Meaning of exceptionality in special education

Running Head: EXCEPTIONALITY CHART 1

EXCEPTIONALITY CHART 2

Title: EXCEPTIONALITY CHART

Quinetta Bassette

Liberty University

EXCEPTIONALITY CHART

EXCEPTIONALITY
&
DEFINITION

CRITERIA FOR

SERVICES

CHARACTERISTICS

GENERAL TEACHING METHODS/

INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

Autism Spectrum Disorder

“A variety (or spectrum) of related disorders that affect a child’s social development and ability to communicate and that include unusual behavioral manifestations such as repetitive motor movements” (Kirk et al, 2015, p.143).

DSM-5

An individual must meet criteria A, B, C, and D:

A. Persistent deficits in social communication and social interaction across contexts, not accounted for by general developmental delays.

B. Restrictive, repetitive patterns of behaviors, interests, or activities.

C. Symptoms must be present in early childhood (but may not become fully manifest until social demands exceed limited capacities).

D. Symptoms together limit and impair everyday functioning.

(Kirk et al, 2015, p146)

· Lack of Theory of the Mind (the ability of human beings to understand the thinking and feelings of other people that’s necessary for understanding, predicting, and shaping the behavior of others).

· Acting out or aggressive behavior due to limited ability to communicate.

· Hypersensitivity to sensory stimuli

· Trouble with important thinking skills like decision-making, problem solving, executive function, and the more complex mental processes of reasoning and evaluation.

· Difficulty with a range of motor skills such as gross motor, fine motor, and motor planning.

(Kirk et al, 2015, pp. 148-150)

· Early intervention and early diagnosis

· Naturalistic intervention Peer-mediated instruction and intervention

· Social narratives of social stories; Comic strip conversations

· Prompting; visual supports

· Creating Structure

· Improving Social Skills

· Functional Behavior Assessment

· Assistive Technology (voice output communication aids)

· Focused Intervention Practice

· Comprehensive Treatment Models (TEACCH, EIBI)

(Kirk et al, 2015, pp. 154-161)

Emotional/Behavioral Disability

Behavior disorder; implies that the child is causing disturbance/disruption or trouble to someone.

Emotional disorder; implies that the child has a manifested feeling of unhappiness.

(Kirk et al, 2015, p 247)

By Federal Definition: A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:

· An inability to learn that cannot be explained by intellectual, sensory, or health factors.

· An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

· Inappropriate types of behavior or feelings under normal circumstances.

· Information processing is impacted by emotional and behavioral disorders.

· Visual, olfactory, and auditory abilities function normally; however, perception of stimulus is altered. Effecting how the child interprets social interaction towards

· Aggression

· hyperactivity

· inattention

· poor peer relationships

· Clouded ability to communicate verbally or written due to externalization and/or internalization

(Kirk et al, 2015, p 260)

· Transactional theory

· RtI Model

· Tier II activities for group interventions

· Tier III activities for individual interventions

· Applied behavior analysis

· Wraparound approach

(Kirk et al, 2015 pp 262-268)

(Kirk et al, 2015, pp. 126-129)

EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION

CRITERIA FOR

SERVICES

CHARACTERISTICS

GENERAL TEACHING METHODS/

INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

Hearing Impairment/Deaf

A hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance (Kirk, et al, 2015, p 5)

Hard of hearing is an impairment in hearing that is permanent or fluctuating and affects educational performance but not included under the definition of deafness.

(Kirk et al, 2015, pp. 352-355).

· Hard of hearing-

· Post lingual hearing loss

· Prelingual deafness

· Moderate intellectual delays

· Speech delay

· Moderate hearing loss of 50 decibels (use of hearing aids)

· Language developmental delays

(Kirk et al, 2015, pp. 352-355)

· Use of hearing aids

· Speech-language therapy

· Audiometric testing

· RtI model

· Manual communication: American sign language, Cued speech,

· Alter Curriculum – design lessons to provide additional specialized skills. (Speech reading, manual communication, etc.)

· Use of assistive technology

· Use of caption on videos or movies viewed in classroom

· Allow student to use white boards to respond to questions instead of speaking

· Sign language interpreter

(Kirk et al, 2015, pp. 371-378).

Intellectual Disability

Intellectual disability (IDD) is “a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior, which covers many every day social and adaptive skills. This disability originates before the age of 18” (Kirk, et al, 2015, p. 107).

“Significantly sub average general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.”

(Kirk, et al, 2015 p 5)

The first area is significantly below average intellectual functioning; the second domain reflects limitations in three general indicators of adaptive skills:

· Social, problems in interpersonal relationships such as gullibility and naiveté, and

· Practical, including the ability to use money, travel in the community, and personal care.

(Kirk et al, 2015 p. 107)

· limited cognitive ability, or the central processing of memory, association, classification, reasoning, and evaluation

· Identifying mild IDD by Intellectual below average/developmental delay and adaptive behavior deficits.

· Low IQ Scores:

· Mild (IQ 50–70)

· Moderate (IQ 35–50)

· Severe (IQ 20–35)

· Profound (IQ below 20)

(Kirk et al, 2015, p. 107)

· Tier II support of RtI model

· IEP and multidisciplinary team implementation; including speech and language pathologist, psychological therapy, occupational therapy,

· General education/classroom inclusion.

· Universal Design for Learning model

· Multiple means of expression including, artwork, drama, music, video

· Academic accommodations and modifications to curriculum; including alternative assessments

· Tiered assignments

· Language exercises

· Reciprocal teaching

(Kirk et al, 2015, pp. 114-129)

EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION

CRITERIA FOR

SERVICES

CHARACTERISTICS

GENERAL TEACHING METHODS/

INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

Learning Disability

Students with disabilities have difficulties with processing information; leading to problems/issues in language development, academic learning, motor coordination, social and emotional self-regulation, and focusing attention (Kirk, et al, 2015, p ).

The U.S. Department of Education (2004): Specific Learning Disability: “means a disorder in one or more of the basic psychological processes involved in understanding or in using language or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, write, spell, or do mathematical calculations” (Kirk et al, 2015 p. 176).

Language Development:

· Delays in learning to speak

· Difficulties with naming objects and word retrieval

· Voice modulation (loud/soft; tone) may be problematic

· Limited vocabulary and word usage

Reading:

· Delays and difficulties with skills (phonemic awareness, word recognition, comprehension)

· May have stronger listening comprehension

· Slow reading rate

· Substitutes words or leaves out words when reading

Written Language:

· Avoids or dislikes writing and copying tasks

· Reverses letters and words

· Uneven and poorly spaced/shaped penmanship

· Poor spelling

Math:

· Difficulty with arithmetic facts and skills

· Challenges with telling and estimating time

· Problems with memorizing information

· Difficulty with interpreting graphs and charts

Social and Emotional:

· Difficulty interpreting and understanding others’ moods/feelings

· Problems with self-control and impulsivity

· Difficulty with realistic goal setting

· Challenges understanding peer and group expectations

Gross and Fine Motor Skills

· May be awkward or clumsy

· Difficulty with buttons, hooks, snaps, zippers, shoelaces

· Awkward pencil grasp

· Dislikes and avoids games with balls, bats, moving parts

(Kirk et al, 2015, pp.174-175).

· Hands-on interactive learning

· Early intervention/evidence-based intervention – comprehensive evaluation of students’ needs or Response to Intervention (RtI) model (on all three tiers).

· 504 Plan

· Individualized Education Plan (IEP)

· Collaborative general and special education

· Universal screening/progress monitoring (at each tier)

Use of Information Processing Model (IPM) and Universal Design for Learning UDL); includes multiple ways to represent information, multiple ways to engage the learner, and multiple ways to assess learning. Examples:

· Video/pictures

· Books/tapes

· Color coding

· Manipulatives

· Graphics and charts

· Use of all senses

· Small groups

· Structural rules

· Safe environments

· Encouragement rewards vs. punishment

· Breaks for movement

· Direct Instruction on Content & Strategies

· Reading using SQ3R(Survey, Question, Read, Recite, Review)

· Note Taking (outline headings)

(Kirk et al, 2015, pp. 190-198)

EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION

CRITERIA FOR

SERVICES

CHARACTERISTICS

GENERAL TEACHING METHODS/

INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

Multiple Disabilities

“Concomitant impairments (such as intellectual and developmental disabilities—blindness or intellectual and developmental disabilities—orthopedic impairment) that result in severe educational needs that require special services” (Kirk et al, 2015, p.423).

Severe and multiple disabilities as defined by the National Dissemination Center for Children with Disabilities (NINHCY) addresses children who have multiple disabilities, but it also includes those whose primary area of disability creates extreme limitations in life functioning…who require extensive ongoing support in more than one major life activity in order to participate in integrated community setting and enjoy the quality of life available to people with fewer or o disabilities. (NICHCY. 2004.)

(Kirk et al, 2015, pp 431-432)

· Learning disabilities due to mild or severe brain injury.

· Cerebral palsy

· Other physical disabilities

· Cognitive, social, and language deficits

· Mobility deficits

· Loss or lack of motor skills

(Kirk et al, 2015, p. 427)

· Universal access including universal designs and modifications including accessible bathrooms, wheelchair ramps, elevators, etc.

· Dramatic advances using technology; including increase in mobility, communication, and independent functioning.

(Kirk et al, 2015, pp. 420-421)

· Functional skills

· Assistive technology

· Motor skills and mobility

· Expanded core curriculum that is functional and age appropriate.

· Writing aids

· Universal access

· Medical intervention

(Kirk et al, 2015, pp 440-445)

Orthopedic Impairment

“A severe orthopedic impairment that adversely affects a child’s educational performance (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures)” (Kirk et al, 2015, p.423)

“Children with physical disabilities will require direct special education support” (Kirk et al, p 424).

· Cerebral palsy

· Neural tube defects

· Quadriplegic

· Hemiplegic

· Diplegic

(Kirk et al, 2015, pp. 424-427)

· Universal access including universal designs and modifications including accessible bathrooms, wheelchair ramps, elevators, etc.

· Dramatic advances using technology; including increase in mobility, communication, and independent functioning.

(Kirk et al, 2015, pp. 420-421)

· Functional skills

· Assistive technology

· Motor skills and mobility

· Expanded core curriculum that is functional and age appropriate.

· Augmentative communication, including alternative methods of speech such as communication boards and electronic devices with synthesized speech output.

· Writing aids

· Universal access

· Medical intervention

(Kirk et al, 2015, pp 440-445)

EXCEPTIONALITY CHART

EXCEPTIONALITY
&
DEFINITION

CRITERIA FOR

SERVICES

CHARACTERISTICS

GENERAL TEACHING METHODS/

INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

Other Health Impairment

“Limited strength, vitality, or alertness, including heightened alertness to environmental stimuli, that are due to chronic or acute health problems such as asthma, attention deficit disorders, diabetes, epilepsy, cystic fibrosis, heart conditions, hemophilia, lead poisoning, leukemia, nephritis, ulcerative colitis and Crohn’s disease, rheumatic fever, sickle cell anemia, or Tourette syndrome and that require special educational services” (Kirk et al, 2015, p.423).

“When children are dealing with serious health problems, their life and education will be impacted. The support needed for each child will depend on the range and severity of the problem…medical experts take the lead on the diagnosis and planning medical interventions, while the general education teacher takes responsibility for needed daily supports and for knowing the appropriate protocols for initial response in an emergency” (Kirk et al, 2015, p.427).

A wide variety of medical health impairments that could include:

· Asthma

· Cancer

· Sickle Cell Anemia

· HIV/AIDS

Acquired Diseases

“Advances in medicine have led to lifesaving interventions for children with physical disabilities and health impairments. As medical interventions have improved, the life expectancy for children with severe disabilities has been extended. Improved medical interventions are also increasing the survival rate for soldiers who have been wounded…medical supports also can enhance the quality of individuals who have lost limbs regain functioning, new blood sugar monitors can maintain a continuous check to help regular diabetes, improvements in surgical procedures for infants allow doctors to repair heart defects, and new treatments for cancer have led to nearly 80 percent survival rates for children” (Kirk et al, 2015, p.421).

Speech-Language Impairment

“Speech-Language impairment is a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance” (Kirk et al, 2015, p. 5)

Early intervention is essential to improving a child’s ability to communicate when they show delays in language development or have difficulty producing speech sounds. When difficulties with language and/or speech interfere with communication, children experience problems that can affect the formation of friendships, school success, and self-esteem.

(Kirk et al, 2015, p. 284, 286)

· Moderate articulation and phonology disorder

· Language-related learning disability

· Intraindividual differences

· Speech fluency

· Stuttering

· Sound substitutions

· Cleft Palate

· Disorders of Voice

(Kirk et al, 2015, pp. 286-298)

· RtI model – Universal tier I, II, and III

· Speech-language pathology

· Audiobooks

· Vocabulary builders

· Small group application

· PowerPoint presentation

· Flashcards

· Graphs, Charts, Pictures

· Assistive technology for augmentative and alternative communication

· English-Language Learner supportive strategies

(Kirk et al, 2015, pp. 303-307)

EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION

CRITERIA FOR

SERVICES

CHARACTERISTICS

GENERAL TEACHING METHODS/

INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

Traumatic Brain Injury

“An acquired injury caused by an external physical force, resulting in total or partial functional disability and/or psychosocial impairment that requires special educational services” (Kirk et al, 2015, p.423).

The criteria for students with TBI will be the same as students with similar exceptionalities for students with multiple disabilities.

· Learning disabilities due to mild or severe brain injury.

· Attention-deficit disorders

· Personality changes

· Cerebral palsy

· Other physical disabilities

· Cognitive, social, and language deficits

(Kirk et al, 2015, p. 427)

· Functional skills

· Assistive technology

· Motor skills and mobility

· Expanded core curriculum that is functional and age appropriate.

· Augmentative communication, including alternative methods of speech such as communication boards and electronic devices with synthesized speech output.

· Writing aids

· Universal access

· Medical intervention

(Kirk et al, 2015, pp 440-445)

Visual Impairment, including Blindness and Deaf blindness

Deaf blindness: “Concomitant hearing and visual impairments, the combination of which causes severe communication, developmental, and other educational needs that require special services” (Kirk et al, 2015, p. 423).

Children with blindness cannot use vision for learning.

“The major educational distinction is that children with blindness use their tactile or auditory senses as their primary learning channels…children with low vision may, with aid, still use the visual sense as their major avenue for learning.”

(Kirk et al, 2015, p 388).

· Cortical visual impairment

· Retinopathy of prematurity

· Optic nerve hypoplasia

· Delay in developmental milestones

· Delays in social maturity and cognitive development

(Kirk et al, 2015, p. 391)

· Early intervention

· Expanded core curriculum

· RtI model

· Concrete experiences

· Unifying experiences

· Learning by doing

· Mastery in common core curriculum in math and reading

· Universal design for Learning

· Teaching Braille or print

· Assistive technology

· Sensory efficiency skills

· Compensatory skills

(Kirk et al, 2015, pp. 399-408)

EXCEPTIONALITY CHART

EXCEPTIONALITY
&
DEFINITION

CRITERIA FOR

SERVICES

CHARACTERISTICS

GENERAL TEACHING METHODS/

INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

Developmental Delays

“In the United States, defined by each state, and can occur in any of the five critical domains: cognitive, communicative, social-emotional, motor, and adaptive development” (Kirk, et al, 2015, p.79).

The U.S. Department of Education (2004): Specific Learning Disability: “means a disorder in one or more of the basic psychological processes involved in understanding or in using language or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, write, spell, or do mathematical calculations” (Kirk et al, 2015 p. 176).

· Delays in language/communication, reading, written language, math, cognitive skills, social/emotional, and gross and fine motor development

· Low IQ Scores:

· Mild (IQ 50–70)

· Moderate (IQ 35–50)

· Severe (IQ 20–35)

· Profound (IQ below 20)

(Kirk et al, 2015, pp.174-175).

· Hands-on interactive learning

· Early intervention/evidence-based intervention – comprehensive evaluation of students’ needs or Response to Intervention (RtI) model (on all three tiers).

· 504 Plan

· Individualized Education Plan (IEP)

· Collaborative general and special education

· Universal screening/progress monitoring (at each tier)

Use of Information Processing Model (IPM) and Universal Design for Learning UDL); includes multiple ways to represent information, multiple ways to engage the learner, and multiple ways to assess learning. Examples:

· Video/pictures

· Books/tapes

· Color coding

· Manipulatives

· Graphics and charts

· Use of all senses

· Small groups

· Structural rules

· Safe environments

· Encouragement rewards vs. punishment

· Breaks for movement

· Direct Instruction on Content & Strategies

· Reading using SQ3R(Survey, Question, Read, Recite, Review)

· Note Taking (outline headings)

(Kirk et al, 2015, pp. 190-198)

Cognitive Functioning/Impairment

“In the United States, defined by each state, and can occur in any of the five critical domains: cognitive, communicative, social-emotional, motor, and adaptive development” (Kirk, et al, 2015, p.79).

The U.S. Department of Education (2004): Specific Learning Disability: “means a disorder in one or more of the basic psychological processes involved in understanding or in using language or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, write, spell, or do mathematical calculations” (Kirk et al, 2015 p. 176).

· Delays in language/communication, reading, written language, math, cognitive skills, social/emotional, and gross and fine motor development

· Low IQ Scores:

· Mild (IQ 50–70)

· Moderate (IQ 35–50)

· Severe (IQ 20–35)

· Profound (IQ below 20)

(Kirk et al, 2015, pp.174-175).

· Hands-on interactive learning

· Early intervention/evidence-based intervention – comprehensive evaluation of students’ needs or Response to Intervention (RtI) model (on all three tiers).

· 504 Plan

· Individualized Education Plan (IEP)

· Collaborative general and special education

· Universal screening/progress monitoring (at each tier)

Use of Information Processing Model

EXCEPTIONALITY CHART

EXCEPTIONALITY
&
DEFINITION

CRITERIA FOR

SERVICES

CHARACTERISTICS

GENERAL TEACHING METHODS/

INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

Language Developmental Disorder

“This disorder involves difficulties with any combination of spoken, written, and symbol systems used to share ideas and messages. Language disorders may impact understanding and use of (a) language form (phonology, morphology, syntax), (b) language content (semantics), or (c) language function (pragmatics)”

(Kirk, et al, 2015, p.293).

“communication is central to our ability to fit into society successfully. Difficulties with language and speech interfere with communications for children’s learning.

(Kirk et al, 2015, p. 286).

· Speech problems

· Developmental disorders

· Speech disorders

· Articulation and phonological processing disorders

Kirk, et al, 2015, p. 286-298)

· RtI model – Universal tier I, II, and III

· Speech-language pathology

· Audiobooks

· Vocabulary builders

· Small group application

· PowerPoint presentation

· Flashcards

· Graphs, Charts, Pictures

· Assistive technology for augmentative and alternative communication

· English-Language Learner supportive strategies

(Kirk et al, 2015, pp. 303-307)

Autism Spectrum Disorder

“A variety (or spectrum) of related disorders that affect a child’s social development and ability to communicate and that include unusual behavioral manifestations such as repetitive motor movements” (Kirk et al, 2015, p.143).

· Persistent deficits in social communication and social interaction across contexts, not accounted for by general developmental delays.

· Restrictive, repetitive patterns of behaviors, interests, or activities.

· Symptoms must be present in early childhood (but may not become fully manifest until social demands exceed limited capacities).

· Symptoms together limit and impair everyday functioning.

(Kirk et al, 2015, p146)

· Lack of Theory of the Mind (the ability of human beings to understand the thinking and feelings of other people that’s necessary for understanding, predicting, and shaping the behavior of others).

· Acting out or aggressive behavior due to limited ability to communicate.

(Kirk et al, 2015, pp. 148-150)

· Early intervention and early diagnosis

· Naturalistic intervention Peer-mediated instruction and intervention

· Social narratives of social stories; Comic strip conversations

(Kirk et al, 2015, pp. 154-161)

EXCEPTIONALITY CHART

EXCEPTIONALITY
&
DEFINITION

CRITERIA FOR

SERVICES

CHARACTERISTICS

GENERAL TEACHING METHODS/

INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

Cultural/Ethnic/Socioeconomic Factors/ELL

“Many students for whom English is a second language have difficulty learning in American schools and may be referred to special education as a result” (Kirk et al, 2015, p.57).

The criteria for services should be the same for the exceptionality of a student with English as the primary language as it is for a student with English as a second language.

Students who fall under the characteristics of a specific disability, but also who have other cultural/ethnic/socioeconomic factors or variables.

· Test students with nonbiased assessment that include the use of interpreters, “culture fair” tests, and separate norms. (Kirk et al, 2015, p.56).

· Mindful interpretations of the tests.

· “The RtI model Tier II, which allows for additional support for learning short of referral to special education” (Kirk et al, 2015, p.57).

Medical Aspects/Major Health Impairments

A broad range of exceptionalities that involve medical attention/care.

“When children are dealing with serious health problems, their life and education will be impacted. The support needed for each child will depend on the range and severity of the problem…medical experts take the lead on the diagnosis and planning medical interventions, while the general education teacher takes responsibility for needed daily supports and for knowing the appropriate protocols for initial response in an emergency” (Kirk et al, 2015, p.427).

A wide variety of medical health impairments that could include:

· Asthma

· Cancer

· Sickle Cell Anemia

· HIV/AIDS

· Acquired Diseases

“Advances in medicine have led to lifesaving interventions for children with physical disabilities and health impairments. As medical interventions have improved, the life expectancy for children with severe disabilities has been extended. Improved medical interventions are also increasing the survival rate for soldiers who have been wounded…medical supports also can enhance the quality of individuals who have lost limbs regain functioning, new blood sugar monitors can maintain a continuous check to help regular diabetes, improvements in surgical procedures for infants allow doctors to repair heart defects, and new treatments for cancer have led to nearly 80 percent survival rates for children” (Kirk et al, 2015, p.421).

References

Kirk, S., Gallagher, J., & Coleman, M. (2015). Educating exceptional children (14th ed.). Stamford, CT: Cengage. ISBN: 9781337065733.