EXCEPTIONALITY CHART<\/p>\n
EXCEPTIONALITY
\n& DEFINITION CRITERIA FOR SERVICES CHARACTERISTICS GENERAL TEACHING METHODS\/
\nINSTRUCTIONAL STRATEGIES\/ TECHNOLOGY<\/p>\n
Emotional\/Behavioral Disability<\/p>\n
“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” (U.S. Department of Education, 2022, p. 1). According to the Individuals with Disabilities Education Act (IDEA), a student must exhibit one or more of the following characteristics:<\/p>\n
An inability to learn that cannot be explained by intellectual, sensory, or health factors.
\nAn inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
\nInappropriate types of behavior or feelings under normal circumstances.
\nA general pervasive mood of unhappiness or depression.
\nA tendency to develop physical symptoms or fears associated with personal or school problems.
\nThe condition must persist over an extended period and significantly impact educational performance (Mississippi Department of Education, 2022). \u2022 Difficulty regulating emotions and behaviors
\n\u2022 Struggles with social interactions and relationships
\n\u2022 Poor academic performance unrelated to cognitive abilities
\n\u2022 Frequent mood swings or persistent negative emotions
\n\u2022 Inappropriate responses to typical situations
\n\u2022 Anxiety or fear related to school or personal issues
\n\u2022 Physical complaints without medical cause
\n\u2022 Impulsivity and difficulty following rules
\n\u2022 Low self-esteem and poor self-concept
\n\u2022 Difficulty accepting criticism or feedback
\n\u2022 Tendency towards aggressive or disruptive behaviors
\n\u2022 Withdrawal from social activities or isolation
\n(Positive Action, 2023) \u2022 Implement a structured and predictable classroom environment
\n\u2022 Use positive behavioral interventions and supports (PBIS)
\n\u2022 Develop and consistently enforce clear behavioral expectations
\n\u2022 Employ social skills training and peer-mediated interventions
\n\u2022 Utilize cognitive-behavioral techniques to address negative thought patterns
\n\u2022 Implement self-management strategies to promote self-regulation
\n\u2022 Incorporate assistive technology for communication and emotional regulation
\n\u2022 Use visual supports and schedules to enhance predictability
\n\u2022 Employ crisis intervention and de-escalation techniques when necessary
\n\u2022 Collaborate with mental health professionals for comprehensive support
\n\u2022 Implement individualized behavior intervention plans (BIPs)
\n\u2022 Utilize differentiated instruction to address diverse learning needs
\n(Ryan et al., 2022)<\/p>\n
References<\/p>\n
Mississippi Department of Education. (2022). Emotional disability. https:\/\/www.mdek12.org\/sites\/default\/files\/Offices\/MDE\/OAE\/OSE\/Family%20Guide\/mde_vol4_familyspedguide_emotional_disability_021622.pdf<\/p>\n
Positive Action. (2023, September 19). 9 effective teaching strategies for students with emotional and behavioral disorders. https:\/\/www.positiveaction.net\/blog\/teaching-strategies-for-emotional-and-behavioral-disorders<\/p>\n
Ryan, J. B., Forgan, J. W., & Bartlett, L. D. (2022). Evidence-based teaching strategies for students with EBD. Page Essay – Journal of Special Education Technology, 37(1), 23-35. https:\/\/doi.org\/10.1177\/0162643421998327<\/p>\n
U.S. Department of Education. (2022). Emotional disturbance. Individuals with Disabilities Education Act. https:\/\/sites.ed.gov\/idea\/regs\/b\/a\/300.8\/c\/4<\/p>\n
===========<\/p>\n
Complete the remaining sections of the Exceptionality Chart, using information found in the Kirk, et al text and other credible sources. The completed sections are there for review, as well as to set an example for the content and formatting of the entire chart. Complete all sections accurately and fully. No vague or incomplete information. <\/p>\n
Required application of correct APA formatting in the areas of title page, citations, and Reference page.<\/p>\n
Use attached form for assignment.<\/p>\n
Here is a video to assist with the assignment as well: https:\/\/watch.liberty.edu\/media\/t\/0_a53smfcw
\nEXCEPTIONALITY CHART <\/p>\n
EXCEPTIONALITY
\n &
\nDEFINITION\tCRITERIA FOR
\nSERVICES \tCHARACTERISTICS\tGENERAL TEACHING METHODS\/
\nINSTRUCTIONAL STRATEGIES\/ TECHNOLOGY<\/p>\n
Autism Spectrum Disorder <\/p>\n
\u201cA variety (or spectrum) of related disorders that affect a child\u2019s social development and ability to communicate and that include unusual behavioral manifestations such as repetitive motor movements\u201d (Kirk, et al, 2015, p.143). <\/p>\n
\tDSM-5<\/p>\n
An individual must meet criteria A, B, C, and D:
\nA.\tPersistent deficits in social communication and social interaction across contexts, not accounted for by general developmental delays.
\nB.\tRestrictive, repetitive patterns of behaviors, interests, or activities.
\nC.\tSymptoms must be present in early childhood (but may not become fully manifest until social demands exceed limited capacities).
\nD.\tSymptoms together limit and impair everyday functioning. <\/p>\n
(Kirk, et al, 2015, p146)\t\u2022\tLack of Theory of the Mind (the ability of human beings to understand the thinking and feelings of other people that\u2019s necessary for understanding, predicting, and shaping the behavior of others).
\n\u2022\tActing out or aggressive behavior due to limited ability to communicate.
\n\u2022\tHypersensitivity to sensory stimuli
\n\u2022\tTrouble with important thinking skills like decision-making, problem solving, executive function, and the more complex mental processes of reasoning and evaluation.
\n\u2022\tDifficulty with a range of motor skills such as gross motor, fine motor, and motor planning.
\n(Kirk, et al, 2015, pp. 148-150)
\n\t\u2022\tEarly intervention and early diagnosis
\n\u2022\tNaturalistic intervention Peer-mediated instruction and intervention
\n\u2022\tSocial narratives of social stories; Comic strip conversations
\n\u2022\tPrompting; visual supports
\n\u2022\tCreating Structure
\n\u2022\tImproving Social Skills
\n\u2022\tFunctional Behavior Assessment
\n\u2022\tAssistive Technology (voice output communication aids)
\n\u2022\tFocused Intervention Practice
\n\u2022\tComprehensive Treatment Models (TEACCH, EIBI)
\n(Kirk, et al, 2015, pp. 154-161)<\/p>\n
Emotional\/Behavioral Disability <\/p>\n
EXCEPTIONALITY CHART<\/p>\n
EXCEPTIONALITY
\n &
\nDEFINITION\tCRITERIA FOR
\nSERVICES \tCHARACTERISTICS\tGENERAL TEACHING METHODS\/
\nINSTRUCTIONAL STRATEGIES\/ TECHNOLOGY<\/p>\n
Hearing Impairment\/Deaf<\/p>\n
Intellectual Disability <\/p>\n
EXCEPTIONALITY CHART<\/p>\n
EXCEPTIONALITY
\n &
\nDEFINITION\tCRITERIA FOR
\nSERVICES \tCHARACTERISTICS\tGENERAL TEACHING METHODS\/
\nINSTRUCTIONAL STRATEGIES\/ TECHNOLOGY
\nLearning Disability
\nDevelopmental Delay<\/p>\n
EXCEPTIONALITY CHART <\/p>\n
EXCEPTIONALITY
\n &
\nDEFINITION\tCRITERIA FOR
\nSERVICES \tCHARACTERISTICS\tGENERAL TEACHING METHODS\/
\nINSTRUCTIONAL STRATEGIES\/ TECHNOLOGY
\nMultiple Disabilities <\/p>\n
\u201cConcomitant impairments (such as intellectual and developmental disabilities\u2014blindness or intellectual and developmental disabilities\u2014orthopedic impairment) that result in severe educational needs that require special services\u201d (Kirk et al, 2015, p.423). <\/p>\n
Orthopedic Impairment<\/p>\n
\u201cA severe orthopedic impairment that adversely affects a child\u2019s educational performance (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures)\u201d (Kirk et al, 2015, p.423)<\/p>\n
EXCEPTIONALITY CHART <\/p>\n
EXCEPTIONALITY
\n &
\nDEFINITION\tCRITERIA FOR
\nSERVICES \tCHARACTERISTICS\tGENERAL TEACHING METHODS\/
\nINSTRUCTIONAL STRATEGIES\/ TECHNOLOGY<\/p>\n
Other Health Impairment
\n\u201cLimited 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\u2019s disease, rheumatic fever, sickle cell anemia, or Tourette syndrome and that require special educational services\u201d (Kirk et al, 2015, p.423).
\nSpeech-Language Impairment <\/p>\n
EXCEPTIONALITY CHART <\/p>\n
EXCEPTIONALITY
\n &
\nDEFINITION\tCRITERIA FOR
\nSERVICES \tCHARACTERISTICS\tGENERAL TEACHING METHODS\/
\nINSTRUCTIONAL STRATEGIES\/ TECHNOLOGY<\/p>\n
Traumatic Brain Injury
\n\u201cAn acquired injury caused by an external physical force, resulting in total or partial functional disability and\/or psychosocial impairment that requires special educational services\u201d (Kirk et al, 2015, p.423).
\nVisual Impairment, including Blindness and Deafblindness<\/p>\n
Deafblindness: \u201cConcomitant hearing and visual impairments, the combination of which causes severe communication, developmental, and other educational needs that require special services\u201d (Kirk et al, 2015, p. 423). <\/p>\n
EXCEPTIONALITY CHART <\/p>\n
EXCEPTIONALITY
\n &
\nDEFINITION\tCRITERIA FOR
\nSERVICES \tCHARACTERISTICS\tGENERAL TEACHING METHODS\/
\nINSTRUCTIONAL STRATEGIES\/ TECHNOLOGY<\/p>\n
Developmental Delays
\n\u201cIn 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\u201d (Kirk, et al, 2015, p.79).
\nCognitive Functioning\/Impairment<\/p>\n
EXCEPTIONALITY CHART <\/p>\n
EXCEPTIONALITY
\n &
\nDEFINITION\tCRITERIA FOR
\nSERVICES \tCHARACTERISTICS\tGENERAL TEACHING METHODS\/
\nINSTRUCTIONAL STRATEGIES\/ TECHNOLOGY<\/p>\n
Language Developmental Disorder
\n\u201cThis 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)\u201d
\n(Kirk, et al, 2015, p.293).
\nSocial Developmental Disorder<\/p>\n
EXCEPTIONALITY CHART <\/p>\n
EXCEPTIONALITY
\n &
\nDEFINITION\tCRITERIA FOR
\nSERVICES \tCHARACTERISTICS\tGENERAL TEACHING METHODS\/
\nINSTRUCTIONAL STRATEGIES\/ TECHNOLOGY<\/p>\n
Cultural\/Ethnic\/Socioeconomic Factors\/ELL
\n\u201cMany students for whom English is a second language have difficulty learning in American schools and may be referred to special education as a result\u201d (Kirk et al, 2015, p.57). \tThe 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. \tStudents who fall under the characteristics of a specific disability, but also who have other cultural\/ethnic\/socioeconomic factors or variables. \t\u2022\tTest students with nonbiased assessment that include the use of interpreters, \u201cculture fair\u201d tests, and separate norms. (Kirk et al, 2015, p.56).
\n\u2022\tMindful interpretations of the tests.
\n\u2022\t\u201cThe RtI model Tier II, which allows for additional support for learning short of referral to special education\u201d (Kirk et al, 2015, p.57).
\nMedical Aspects\/Major Health Impairments <\/p>\n
A broad range of exceptionalities that involve medical attention\/care.
\n\u201cWhen 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\u2026medical 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\u201d (Kirk et al, 2015, p.427). <\/p>\n
\tA wide variety of medical health impairments that could include:
\n\u2022\tAsthma
\n\u2022\tCancer
\n\u2022\tSickle Cell Anemia
\n\u2022\tHIV\/AIDS
\n\u2022\tAcquired Diseases\t\u201cAdvances 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\u2026medical 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\u201d (Kirk et al, 2015, p.421). <\/p>\n
References
\nKirk, S., Gallagher, J., & Coleman, M. (2015). Educating exceptional children (14th ed.). Stamford, CT: Cengage. ISBN: 9781337065733.<\/p>\n","protected":false},"excerpt":{"rendered":"
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