). Most children with this disorder have great difficulty remaining still, taking turns, and keeping quiet. Symptoms must be evident in at least two settings, such as home and school, in order for attention-deficit/hyperactivity disorder to be diagnosed.
 * Learning Disorders**

Difficulties that make it harder for children and adolescents to receive or express information could be a sign of learning disorders. Learning disorders can show up as problems with spoken and written language, coordination, attention, or self-control.


 * Conduct Disorder**

Young people with conduct disorder usually have little concern for others and repeatedly violate the basic rights of others and the rules of society. Conduct disorder causes children and adolescents to act out their feelings or impulses in destructive ways. The offenses these children and adolescents commit often grow more serious over time. Such offenses may include lying, theft, aggression, truancy, the setting of fires, and vandalism. Current research has yielded varying estimates of the number of young people with this disorder, ranging from one to four of every 100 children 9 to 17 years of age (U.S. Department of Health and Human Services, 1999)
 * Eating Disorders**

Children or adolescents who are intensely afraid of gaining weight and do not believe that they are underweight may have eating disorders. Eating disorders can be life threatening. Young people with anorexia nervosa, for example, have difficulty maintaining a minimum healthy body weight. Anorexia affects one in every 100 to 200 adolescent girls and a much smaller number of boys (National Institutes of Health, 1999).

Youngsters with bulimia nervosa feel compelled to binge (eat huge amounts of food in one sitting). After a binge, in order to prevent weight gain, they rid their bodies of the food by vomiting, abusing laxatives, taking enemas, or exercising obsessively. Reported rates of bulimia vary from one to three of every 100 young people (National Institutes of Health, 1999).


 * Autism**

Children with autism, also called autistic disorder, have problems interacting and communicating with others. Autism appears before the third birthday, causing children to act inappropriately, often repeating behaviors over long periods of time. For example, some children bang their heads, rock, or spin objects. Symptoms of autism range from mild to severe. Children with autism may have a very limited awareness of others and are at increased risk for other mental disorders. Studies suggest that autism affects 10 to 12 of every 10,000 children (U.S. Department of Health and Human Services, 1999).
 * Schizophrenia**

Young people with schizophrenia have psychotic periods that may involve hallucinations, withdrawal from others, and loss of contact with reality. Other symptoms include delusional or disordered thoughts and an inability to experience pleasure. Schizophrenia occurs in about five of every 1,000 children (National Institutes of Health, 1997).

(There were many more, I just wanted to put a few.) ||  || Behavioral disorders also known as conduct disorders are one of the most common forms of psycho pathology among children and young adults and is the most frequently cited reason for referral to mental health services. The appearance of behavioral disorders is increasing dramatically in our K-12 classrooms. As a result their presence severely constrains the ability of the school systems to educate students effectively. The prevalence of behavioral problems among children and young adults is substantial. Many surveys indicate that behavioral disorders vary among young adults, ranging from 2 and 6% in K-12 students. This percentage translates into 1.3 to 3.8 million cases of behavioral disorders among the school and pre-college population. Behavioral disorders become apparent when the student displays a repetitive and impact persistent pattern of behavior that results in the significant disruption in other students. Such disturbances may cause significant impairments in academic, social, and or occupational functioning. Such a behavior pattern is consistent throughout the individuals life. Among the characteristics of a behavioral disorder among children and adolescents are: Council for Exceptional Children Website: < http://www.cec.sped.org/AM/Template.cfm?Section=Behavior_Disorders_Emotional_Disturbance > Introduction to Special Education: Making a Difference, by D.D. Smith, 2007 edition, p. 248-254. Sternberg, Robert J. and Williams, Wendy M. __Educational Psychology.__ Boston:  Allyn  and Bacon, 2002. ||  ||
 * __** Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning **__
 * Initiation of aggressive behavior and reacting aggressively towards others.
 * A display of bullying, threatening, or intimidating behavior.
 * Being physically abusive of others.
 * Deliberate destruction of other's property.
 * Showing little empathy and concern for the feelings, wishes, and well being of others.
 * Showing callous behavior towards others and lack of feelings of guilt or remorse.
 * They may readily inform on their companions and tend to blame others for their own misdeeds. ||  ||
 * **__ Common Communication and/or Behavior Issues & Needs __**
 * Disruptive to classroom activity.
 * Impulsive.
 * Inattentive, distractible.
 * Appears pre-occupied.
 * Disregards all classroom rules.
 * Poor concentration.
 * Extreme resistance to change and transitions.
 * Speaks out, repeatedly.
 * Is aggressive.
 * Bullies and intimidates others.
 * Regular truancy from school.
 * Dishonest, consistently blames others.
 * Low self esteem.
 * Unable to work in groups.
 * Engages in self injurious behavior.
 * Has no regard for personal space and belongings.
 * Persistently tries to manipulate situations. ||  ||
 * __**References** __

**Deaf/Hard of Hearing** ||
 * Federal Definition of the Disability – Major Components, Including Incidence and etiology

The IDEA defintion of deafness- hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely effects a child's educational performance. Incidence- Deafness occurs though out life depending on the causes of deafness. Etiology- In more than 55% of hearing loss in children is unknown. Two leading causes of deafness are genetic or hereditary factors. Infections such as the measles and Otitis media( middle ear infection). Otitis media is one of the leading causes for mild to moderate deafness in children. Other causes include low birth weight,prematurity, anoxia, meningitis, head injuries, and side effects of some antibiotics. Currently noise pollution is being considered as a cause for deafness. ||  || Health Issues Deaf students have the same intellectual development as students who can hear. They have problems with language development. This causes difficulty in learning in enviroments that use the written word and spoken word as a tool for education. Low achievement is characteristic of students who are deaf. Deaf students perform 3-4 years below their grade level. Students with a hearing impairment have difficulty in reading .A typical deaf student graduates high school with a reading level of a fourth grader. ||  || Speech and language skills are severely affected for hearing impaired people .Learning to use speech is difficult for many deaf children. Students with mild or moderate hearing loss face minimal effects so communication skills are possible. These students can use speeh to communicate. Students who are profoundly deaf can not hear loud speech even with a hearing aid.They are unable to understand speech unless they can read lips.When they try to speak, their words are hard to understand. ||  || Pages 89-93 ||   ||
 * Typical Physical Characteristics of the Disability
 * 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
 * Imitates or mimics the actions/movements of peeers and classmates
 * Grequent requests to repeat verbal information
 * Difficulty hearing telephone conversation ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">References: Class textbook- Teaching in Today's Inclusive Classrooms: A Unviersal Design for Learning Approach

<span style="font-family: Arial,sans-serif;">**Blind/Vision** || Health Issues ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Federal Definition of the Disability – Major Components, Including Incidence and etiology ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Physical Characteristics of the Disability
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">References ||  ||

<span style="font-family: Arial,sans-serif;">**Mental Retardation** IDEA definition- Significantly sub average general intellectual functioning existing concurrently with deficits in adaptive behaviors and manifested during the developmental period that adversely affect's a child's educational performance.
 * (mild/moderate)** ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Federal Definition of the Disability – Major Components, Including Incidence and etiology

The AAIDD (American Association on Intellectual and Developmental Disabilities) definition- mental retardation is a disability characterized by significant limitations both in intellectual functioning and in adaptive skills. This disability originates before age 18.

Etiology- An individual may be mentally retarded for a multitude of reasons, and often the cause is unknown. (Book) The causes of mental retardation can be grouped from most to least common as follows: Some individuals with <span style="background: none repeat scroll 0% 0% transparent; border-bottom-width: 3px; border-left: 0px none; border-right: 0px none; cursor: pointer; float: none;">mental retardation have unique physical characteristics that mark them as retarded, including being <span style="background: none repeat scroll 0% 0% transparent; border-bottom-width: 3px; border-left: 0px none; border-right: 0px none; cursor: pointer; float: none;">short of stature or possessing unique facial characteristics associated with conditions related to their <span style="background: none repeat scroll 0% 0% transparent; border-bottom-width: 3px; border-left: 0px none; border-right: 0px none; cursor: pointer; float: none;">mental retardation. Others have a perfectly normal physical appearance. (MentalHelp) ||  || Deficits in cognitive functioning and learning styles characteristic of individuals with mental retardation include poor memory, slow learning rates, attention problems, difficulty generalizing what they have learned, and lack of motivation.(Education) Book- Impaired cognitive functioning. ||  || Emotional and behavioral disorders may be associated with intellectual disabilities, and they may interfere with the child's progress. Most children with intellectual disabilities recognize that they are behind others of their own age. Some may become frustrated, withdrawn or anxious, or act "bad" to get the attention of other youngsters and adults. Adolescents and young adults with intellectual disabilities may become depressed. These persons might not have enough language skills to talk about their feelings, and their depression may be shown by new problems, for instance in their behavior, eating and sleeping. (AACAP) ||  || class textbook- Teaching in Today's Classrooms: A Universal Design for Learning Approach pages 54-58. AACAP. http://aacap.org/page.ww?name=Children+Who+Are+Mentally+Retarded&section=Facts+for+Families MentalHelp. http://www.mentalhelp.net/poc/view_doc.php?type=doc&id=10324&cn=208 Education. http://www.education.com/reference/article/characteristics-children-mental-retardation/ E-Medicine. http://emedicine.medscape.com/article/289117-overview ||  ||
 * Alterations in embryonic development, such as those caused by chromosomal abnormalities or fetal exposure to drugs or toxins
 * Environmental deprivation and other mental disorders, such as autism
 * Problems of pregnancy and the perinatal period, such as fetal malnutrition, hypoxia, infection, trauma, or prematurity
 * Hereditary abnormalities, such as inborn errors of metabolism or chromosomal aberrations
 * Medical conditions of infancy or childhood, such as central nervous system (CNS) infection or trauma, or lead poisoning (E-Medicine) ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Physical Characteristics of the Disability -
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">References

<span style="font-family: Arial,sans-serif;">**TBI** || Health Issues ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Federal Definition of the Disability – Major Components, Including Incidence and etiology ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Physical Characteristics of the Disability
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">References ||  ||

<span style="font-family: Arial,sans-serif;">**Autism** || Health Issues ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Federal Definition of the Disability – Major Components, Including Incidence and etiology ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Physical Characteristics of the Disability
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">References ||  ||