Specific Learning Disability

1- Definition
2- Characters
3- How they differ
4- Instructional strategies and modifications
5- Federal Laws
6- Organizations

Specific Learning Disability:

1. Disorder in one or more of the basic psychological processes involved in understanding or un using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

2. Students with learning disabilities have a variety of different ranges in their academic, personal, and social abilities. Some students can have IQ’s putting them in the category of gifted, while their ability to do a specific task or communicate lacks. Students who have great communication skills can also have difficulty getting what they are saying onto paper, this could also classify them for a learning disability. Students can lack social skills typical for their age due to unusual or disruptive behaviors that the students around them are not used to. Students who have dyslexia, a specific learning disability can be very intelligent but have trouble reading, writing or spelling. When experiencing these difficulties, other difficulties that might come along with them are; lack of organization and the inability to project organized ideas. Some students who are academically challenged find something they excel at, for some students this is art and others it is things like technology or other forms of art.

3. Students with specific learning disabilities differ from the students around them because they excel at some things while they lack others, they may look different or act differently around typical students their age. Disruptive behavior may put a social strain the student with a learning disability. Because these students have different strengths and weaknesses than the typical student, the students may look down upon them and call them “stupid” or “dumb”.

4. Support strategies for students with learning disabilities depend on what specific disability they have and where they struggle due to this disability. General strategies for students with processing problems would be to sit near someone who can help them study or keep focuses, break long work periods into smaller work periods, use organized study guides, and use action games for learning. An example of a strategy that could be used for students with a processing problem specifically in math would be using real life examples as the basis for their math problems. Another specific learning disability deals with speaking difficulties, general strategies for this would include, making notes ahead of time of all the main points you want to discuss and practice them before hand. While if you have a specific speaking difficulty in writing strategies, use email or another way of communication opposed to the phone. Assistive technology is also a large accommodation for students with learning disabilities, for speaking difficulties, an example of assistive technology would be using software to “read” written material. Students with writing difficulties may also need helpful strategies; one of the general strategies is to use prewriting techniques, such as graphic organizers or other similar strategies. A few examples of assistive technology for these students would be using computers for resources such as spell check or grammar checking, another would be to use inspiration software as a prewriting tool and last would be to use voice activated software. Other modifications are included in a student’s IEP and can include, a certain ration of students and teachers in a classroom, extended time on a test or being allowed to use a computer in the class while the other students are writing their work.

5. Students with these learning disabilities or learning disabilities similar to these are given an individualized educational program, or an IEP, the goal of these are to support the success of the students. The IEP plan is part of the six key provisions of public law 94-142 which is the Education of All Handicapped Children Act. Another key part of this act is Zero Rejection; all children with disabilities are provided a free and appropriate education. The parents of students with learning disabilities are usually a large part of their child’s education, this act insures that the parents are included in the development of the IEP plan and they are allowed to view all their child’s records.

6. There are many different specific learning disabilities which all have their individual organizations but one organization that deals with specific learning disabilities or LD is the National Dissemination Center for Children with Disabilities, or NICHCY. This organization covers a lot more than just specific learning disabilities, they cover federal laws such as IDEA which deals with specific learning disabilities and they also cover different age groups and disabilities. For LD the organization discusses the benefits of IDEA 2004. They give you a slideshow telling you the details of the learning disabilities, a trainers guide to becoming an active participant in this organization and deal with learning disabled children and an overview of the laws in affect for these students.


Anastasiow, N., Coleman, MR., Gallagher, J., & Kirk, S. (2009). Educating Exceptional Children:Twelfth Edition. Boston: Houghton Mifflin Harcourt Publishing Company.

Sensory Impairment

The table above displays support strategies for Students with Sensory Impairments (Visual & Auditory)

A definition of the specific condition/disability

There are three different sensory impairments; hearing, vision, and deafblind.

1. Hearing – Limitation, impairment, or absence of the capacity to hear with amplification, resulting in one or more of the following: reduced performance in hearing acuity tasks, difficulty with oral communication, and/or difficulty in understanding auditorally presented information in the education environment. The term includes students who are deaf, as well as, students who are hard of hearing.

2. Vision – Limitation, impairment, or absence of capacity to see after correction resulting in one or more of the following: reduced performance in visual acuity tasks, difficulty with written communication, and/or difficulty with understanding information presented visually in the education environment. The term includes students who are blind and students with limited vision.

3. Deafblind – Concomitant hearing and visual impairments, the combination of which causes severe communication and other developmental and educational needs.

A list of characteristics of the particular condition/disability

1. Hearing - The individual patterns of children with a hearing impairment can vary widely. Some children are hard of hearing, others have prelingual deafness (meaning they were born deaf), and some may have a postlingual hearing loss (meaning they were born with normal hearing but lost their hearing after they learned to speak). Some characteristics of these children who suffer from hearing impairments can include slightly delayed language development and lack of social maturity. Many of these students are taught sign language and a good amount of them also depend on hearing aides and lip reading.

2. Vision - There is a wide variation in the development of children with visual impairments. However, many children with visual impairments seem to suffer cognitively and linguistically. Students that endure a lack of vision may also deal with some cognitive problems because it limits the integrating experiences and the understanding of those experiences that the visual sense brings naturally to sighted children. Children with visual impairments may also have difficulty in language development because these students had less understanding of words as vehicles of, or as standing for, concrete experiences, and they were slower than sighted children to form hypotheses about word meaning.

3. Deafblind – Students that have both a hearing impairment and a visual impairment have a combination of both characteristics. They often have delayed language development and delayed social maturity. Not only because they have difficulty hearing but also because they have had less understanding of words as vehicles of experiences. These students also suffer from some cognitive problems as a result of their limitation of integrating experiences and understanding of those experiences that the visual sense would normally bring.

A review of how students with the condition/ disability commonly differ from typical human growth and developmental patterns

1. Hearing – Students with hearing impairments do not differ that much from the typical child. The majority of children with hearing conditions show typical growth and development physically; however, they are commonly shown to have slightly delayed language development and social maturity. Students who suffer from hearing problems also tend to have trouble with articulation.

2. Vision – The Office of Special Education Programs in the U.S. Department of Education funded a study that enabled the investigators to assemble data on a population of 202 children receiving services from these sites and to draw some conclusions about their visual acuity, behavior, temperament, and environment in an effort to discover any differences between these children and typical children of a similar age. They found that the majority of developmental milestones for visually impaired students were delayed, in comparison to those of typical children. Also, measures of social maturity and cognitive development showed delay. Students that suffer from visual impairments tend to have greater strength in their other senses because they are forced to depend on them more frequently.

3. Deafblind – Students that have both a hearing impairment and a visual impairment differ drastically in growth and development when compared to the typical person. Children who are deafblind have a combination of both characteristics. Many of these children have delayed developmental milestones in comparison to those of a typical child. These students frequently suffer from delayed social maturity and language development. These children have extreme difficulty acquiring language and their cognitive development often lags.

A summary of instructional strategies including accommodations, modifications, and assistive technologies that may assist a student with this condition/disability in making educational progress

1. Hearing – Some accommodations and assistive technologies that students with hearing impairments may take advantage of are the use of headphones or hearing aides. Some teachers may also choose to use a microphone in class, so that the hearing impaired student(s) are able to hear them. Teachers may also use pictures and visual prompts to support problem solving and they should make sure all directions are written down in clear steps.
2. Vision – There are a variety of instructional strategies that teachers can use to help students with visual impairments. Some of these include, color coding information, black and white clearly printed handouts and highlighting direction words. For those students who are completely blind teachers can use Braille books, read out loud to students or use books on tape. Teachers also may choose to use graph paper with large squares to keep numbers organized or use large print on worksheets.
3. Deafblind – Normally, students who are deafblind are not completely deaf and blind. They usually have some functioning hearing or sight. Because of this teachers are able to use a variety of the accommodations. If students have more function in their sight, teachers are able to supply these students with modifications where they use their vision, rather than their hearing. Some of these accommodations include, color coding information, large printed text handouts, highlighting direction words, and the option to reduce the glare when using a computer screen. If students have more function in their hearing, teachers are able to supply these students with modifications where they use their hearing, rather than their sight. Some of these accommodations include hearing aides or headphones. Many teachers who deal with this issue also choose to use a microphone in class. Classroom teachers may also use books on tape or may even choose to read aloud to these students.

A review of some of the major federal laws regarding special education

Some of the major federal laws regarding special education that deal with sensory impairments are IDEA 2004 and Americans with Disabilities Act of 1992. IDEA 2004 involves improving the quality of personnel (teachers and administrators), developing IEP (individualized education programs) standards, and offering transition services. The Americans with Disabilities Act of 1992 extends civil rights to persons with disabilities. It is determined to see that children with disabilities have equal access to educational resources and cannot be discriminated against solely on the basis of their disabilities.

A descriptor of a community, state, or national organization or agency that provides assistance to individuals with the particular condition/disability and their families

An organization that provides help and assistance to the sensory impaired is Hearts and Minds - Information for Change. This agency provides service and support to those who are hearing impaired, visually impaired, or deafblind. They provide information about various impairments and places where you can receive help.

Anastasiow, N., Coleman, MR., Gallagher, J., & Kirk, S. (2009). Educating Exceptional Children: Twelfth Edition. Boston: Houghton Mifflin Harcourt Publishing Company.

Physical Impairment

The first picture is of a student who has physical disabilities using assistive technology in the classroom. The second is a chart from the text (p 419) of two example students with physical impairments and how their qualities compare to each other, and it shows how they are affected by the disability.

Physical Impairment

1. The definition of physical impairment is significant limitations, impairment, or delay in physical capacity to move, coordinate actions, or perform physical activities, exhibited by difficulties in one or more of the following areas: physical and motor tasks, independent movement performing basic life functions. The term shall include severe orthopedic impairments or impairments caused by congenital anomaly, cerebral palsy, amputations and fractures if such impairment adversely affects a student’s educational performance.
2. Characteristics of a child with physical impairments are things such as, the inability to control movement of the body. For a student with physical impairments the academic abilities are not always affected. So you may see a student that has severe physical impairments but is gifted in classroom. Other characteristics are the student will have a range on movement ability and may have trouble with communication skills. Students with physical impairments will also have difficulty with motor skills and being able to hold an upright position. Children with physical impairments may be in a wheelchair or have other things such as braces or walkers to help them.
3. Students with physical disabilities are different from the typical student because they must learn to move parts of their body and control them. That just comes naturally for people who do not have this disability. Some other differences may be the appearance that these students have compared to a typical student. A student with physical disabilities may be in a wheelchair or have braces to help them stand or walk. A student’s body structure may also look different, if they have cerebral palsy, it will vary, but their hands or legs may be curled up, positioned differently than a typical student in the classroom. In the classroom another difference for a student with any physical impairments, is that he/she may need extra assistance, it is not always the case because it is possible for a student with physical disabilities to be gifted academically, but does not always happen, therefore they may need extra help with their work. This may be in any way, from an extreme of needing help writing or as little as checking over an assignment.
4. Some different instructional strategies that are helpful for students with physical disabilities are having a physical and occupational therapist available for the student. Other options that should be available in the classroom are wheelchairs, braces, crutches, and walkers to help students with their mobility. Assistive technology that will help with daily living would be non-skid material, cuff and strap, eating utensil adaptive for the students. Non-skid seating, holsters, and blocks for the feet are all assistance that would help students with physical impairments to sit or stand properly and easily. A few types of assistant technology that is available for recreational time in the classroom are arm supports and an electronic aid. These things will help students with physical impairments to feel more equal with the rest of the typical students in a classroom. This is very important for the students, so that they can succeed in the classroom.
5. The law that was passed in 1975 by congress was the Public Law 94-142. This law named Education for All Handicapped Children Act was passed to assure that all handicapped children have available to them a free appropriate public education which emphasizes special education and related services designed to meet their unique needs. Provisions of this law that would affect students with physical disabilities are the zero reject, meaning every child with a disability must be guaranteed a free and appropriate education in a public school. Nondiscriminatory evaluation is that each student will have a full evaluation prior to receiving a placement in a special education classroom and the evaluation will consist of appropriate tests based on the child’s background. The final provision is least restrictive environment; this means that children who have disabilities must be educated with other students who are not handicapped, as best that is possible for the student.
6. There are community programs available to help out people with physical disabilities. Merton council is a community program that is available for people with physical disabilities. There are many options including meals at home or care at home. Other options for help finding employment and getting equipment that will help in the home. This community will also help with any short term care after hospitalization and occupational therapy or even assistance making payments. This community council is dedicated to helping someone with physical impairments life their life as normally as possible and still able to feel as they are part of the community. Another program that I found is to help teachers with students (and the students) with physical impairments. This program is to help ensure that every student is receiving the proper education. The plan works with all parts of the education system, teachers, students, parents, and administrators. The use of Assistive technology will be used and set up for students with physical impairments. This program is effective for the students to truly benefit in the classroom.

Anastasiow, N., Coleman, MR., Gallagher, J., & Kirk, S. (2009). Educating Exceptional Children: Twelfth Edition. Boston: Houghton Mifflin Harcourt Publishing Company.

Neurological Impairment

I choose this picture because it shows the parts of the body affected by CP and CP is one example of a neurological impairments.

1-Definition
2-Characters
3-How they differ
4-Instructional strategies and modifications
5-Federal Laws
6-Organizations

Neurological Impairment

1. Limitation or impairment in the capacity of the nervous system, with difficulties exhibited in one or more of the following areas: the use of memory, the control and use of cognitive functioning, sensory and motor skills, skills in speech and language, organizational skills, information processing, affect, social skills or basic life functioning.

2. Examples of disabilities for students with neurological impairments are cerebral palsy (CP), neural tube defects, Seizure disorders and traumatic brain injury (TBI). Characteristics of CP are disorders of movement and posture. Children with cerebral palsy have abnormally high muscle tone. Depending on the type of cerebral palsy the student has they will have abnormal appearances in their arms and legs. CP can also affect a student’s balance, coordination or leave their arms and legs unsteady. Students with neural tube defects or NTD, have problems during development that leave their spine and brain exposed to the amniotic fluid. One main example of NTD is spina bifida. Characteristics of these impairments are the inability to walk like a typical student and due to the damage of the nervous system some children may lose feeling in parts of their bodies. Characteristics of traumatic brain injury can cause learning disabilities with the characteristics of lack of communication, personal or academic skills, along with the characteristics listed above for cerebral palsy. Children with TBI can experience cognitive, social or language deficits which would give them such characteristics as being mute or having a lack of knowledge for their language they once knew. Another characteristic of children with TBI experiencing cognitive deficits would be not being able to process or understand information as well as the typical student. One other characteristic would be the inability to remember or store information in their memory like a typical student would be able to do.

3. Children with neurological impairments are different from the typical children their age in different ways depending on the type of neurological impairment they have. Some children might need to assistance in language and be unable to communicate with the students around them while others with this impairment may be different in the way they organize their things or school work and they would differ in basic daily functions such as eating lunch, walking down the halls and using the bathroom.

4. One part of neurological impairments affects a child’s memory, some general strategies to help these students are chunking information, rehearsal and repetition of information usually in some sort of chant, the use of flashcards and lists to keep organized and trigger the student’s memory. Strategies for students who have output difficulties are separate grades for content and mechanics, reduce the length of assignments such as papers or math problems and focus on the most important points and ask for or do extra credit to maintain grades. For students with this problem there is an example of assistive technology, this is using photocopiers to keep visual examples of all your work and notes, use voice activated software and other software that will allow the students to focus on just the essential points of their work. Other modifications for students with neurological impairments are making tasks simpler so they are able to use less cognitive abilities to accomplish the same goal.

5. The public law 99-457 or the Education for All Handicapped Children Act states that there should be plans and programs for children from birth on, not only when they enter the school systems. This applies to students with neurological impairments because many of them are born with this impairment or acquire it early on, this allows interaction when students are born and prepares them for the road ahead of them deal with the school systems. This act was eventually changed to the IDEA act in 2004. This act was designed for children along with the families and parents, putting a plan and support system in from birth until the child starts school, when another group of government officials takes over the process of providing the students with the best possible education and a support system for transitional and difficult times.

6. An organization for children with neurological impairments is, AAP, American Academy of Pediatrics. This group helps treat students with neurological impairments using patterns. They are trying different strategies all relating to child development to benefit these children in the best way possible. The most well thought of strategy is patterning; this is doing a series of exercises to improve a child’s neurological organization.


Anastasiow, N., Coleman, MR., Gallagher, J., & Kirk, S. (2009). Educating Exceptional Children: Twelfth Edition. Boston: Houghton Mifflin Harcourt Publishing Company.

Intellectual Impairments

The picture above shows an example of cooperative learning, a classmate may help another classmate with disabilities negotiate the school day

A definition of the specific condition/disability

Significant limitation or impairment in the permanent capacity for performing cognitive tasks, functions, or problem solving, exhibited by more than one of the following: a slower rate of learning, disorganized patterns of learning, difficulty with adaptive behavior, and/or difficulty understanding abstract concepts.

(i.e. down syndrome, phenylketonuria, fragile x syndrome, fetal alcohol syndrome)

A list of characteristics of the particular condition/disability

The most obvious characteristic of a student who has an intellectual impairment is their limited cognitive ability, which is their ability to process information. This limitation shows in their academic work and as a result, these children may lag by two to five grade, specifically in language-related subjects (reading, language arts). Many children with intellectual impairments have problems in central processing, or the classification of a stimulus through the use of memory, reasoning, and evaluation. Memory is another process that students with intellectual disorders have difficulty with. Because students with this disorder show poor performance in the decision-making they have trouble paying attention and have often have poor judgment. Children with intellectual impairments often have a poor linguistic system. Their language develops in the same fashion as a typical child, only more slowly. For example, a child at age 5 would match in linguistic skills a child of 10 with an intellectual disorder whose mental age was 5. People who suffer from intellectual impairments also have trouble acquiring emotional and social skills.

A review of how students with the condition/ disability commonly differ from typical human growth and developmental patterns

There are marked differences in how students with intellectual impairments grow and develop in comparison to the typical child. Students with intellectual impairments lack in their intellectual development, which then in turn causes them trouble when they try to process information and acquire and use language. Children with intellectual disorders also lack in their emotional development.

A summary of instructional strategies including accommodations, modifications, and assistive technologies that may assist a student with this condition/disability in making educational progress

Some instructional strategies teachers may use for students with intellectual impairments may include; positive behavior supports (PBS), scaffolding, and cooperative learning. Positive behavior supports should be used when the teacher is faced with some form of behavior disruption. In this situation the teacher should focus on human motivation and remain positive toward the child. Another strategy teachers may choose to use with students who have intellectual disorders is scaffolding. Scaffolding is when the teacher models the expected behavior and then guides the student through the early stages of understanding. As the student’s understanding increases, the teacher gradually withdraws aid. Cooperative learning is also typically used in classrooms that have students with intellectual disabilities. Cooperative learning is when the teacher gives a task to a small group of students, who are expected to complete the task by working cooperatively with one another. The teacher may assign different responsibilities to different members of the group.

A review of some of the major federal laws regarding special education

Public Law 88-164 authorized funds for training professionals to work with children with special needs and for research and demonstration for students with IDD (intellectual and developmental disabilities) and deafness. These efforts in 1963 were followed by many others, and from that beginning emerged thirty years of legislation to ensure that all children with disabilities have access to an appropriate education.

A descriptor of a community, state, or national organization or agency that provides assistance to individuals with the particular condition/disability and their families

A national organization that specializes in intellectual and developmental disabilities is the NADD (An Association for Persons with Developmental Disabilities and Mental Health Needs). This agency provides a huge amount of information on it’s website about a variety of impairments categorized under intellectual impairments. This website also provides the newest educational products, links to other helpful websites, resources and articles relating to specific intellectual disabilities.

Anastasiow, N., Coleman, MR., Gallagher, J., & Kirk, S. (2009). Educating Exceptional Children: Twelfth Edition. Boston: Houghton Mifflin Harcourt Publishing Company.

Health Impairment

The first picture is a boy that seems to have cerebral palsy with another young child(p 410). This picture shows that although a child may have a disability they can still have friends and be the same as a typical child in some ways. The second picture is another child in a motorized wheelchair talking to other students (p 419). The wheelchair is an example of assitive technology.

Health Impairments

1. The definition of health impairment is chronic or acute health problem such that the physiological capacity to function is significantly limited or impaired and that results in limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, resulting in limited alertness with respect to the educational environment.
2. Some characteristics of health impairment may be trouble breathing, or difficulty accomplishing physical tasks easily as compared to a typical student. Students may have a list of restrictions due to such things that may not be noticeable such as heart defects. Students with health impairments may have special diets that restrict certain foods that can or cannot eat. Students will have medical needs that may need to be attended to. Students may be so weak that it could hinder their coordination or even communication; therefore they will need some extra assistance in the classroom. A student may have trouble writing for a long period of time and will then need someone to help them and write for them.
3. Students with health impairments will have special needs that teachers and maybe students may need to be aware of. Certain foods will not be able to be given to a student if a specific diet says so. Students that have health impairment may have to miss a lot of school for various reasons; they will need help in the classroom and possibly outside of school to keep up with the rest of the class. This student may be different from a typical student because trips to the health office are part of the daily routine, or in the case of diabetes the student will have a pump attached to his/her hip. A student that has a chronic disease or defect may not be able to play the same as a typical student. Being outside could be sometimes dangerous or running and exerting a lot of energy may not be possible for a student with health impairment. The student could possibly look different than a typical student in the classroom, for instance if a young child has cancer and has to go through Chemotherapy the child may no longer have any hair and be bald, not many other students will look like that.
4. Teachers need to be willing to work with students and help them out in the classroom, especially the students that have to miss a lot of school due to their illness and want to catch up with the class. Many students can fall behind very fast in school from missing, and not being able to catch up again. It is also important in the classroom that the teachers are aware of any allergies that students may have and try to keep the classroom clear of any of them. Asthma is very common health impairment and some students may never have a problem but teachers should always be well prepared. Every teacher should be prepared in the classroom with the knowledge of CPR and be able to recognize signs or symptoms of any distress from respiratory system or medication. For any disease or defect a teacher should know how much physical activity is okay for a child, so as not to wear the child out. Teachers should also be well informed of each disease or disorder and be able to recognize any symptoms of a reaction and be able to ensure the proper medicine is distributed. For a child with a heart disease it is important that physical activity in the classroom is moderate and that medicine is distributed as needed as well as ensuring that the proper diet is being followed. For a student that has diabetes every teacher should be aware of their diet and possibly have extra food in the classroom for that student just in case. The teacher should also be able to recognize hypoglycemia and hyperglycemia in case the student cannot tell themselves. In the case that a student has Leukemia it is very important in the classroom that a teacher is able to tell if the child is bleeding or starting an infection. In the case of a seizure disorder medicine may need to be distributed to keep the child from having any sort of seizure. The teacher also needs to know what to do in case of a seizure and know the affects before and after one may occur. For a child that has spina bifida the classroom may need some environmental accommodations and mobility devices so that the child is able to get around. It is important that teachers will be able to recognize symptoms of shunt blockage or urinary infections or even skin breakdowns. In the case of a student with sickle cell anemia the teacher should be aware of an impending crisis and know what to do in that situation. In the case of juvenile arthritis there are many steps to take to ensure the student is protecting their body. A teacher must make sure that the proper medication is given, as well as being careful of how much exercise is done that may affect joints and movement, but the student should also be able to get up and move around so the joints do not become too stiff either. A teacher should be able to recognize inflammation and broken bones. A student that has Hemophilia should be watched for any signs of blood and also kept well protected. A student with Cystic Fibrosis must have all the proper medications the teacher must be able to recognize distress.
5. The No Child Left Behind Public Law 107-110 states that schools and educators are responsible for bringing students to a minimum level of contency. Students who miss out on a lot of school may then fall into this category however this act will keep them from falling behind so far as not to succeed at all.
6. A community service group for students with health impairment is a Health Support Center. The center holds self-help support groups for people with health impairments and for those who care for people with health impairments. These Health Support Centers are located in different locations and can be started anywhere.

Anastasiow, N., Coleman, MR., Gallagher, J., & Kirk, S. (2009). Educating Exceptional Children: Twelfth Edition. Boston: Houghton Mifflin Harcourt Publishing Company.

Emotional Impairment

1-Definition
2-Characters
3-How they differ
4-Instructional strategies and modifications
5-Federal Laws
6-Organizations

I picked this picture because many children who have emotional impairments take their emotions out using violence and in turn develop a behavior disorde, unless early intervention can stop this.

Emotional Impairment

1. One or more of the following characteristics exhibited over a long period of time and to a marked degree that adversely affects 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; or a tendency to develop physical symptoms or fears associated with personal or school problems.

2. Students with emotional impairments also tend to have behavioral disorders as well. Students with emotional impairments tend to react to situations differently than typical students. A student with an emotional disorder does not smile often and tends to have outbursts when they get frustrated with situations. Students react differently to their emotional impairments, some students take their frustrations out in anger while others keep to themselves and sometimes harm themselves, this is an example of how emotional and behavioral impairments go hand in hand. Children who do not know how to properly express their emotions sometimes use inappropriate words and body language to do this and in turn face the consequences, when they are sometimes unsure of what they have done wrong. Home life can influence a student with emotional disorders and also lead to their emotional disorders; students often take their emotions and negative behaviors out on other students around them at school. Students who are opposite from the ones just explained tend to hide their feelings and express them in only tears and negative attitudes. This affects their social life and leaves them with few to no friends.

3. Students with emotional impairments are different from the typical students in the surroundings because they either have extreme outbursts, stopping them from being sociable and making friends or they are kept to themselves and depressed, which also keeps them from being sociable and making friends. They are also different because they tend to fall behind academically due to this impairment. The typical students in a classroom with students like this are usually shocked by their emotions and behaviors that they are unsure of what to do and how to react, so they choose not to.

4. Modifications, accommodations and instructional strategies used for students with emotional impairments are not as easy to come up with as for specific learning disabilities or other impairments. Students with emotional impairments are sometimes places with one on one teacher’s in a general classroom to try and get their academic standings a little better since they are often a lot lower than the typical student their age. Another strategy for students who have emotional impairments where they tend to keep to themselves have trouble with their social skills, making a game that the student would play with a small group of students or doing an activity they would enjoy may encourage them to speak up or make friends. Students who tend to have behavioral outbursts need to be put in a calm environment where things won’t put them over with their emotions. Sending these students to counseling is also a way to maybe make their emotional outbursts or temper tantrums occur less often. Working one on one with these students may open them up to talk and not break down as well.

5. The federal law that applies to students with emotional impairments can be the IDEA 2004; part of this plan is transition services and the quality of personnel. These two aspects would apply to this type of students because a lot of students with emotional impairments struggle with transitions, they have a tough time working in a comfortable place, but take them out of their comfort zone and things can only get worse. The other aspect that applies to them is the quality of personnel, the one on one aids working with students with emotional impairments are that they must have a full state certification and a license to teach. This ensures that these people know how to handle the students and their impairments.

6. An organization for children with emotional disabilities is Bridges4Kids. This is an organization that helps children with family, school and personal partnerships. They provide you with positive behavior supports, accommodations, general information about emotionally impaired students and resources that may be helpful to parents or educators looking into information on students with emotional impairments or disabilities.


Anastasiow, N., Coleman, MR., Gallagher, J., & Kirk, S. (2009). Educating Exceptional Children: Twelfth Edition. Boston: Houghton Mifflin Harcourt Publishing Company.

Developmental Delays

This picture shows some milestones for typical development that can serve as benchmarks for concerns regarding a child's development

A definition of the specific condition/disability

Developmental delay is the significantly limited, impaired or delayed capacity to use expressive and/or receptive language, exhibited by difficulties in one or more of the following areas: speech, such as articulation and/or voice; conveying, understanding, or using spoken, written, or symbolic language.

A list of characteristics of the particular condition/disability

Children who have one or more developmental delay(s) have a variety of characteristics. These students have delays in typical developmental milestones. For instance many children labeled as having a developmental delay, will take longer to walk, or may need more time to speak. Some other specific characteristics of a child who is delayed developmentally is that they may not be able to sit up without support or control various muscles.

A review of how students with the condition/ disability commonly differ from typical human growth and developmental patterns

A child who suffers from a developmental delay differs from typical human growth and development in many ways. Students that have delays in development are identified by comparing the child's development with the development of other same-age children. For example, children with a developmental delay often sit, stand, walk, and/or speak at a later date than most children of the same age.

A summary of instructional strategies including accommodations, modifications, and assistive technologies that may assist a student with this condition/disability in making educational progress

Instructional strategies for students with developmental delays differs greatly depending on what the child has delays in. However, many students who are developmentally delayed have the benefit of early intervention. Although, early intervention is not specifically a classroom modification, it is an accommodation that schools offer to help students who have developmental delays. For example, if the student has trouble with their hearing or vision they may need to see an audiologist or a ophthalmologist frequently. Some students may need to meet with a occupational therapist or a physical therapist throughout the day. Other children with developmental delays may need a speech or language pathologist to help with their communication skills. When a student shows signs of a delay in their development, it is the responsibility of teacher to make sure there is a collaborative team made to help this child. This is a law in many states called the Child Find network. It helps locate young children who may need additional supports in their early years.

A review of some of the major federal laws regarding special education

The Individuals with Disabilities Act (IDEA 2004) connects great with developmental delays because the act specifically requires that states identify, locate, and evaluate all children from birth to age 21 who are in need of early intervention services or special education. Because of this act schools around the country use Child Find networks to locate young children who may be struggling and need additional supports.

A descriptor of a community, state, or national organization or agency that provides assistance to individuals with the particular condition/disability and their families

A website that I found that provides help and assistance to the developmentally delayed is the University of Michigan's Health System. Their site has a section that is specifically made to inform people, especially parents, of developmental delays. This site provides information on what developmental delays are, the causes of them, what to do if you suspect a developmental delay, information regarding early intervention, and much more.

Anastasiow, N., Coleman, MR., Gallagher, J., & Kirk, S. (2009). Educating Exceptional Children: Twelfth Edition. Boston: Houghton Mifflin Harcourt Publishing Company.

Communication Impairment

The first picture is of a student using assistive technology in the classroom (p 243). This is an example of a communication board. The second picture is a diagram of the brain and what parts are needed and involved in speech (p 226).

Communication Impairment
1. The definition of a communication impairment is significantly limited, impaired, or delayed capacity to use expressive and/or receptive language, exhibited by difficulties in one or more of the following areas: speech, such as articulation and/or voice; conveying, understanding, or using spoken, written, or symbolic language.
2. Characteristics of a student with communication impairment start with problems fitting in. Communication is key to fitting into society. A child may lack having any friends and have self-esteem problems. Students who cannot communicate may not succeed in the classroom very well because they may have difficulty speaking to a teacher or understanding material. A student with a speech disorder will have problems articulating or stuttering and they may be difficult to understand; therefore, other students may become uninterested in being friendly to these students that they cannot understand. Students with a speech disorder or any type of communication disorder most likely will have language problems as well and will need some extra help in school, especially with English language arts. Students may mix up letters or get words completely wrong. Students with communication impairment can usually fit into a general education classroom with just some extra assistance. Communication impairments may make students act more shy in the classroom because they will be reluctant to speak up or make conversation with other students.
3. Students with communication impairments will differ from a typical student by having difficulty speaking clearly and communicating effectively. Students with a communication disorder may stutter or stammer, mix up letters or sounds while they are speaking. Their speech could even be delayed. A student that has had language problems may have had a slower understanding of reading and comprehension causing them to fall behind of the typical level. Students that have communication impairment may also have difficulty with their vision and must use either Braille or audio augmentation. Communication disorders could even affect the way a student relates to social values. The way they fit into society, some of the typical understanding that comes with age may lack, or just develop slower. A typical child may have many friends and be very social or talkative; however a student with communication impairment may not have any of those things.
4. Students with communication impairment will use related services in schools to help them with understanding in school. This service should benefit a student in special education classes that may fall behind the rest of the class. Some related services that might be used are speech-language pathologist for designing the plan for the student. They may work with the student individually, or in the classroom, with the teacher, or even the parents. The pathologist establishes goals for the student and offers support. The RTI model should be used in classrooms with any students that have communication impairment. Augmentative and alternative communication systems should be used as any method other than talking. They can be either unaided or aided, providing either voice output or not. An unaided communication system includes things such as, body language, sign language, and communication boards. Aided communication systems provide voice output, which opens up many more opportunities for communication. Technology such as phones have been made text to speech to make it easier for communication.
5. The Rehabilitation Act of 1973, Section 504 is a law that was put into place by Congress. This law protects students with disabilities. Everyone must have equal access to programs and services in schools. Students with communication disorders shouldn’t be discriminated against and told they can’t do anything because they lack in one skill area.
6. There are community groups available for anyone that may have a communication impairment. One group that I found is for anyone that may suffer from Aphasia. It is a non-profit organization that offers support and promotes a fair public education. An Aphasia group can be started anywhere and are located all across the country. Groups such as this one are helpful for people and families that suffer from any communication impairment. It’s always nice to know that there are people willing to help and look out for you.

Anastasiow, N., Coleman, MR., Gallagher, J., & Kirk, S. (2009). Educating Exceptional Children: Twelfth Edition. Boston: Houghton Mifflin Harcourt Publishing Company.

Autism

The first picture is the example of a communication board which is a type of assistive technology that may be used in a classroom for a student that has Austism (p 273). The second picture is of a chart that shows the development of two sample students with Autism (p 262).

A definition of the specific condition/disabilitiy

Autism is a developmental disability that significantly affects verbal and nonverbal communication and social interaction, generally evident before age 3, and that adversely affects a child's educational performance.

A list of characteristics of the particular condition/disability

One characteristic of children with autism is the lack of theory of mind, or the ability of human beings to understand the thinking and feelings of other people. These students are unable to shape the behavior of other people and see things from any other perspective but their own due to their theory of mind. Children with autism often suffer from hypersensitivity to sound or noises in their environment. Autistic children have a more extreme reaction to sounds then a typical child or person. Another characteristic of an autistic student deals with their motor skills. They have difficulties with gross and fine motor skills, these include, running, jumping, and being able to properly control and move ones body. Their height and weight can appear to be typical but their academic skills can appear to be at a first or second grade level while they should be performing at a fifth or sixth grade level. Children with autism can also suffer socially; they have difficulties with making friends and understanding the typical student in their classroom. This goes along with their lack of theory of mind. Dealing with another type of autism, students can be extremely intelligent and excel in their academics while they lack any type of social skills. They have very socially unaware and have no “people skills.”

A review of how students with the condition/ disability commonly differ from typical human growth and developmental patterns

Children with autism differ from typical children their age because they receive an enormous amount of extra support dealing with academics, social and personal skill. They have a normal appearance but have difficulties with bodily movement and motor skills. They tend to have social difficulties and they are very unaware of their surroundings.

Instructional Strategies

Students with autism require accomidations to allow them to learn to their best ability. The ways of doing this differ from age to age. One way to modify the classroom for students with ASD is using the RTI model. Tier one states that the teacher must be sensitized to the needs of children with autism. This includes necessary backup and help with specific students. The second tier says that, small group and individual lessons can help with social skills and still be directed at invidual needs. Tier three uses intensive work, and is the most severe case for students with autism. In this tier students will see specialist and recieve help inside and outside of school. Like most other disabilities students will need specialized instruction and one on one help. Students will work with a multidiciplinary team to develope an appropriate plan for their education. Students with autism can learn through assistive technology that may be common for all students such as computers, touch screens a computer mouse and a communication board.

Federal Laws

The federal law that applies to students with autism is the Americans with Disabilities Act of 1992. This act says that the rights of disabled americans are equal no matter race, age, national origin, religion, and gender. This says that all children with disabilities have equal access to educational resources without discrimination.

A descriptor of a community, state, or national organization or agency that provides assistance to individuals with the particular condition/disability and their families

An agency I found that provides information and assistance to individuals with autism and their families is the Autism Society of America. This organization provides information about living with autism, research done on the disability, programs that people can join to help out, and various things done throughout the community to try and better understand autism. The website looks very informative and will be beneficial to students, parents and teachers.

Anastasiow, N., Coleman, MR., Gallagher, J., & Kirk, S. (2009). Educating Exceptional Children: Twelfth Edition. Boston: Houghton Mifflin Harcourt Publishing Company.