Classification of exeptionalities

CLASSIFICATION
OF EXCEPTIONALITIES

TABLE OF CONTENTS
Giftedness ……………………………………………………………………………………………….. 1
Mental Retardation ………………………………………………………………………………. 12
Autism ……………………………………………………………………………………………………... 24
Learning Disability ……………………………………………………………………………….. 32
ADHD ………………………………………………………………………………………………………. 39
Emotional & Behavioral Disorder …………………………………………………….. 50
Health Impairment …………………………………………………………………………….... 64
Physical Disability ………………………………………………………………………………… 69
Severe & Multiple Disability ……………………………………………………………… 82
Traumatic Brain Injury ………………………………………………………………...……. 86
Communication Disorder ………………………………………………………………….. 103
Hearing Loss ………………………………………………………………………………………….. 118
Blindness & Low Vision ……………………………………………………………………… 129

GIFTEDNESS
1
BACK TO
TABLE OF CONTENTS

Giftedness
Gifted individuals are those who demonstrate outstanding levels of
aptitude (defined as an exceptional ability to reason and learn) or
competence (documented performance or achievement in top 10% or
rarer)inoneormoredomains.
Domains include any structured area of activity with its own symbol
system (e.g., mathematics, music, language) and/or set of
sensorimotorskills(e.g.,painting,dance,sports).”
2

Characteristics
 Unusualalertness,evenininfancy
 Rapidlearner;putsthoughtstogetherquickly
 Excellentmemory
 Unusuallylargevocabularyandcomplexsentencestructureforage
 Advancedcomprehensionofwordnuances,metaphorsandabstractideas
 Enjoyssolvingproblems,especiallywithnumbersandpuzzles
 Oftenself-taughtreadingandwritingskillsaspreschooler
 Deep,intensefeelingsandreactions
3

Characteristics
 Highlysensitive
 Thinkingisabstract,complex,logical,andinsightful
 Idealismandsenseofjusticeatearlyage
 Thinkingisabstract,complex,logical,andinsightful
 Idealismandsenseofjusticeatearlyage
 Concernwithsocialandpoliticalissuesandinjustices
 Longerattentionspanandintenseconcentration
 Preoccupiedwithownthoughts—daydreamer
4

Characteristics
 Learnbasicskillsquicklyandwithlittlepractice
 Asksprobingquestions
 Widerangeofinterests(orextremefocusinonearea)
 Highlydevelopedcuriosity
 Interestinexperimentinganddoingthingsdifferently
 Putsideaorthingstogetherthatarenottypical
 Keenand/orunusualsenseofhumor
 Desiretoorganizepeople/thingsthroughgamesorcomplexschemas
 Vividimaginations(andimaginaryplaymateswheninpreschool)
5

Types of Giftedness
1. The Successful
Theyarethemosteasilyidentifiable,andmayaccountforuptoabout90%
of the identified gifted students in schools. They are the students who have
learnt the system and are well adjusted to society with a generally high self-
concept. They are obedient, display appropriate behavior, and are high
achievers,therefore, lovedbyparentsandteachers.However,theycanalsoget
bored at school and learn the system fast enough so as to use the minimum
effort to get by. They are also dependent on the system, thus less creative and
imaginative,andlackautonomy.
6

Types of Giftedness
2. The Challenging
They are the divergently gifted, who possess high levels of creativity.
They do not conform to the system and often have conflicts with teachers
and parents. They get frustrated, as the school system does not recognize
their abilities. They may be seen as disruptive in the classroom and often
possess negative self-concepts, even though they are quite creative. This is
the group of gifted students who are at risk of dropping out of schools for
unhealthy activities, like getting involved in drugs or exhibiting delinquent
behavior.
7

Types 0f Giftedness
3. The Underground
It refers to gifted students who deny their talents or hide their
giftedness in order to feel more included with a non-gifted peer group.
They are generally females, who are frequently insecure and anxious as
their belonging needs rise dramatically at that stage. Their changing
needs often conflicts with the expectations of parents and teachers.
Thesetypesappeartobenefitfrombeingacceptedastheyareatthetime.
8

Types of Giftedness
4. The Dropouts
They are the angry and frustrated students whose needs have not
been recognized for many years and they feel rejected in the system.
They express themselves by being depressed or withdrawn and
responding defensively. They are identified very late; therefore, they
are bitter and resentful due to feelings of neglect and have very low
self-esteem.Forthesestudents,counselingishighlyrecommended.
9

Types of Giftedness
5. The Double Labeled
Theyaregiftedstudentswhoarephysicallyoremotionallyhandicapped
in some way, or have a learning disability. This group does not show
behaviorsofgiftednessthatcanidentifytheminschools.Theyshowsignsof
stress, frustration, rejection, helplessness, or isolation. They are also often
impatient and critical with a low self-esteem. These students are easily
ignored as they are seen as average. School systems seem to focus more on
theirweaknesses,andthereforefailtonurturetheirstrengths.
10

Types of Giftedness
6. The Autonomous Learner
They are the autonomous learners who have learnt to work effectively
in the school system. Unlike Type 1, they do not work for the system, but
rather make the system work for them. They are very successful, liked by
parents, teachers and peers, and have a high self-concept with some
leadership capacity within their surroundings. They accept themselves and
are risk takers, which goes well with their independent and self-directed
nature. They are also able to express their feelings, goals, and needs freely
andappropriately.
11

CauseofGiftedness
Thenatureversusnurturedebate
AssessmentProceduresusedforIdentification
(PleaseseeAssessmentandIdentification,TheComponentsofSpecialEducation)
ProgramPlanning
(PleaserefertoIndividualizedEducationalProgram)
12
BACK TO
TABLE OF CONTENTS

MENTAL RETARDATION
12
BACK TO
TABLE OF CONTENTS

MentalRetardation
Mental retardation (MR) is a condition diagnosed
before age 18, usually in infancy or prior to birth, that
includes below-average general intellectual function,
andalackoftheskillsnecessaryfordailyliving.
14

Characteristics of Mental Retardation
 Cerebral Palsy or Motor Asymmetry
 Abnormalheadsizeorshape
 Craniofacialmalformation
 Lossorplateauofdevelopmentalskills
 Multiplesomaticanomalies
 Neurocutaneousfindings
 Seizures
 IQ<50
15

 Cytogenetic Studies
 Microcephaly
 Multiple(evenminor)somaticanomalies
 Familyhistoryofmentalretardation
 Familyhistoryoffetalloss
 IQ<50
 Skinpigmentanomalies(mosaicism)
 Suspected contiguous gene syndromes (e.g., Prader-Willi,
Angelman,Smith-Magenis)
16

 Metabolic studies
 Episodicvomitingorlethargy
 Poorgrowth
 Seizures
 Unusualbodyodors
 Somaticevidenceofstoragedisease
 Lossorplateauofdevelopmentalskills
 Movementdisorder(choreoathetosis,dystonia,ataxia)
 Sensoryloss(especiallyretinalabnormality)
 Acquiredcutaneousdisorders
17

Types of Mental Retardation
1. Mild Retardation
 75%to90%ofallcasesofretardation
 FunctionatonehalftotwothirdsofCA(IQ:50to70)
 Slowinallareas
 Mayhavenounusualphysicalsigns
 Canacquirepracticalskills
 Usefulreadingandmathskillsuptogrades3to6level
 Canconformsocially
 Canacquirevocationalskillsforself-maintenance
 Integratedintogeneralsociety
18

2. Moderate Retardation
 ~10%to25%ofallcasesofretardation
 FunctionatonethirdtoonehalfofCA(IQ:35to49)
 Noticeabledelays,especiallyinspeech
 Mayhavesomeunusualphysicalsigns
 Canlearnsimplecommunication
 Canlearnelementaryhealthandsafetyhabits
 Canparticipateinsimpleactivitiesandself-care
 Canperformtasksinshelteredconditions
 Cantravelalonetofamiliarplaces
19

3. Severe Retardation
 FunctionatonefifthtoonethirdofCA(IQ:20to34)
 Markedandobviousdelays;maywalklate
 Littleornocommunication skillsbutmayhavesomeunderstanding
ofspeechandshowsomeresponse
 Maybetaughtdailyroutinesandrepetitiveactivities
 Maybetrainedinsimpleself-care
 Needdirectionandsupervision
20

4. Profound Retardation
 Functionat<onefifthofCA(IQ:<20)
 Markeddelaysinallareas
 Congenitalabnormalitiesoftenpresent
 Needclosesupervision
 Oftenneedattendantcare
 Mayrespondtoregularphysicalactivityandsocialstimulation
 Notcapableofself-care
21

Causes of Mental Retardation
 Unexplained(thelargestcategory)
 Trauma (prenatal and postnatal) such as oxygen deprivation before, during
orafterbirth
 Infection(congenitalandpostnatal)
 Chromosomalabnormalities
 Geneticabnormalitiesandinheritedmetabolicdisorders
 Metabolicdisorders
 Toxinssuchasleadormercurypoisoning
 Nutritionaldeficitssuchasseveremalnutrition
 Environment
22

ProgramPlanning
23
BACK TO
TABLE OF CONTENTS

AUTISM
24
BACK TO
TABLE OF CONTENTS

Autism
Autism is a complex neurobehavioral disorder that includes
impairments in social interaction and developmental language and
communicationskillscombinedwithrigid,repetitivebehaviors.
The disordercovers a large spectrumof symptoms, skills, and levelsof
impairment. It ranges in severity from a handicap that somewhat
limits an otherwise normal life to a devastating disability that may
requireinstitutionalcare.
25

Characteristics of Autism
 Troubleincommunication
 Sensitivesenses
 Have repetitive, stereotyped body movements such
asrocking,pacing,orhandflapping
 Cognitivelyimpaired.
26

Types of Autism
1. Autistic Disorder
This is what most people think of when they hear the word "autism." It
referstoproblemswithsocialinteractions,communication,andimaginative
playinchildrenyoungerthan3years.
2. Asperger’s Syndrome
These children don't have a problem with language -- in fact, they tend
to score in the average or above-average range on intelligence tests. But
they have the same social problems and limited scope of interests as
childrenwithautisticdisorder.
27

Types of Autism
3. Pervasive Developmental Disorder (PDD)
Pervasive developmental disorder or PDD -- also known as atypical
autism. This is a kind of catch-all category for children who have some
autisticbehaviorsbutwhodon'tfitintoothercategories.
4. Childhood disintegrative disorder
These children develop normally for at least two years and then lose
some or most of their communication and social skills. This is an extremely
rare disorder and its existence as a separate condition is a matter of debate
amongmanymentalhealthprofessionals.
28

Types of Autism
5. Rett Syndrome
Children with Rett syndrome, primarily girls, start developing
normallybutthenbeginlosingtheircommunicationandsocialskills.
Beginning at the age of 1 to 4 years, repetitive hand movements
replacepurposefuluseofthehands.ChildrenwithRettsyndromeare
usuallyseverelycognitivelyimpaired.
29

Causes of Autism
 Advancedageofthemotherorthefather
 Whenapregnantwomanisexposedtocertaindrugsorchemicals
 Useofalcohol
 Diabetes
 Obesity
 Antiseizuredrugs
 Untreateddiseaseslikephenylketonuriaandrubella
30

ProgramPlanning
31
BACK TO
TABLE OF CONTENTS

LEARNING DISABILITIES
32
BACK TO
TABLE OF CONTENTS

Learning Disability
Learning disability is a reduced intellectual ability and
difficulty with everyday activities – for example
household tasks, socializing or managing money –
whichaffectssomeonefortheirwholelife.
33

Characteristics of Learning Disability
 Reading/spellingdifficultiescontinue
 Stillavoidsoralreadingandwritingtasks
 Troublewithessays/shortanswersontests
 Weaklonger-termmemory
 Excessivetimespentonhomework
 Difficultywithmulti-partinstructions
34

Characteristics of Learning Disability
 Avoidsoralreadingandhandwriting
 Continuedcoordination/motorskillsissues
 Reading/spellingissuescontinuelikereversingletters
 Difficultywithwordproblemsandcomprehension
 Strugglestomakefriends
35

Causes of Learning Disability
 A learning disability occurs when the brain is still developing - before,
duringorsoonafterbirth.
 Before birth things can happen to the central nervous system (the
brain and spinal cord) that can cause a learning disability. A child can
be born with a learning disability if the mother has an accident or
illness while she is pregnant, or if the unborn baby develops certain
genes. Genes are chemicals in our bodies that contain information
aboutus-likehowwelook.
36

Causes of LearningDisability
 A learning disability occurs when the brain is still developing - before,
duringorsoonafterbirth.
 Apersoncanbebornwithalearningdisabilityifheorshedoesnotget
enoughoxygenduringchildbirth,orisborntooearly.
 After birth, a learning disability can be caused by early childhood
illnesses
37

ProgramPlanning
38
BACK TO
TABLE OF CONTENTS

ADHD
39
BACK TO
TABLE OF CONTENTS

ADHD
Attention deficit hyperactivity disorder (ADHD) is a problem
of not being able to focus, being overactive, not being able
controlbehavior,oracombinationofthese.
For these problems to be diagnosed as ADHD, they must be
outofthenormalrangeforaperson'sageanddevelopment.
40

Characteristics of ADHD
 Inattentive Symptoms
 Fails to give close attention to details or makes careless mistakes
inschoolwork
 Hasdifficultykeepingattentionduringtasksorplay
 Doesnotseemtolistenwhenspokentodirectly
 Does not follow through on instructions and fails to finish
schoolworkorchoresandtasks
41

 Inattentive Symptoms
 Hasproblemsorganizingtasksandactivities
 Avoids or dislikes tasks that require sustained mental effort (such
asschoolwork)
 Often loses toys, assignments, pencils, books, or tools needed for
tasksoractivities
 Iseasilydistracted
 Isoftenforgetfulindailyactivities
42

 Hyperactivity Symptoms
 Fidgetswithhandsorfeetorsquirmsinseat
 Leavesseatwhenremainingseatedisexpected
 Runsaboutorclimbsininappropriatesituations
 Hasproblemsplayingorworkingquietly
 Isoften"onthego,"actsasif"drivenbyamotor"
 Talksexcessively
43

 Impulsivity Symptoms
 Blurtsoutanswersbeforequestionshavebeencompleted
 Hasdifficultyawaitingturn
 Interrupts or intrudes on others (butts into conversations or
games)
44

Types of ADHD
1. Inattentive Type: A person with this type must have at least six of
these nine symptoms, and very few of the symptoms of hyperactive-
impulsive type:
 Notpayingattentiontodetail
 Makingcarelessmistakes
 Failingtopayattentionand
keepontask
 Notlistening
 Beingunabletofolloworunderstand
instructions
 Avoidingtasksthatinvolveeffort
 Beingdistracted
 Beingforgetful
 Losingthingsthatareneededto
completetasks
45

Types of ADHD
2. Hyperactive-Impulsive Type: To have this type, a person has to
have at least six of these nine symptoms, and very few of the symptoms
of inattentive type:
 Fidgeting
 Squirming
 Gettingupoftenwhenseated
 Runningorclimbingat
inappropriatetimes
 Havingtroubleplayingquietly
 Talkingtoomuch
 Talkingoutofturnorblurtingout
 Interrupting
 Often“onthego”asif“drivenbya
motor”
46

Types of ADHD
3. Combined Type: This is the most common type of ADHD. People
with it have symptoms of both inattentive and hyperactive-impulsive
types.
47

Causes of ADHD
 ADHD usually begins in childhood, but may continue into the adult years.
It is the most commonly diagnosed behavioral disorder in children. ADHD
isdiagnosedmuchmoreofteninboysthaningirls
 It is not clear what causes ADHD. A combination of genes and
environmental factors likely plays a role in the development of the
condition. Imaging studies suggest that the brains of children with ADHD
aredifferentfromthoseofchildrenwithoutADHD.
48

ProgramPlanning
49
BACK TO
TABLE OF CONTENTS

EMOTIONAL & BEHAVIORAL
DISORDERS
50
BACK TO
TABLE OF CONTENTS

Emotional & Behavioral Disorder
It is 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
educationalperformance(IDEA):
 An inability to learn that cannot be explained by intellectual,
sensory,orhealthfactors.
 An inability to build or maintain satisfactory interpersonal
relationshipswithpeersandteachers.
51

Emotional & Behavioral Disorder
It is 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
educationalperformance(IDEA):
 Inappropriate types of behavior or feelings under normal
circumstances.
 Ageneralpervasivemoodofunhappinessordepression.
 A tendency to develop physical symptoms or fears associated with
personalorschoolproblems
52

Characteristics Emotional & Behavioral Disorder
 Hyperactivity(shortattentionspan,impulsiveness);
 Aggressionorself-injuriousbehavior(actingout,fighting);
 Withdrawal (not interacting socially with others, excessive fear or
anxiety);
 Immaturity (inappropriate crying, temper tantrums, poor coping
skills);and
 Learningdifficulties(academicallyperformingbelowgradelevel)
53

Types of Emotional & Behavioral Disorder
1. Anxiety Disorders
Experiencing anxiety from time to time, but for many people,
including children, anxiety can be excessive, persistent, seemingly
uncontrollable, and overwhelming. An irrational fear of everyday
situationsmaybeinvolved.Thishighlevelofanxietyisadefinitewarning
signthatapersonmayhaveananxietydisorder.
54

1. Anxiety Disorders
As with the term emotional disturbance, “anxiety disorder” is an
umbrella term that actually refers to several distinct disabilities that
share the core characteristic of irrational fear: generalized anxiety
disorder (GAD), obsessive-compulsive disorder (OCD), panic disorder,
posttraumatic stress disorder (PTSD), social anxiety disorder (also called
socialphobia),andspecificphobias.
55

2. Bipolar Disorders
Also known as manic-depressive illness, bipolar disorder is a serious
medical condition that causes dramatic mood swings from overly “high”
and/or irritable to sad and hopeless, and then back again, often with
periods of normal mood in between. Severe changes in energy and
behaviorgoalongwiththesechangesinmood.
56

3. Conduct Disorders
Conduct disorder refers to a group of behavioral and emotional problems
inyoungsters.Childrenandadolescentswiththisdisorder havegreatdifficulty
following rules and behaving in a socially acceptable way. This may include
someofthefollowingbehaviors:
 aggressiontopeopleandanimals
 destructionofproperty
 deceitfulness,lying,orstealing
 truancyorotherseriousviolationsofrules
57

4. Eating Disorders
Eating disorders are characterized by extremes in eating behavior—
either too much or too little—or feelings of extreme distress or concern
about body weight or shape. Females are much more likely than males to
developaneatingdisorder.
58

4. Eating Disorders
Anorexia nervosa and bulimia nervosa are the two most common
types of eating disorders. Both of these disorders are potentially life-
threatening.
 Anorexia nervosa is characterized by self-starvation and dramatic
lossofweight.
 Bulimianervosainvolvesacycleofbingeeating,thenself-induced
vomitingorpurging.
59

5. Obsessive-Compulsive Disorders
Often referred to as OCD, obsessive-compulsive disorder is actually
considered an anxiety disorder (which was discussed earlier in this fact sheet).
OCD is characterized by recurrent, unwanted thoughts (obsessions) and/or
repetitive behaviors (compulsions). Repetitive behaviors (handwashing,
counting, checking, or cleaning) are often performed with the hope of
preventing obsessive thoughts or making them go away. Performing these so-
called “rituals,” however, provides only temporary relief, and not performing
themmarkedlyincreasesanxiety.
60

6. Psychotic Disorders
“Psychotic disorders” is another umbrella term used to refer to severe
mental disorders that cause abnormal thinking and perceptions. Two of the
main symptoms are delusions and hallucinations. Delusions are false beliefs,
such as thinking that someone is plotting against you. Hallucinations are false
perceptions, such as hearing, seeing, or feeling something that is not there.
Schizophreniaisonetypeofpsychoticdisorder.Thereareothersaswell.
61

Causes of Emotional&BehavioralDisorder
 No one knows the actual cause or causes of emotional disturbance, although
several factors—heredity, brain disorder, diet, stress, and family functioning—
havebeensuggestedandvigorouslyresearched.Agreatdealofresearchgoeson
every day, but to date, researchers have not found that any of these factors are
thedirectcauseofbehavioraloremotionalproblems.
 Mental illnesses are not the result of personal weakness, lack of character, or
poor upbringing. Mental illnesses are treatable. Most people diagnosed with a
serious mental illness can experience relief from their symptoms by actively
participatinginanindividualtreatmentplan.(NAMI)
62

ProgramPlanning
63
BACK TO
TABLE OF CONTENTS

HEALTH IMPAIRMENTS
64
BACK TO
TABLE OF CONTENTS

HealthImpairment
Itmeanshavinglimitedstrength,vitality,oralertness, includingaheightened
alertness to environmental stimuli, that results in limited alertness with
respecttotheeducationalenvironment,that:
 Is due to chronic or acute health problems such as asthma, attention deficit
disorderorattentiondeficithyperactivitydisorder,diabetes,epilepsy,aheart
condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever,
sicklecellanemia,andTourettesyndrome
 Adverselyaffectsachild’seducationalperformance.
65

HealthImpairment
“Other Health Impairment” is one of the 14 categories of disability listed in
nation’s special education law, the Individualswith DisabilitiesEducation Act
(IDEA).
Under IDEA, a child who has an “other health impairment” is very likely to be
eligible for special services to help the child address his or her educational,
developmental,andfunctionalneedsresultingfromthedisability.
66

Characteristics of Health Impairments
The following are the manifestations of OHI:
 limited strength, vitality, or alertness due to chronic
healthproblems
 an educational performance that is negatively affected
asaresult
67

ProgramPlanning
68
BACK TO
TABLE OF CONTENTS

PHYSICAL DISABILITIES
69
BACK TO
TABLE OF CONTENTS

Physical Disability
A physical disability is any condition that permanently
preventsnormalbodymovementand/orcontrol.
70

Characteristics of Physical Disability
In the early years, children may have some difficulties in learning
to move skillfully. This is not unusual. However, for some children,
the muscles and nerves that control body movements may not be
properly formed or may become damaged causing a physical
disability. There are organizations and services that can help you
and your child if your child has a physical disability.
71

Types of Physical Disability
1. Muscular dystrophies
When a child has muscular dystrophy, this means that the muscle
fibres in the body gradually weaken over time. Children can have
different types of muscular dystrophy. The most common type is
Duchenne Muscular Dystrophy which occurs only in boys. All types of
muscular dystrophy are genetic even though other family members may
nothavethecondition.
72

2. Acquired Brain & Spinal Injuries
Physical disabilities may result from permanent injuries to the brain,
spinalcordorlimbsthatpreventpropermovementinpartsofthebody.
73

3. Spina Bifida
Sometimes, a baby'sspinalcord (the nerves that run down the spine)
do not develop normally during pregnancy. When this happens, the child
can have a physical disability called spina bifida. The type and amount of
disability caused by spina bifida will depend upon the level of the
abnormalityofthespinalcord.
74

3. Spina Bifida
Childrenwithspinabifidamayhave:
 partialorfullparalysisofthelegs
 difficultieswithbowelandbladdercontrol.
 hydrocephalus (high pressure on the brain because of fluid
notbeingdrainedawayasnormal)
 boneandjointdeformities(theymaynotgrownormally)
 curvature(bending)ofthespine.
75

4. Cerebral Palsy
Cerebral palsy is caused by damage to the parts of the brain which
control movement during the early stages of development. In most
cases, this damage occurs during pregnancy. However, damage can
sometimes occur during birth and from brain injuries in early infancy
(such as lack of oxygen from near drowning, meningitis, head injury or
beingshaken).
76

4. Cerebral Palsy
Childrenwithcerebralpalsymayhavedifficultieswith:
 posture (the ability to put the body in a chosen position and
keepitthere)
 movementofbodypartsorthewholebody
 muscleweaknessortightness
 involuntarymusclemovements(spasms)
 balanceandcoordination
 talkingandeating
77

4. Cerebral Palsy
Childrencanhavedifferenttypesofcerebralpalsy:
 Hemiplegia (involves muscle movements and weakness on one
sideofthebody)
 Diplegia(involvesmusclemovementsandweaknessinthelower
partofthebody)
 Quadriplegia(involvesmusclemovementsandweaknessinboth
armsandbothlegs)
 Ataxia(involvesproblemswithbalanceandcoordination).
78

5. Multiple disabilities
Some children with physical disabilities will have other disabilities,
such as intellectual, visual or hearing impairments. They may also have
communication difficultiesorother medical conditions such as epilepsy
or asthma. When a child has several different types of disability,
professionalstalkaboutmultipledisabilitiesratherthanlistingseparate
conditions.
79

Causes of Physical Disability
 Inheritedorgeneticdisorders,suchasmusculardystrophy
 Conditions present at birth (congenital), such as spina
bifida
 Serious illness affecting the brain, nerves or muscles, such
asmeningitis
 Spinalcordinjury
 Braininjury
80

ProgramPlanning
81
BACK TO
TABLE OF CONTENTS

SEVERE & MULTIPLE
DISABILITIES
82
BACK TO
TABLE OF CONTENTS

Severe & Multiple Disability
People with severe disabilities are those who traditionally have been
labelledashavingseveretoprofoundmentalretardation.
These people require ongoing, extensive support in more than one major
life activity in order to participate in integrated community settings and
enjoythequalityoflifeavailabletopeoplewithfewerornodisabilities.
They frequently have additional disabilities, including movement
difficulties,sensorylosses,andbehaviorproblems.
83

Characteristics of Severe & Multiple Disability
People with severe or multiple disabilities may exhibit a wide range of
characteristics, depending on the combination and severity of disabilities, and the
person's age. There are, however, some traits they may share, including:
 Limitedspeechorcommunication
 Difficultyinbasicphysicalmobility
 Tendencytoforgetskillsthroughdisuse
 Troublegeneralizingskillsfromonesituationtoanother
 A need for support in major life activities (e.g., domestic, leisure,
communityuse,vocational)
84

ProgramPlanning
85
BACK TO
TABLE OF CONTENTS

TRAUMATIC BRAIN INJURY
86
BACK TO
TABLE OF CONTENTS

Traumatic Brain Injury
Traumatic brain injury, often referred to as TBI, is most often an acute
event similar to other injuries. That is where the similarity between
traumatic brain injury and other injuries ends. One moment the person is
normalandthenextmomentlifehasabruptlychanged.
In most other aspects, a traumatic brain injury is very different. Since our
brain defines who we are, the consequences of a brain injury can affect all
aspectsofourlives,includingourpersonality.
87

Traumatic Brain Injury
A brain injury is different from a broken limb or punctured lung. An
injury in these areas limit the use of a specific part of your body, but
your personality and mental abilities remain unchanged. Most often,
thesebodystructureshealandregaintheirpreviousfunction.
88

Types of Traumatic Brain Injury
1. Mild Brain Injury
A brain injury can be classified as mild if loss of consciousness and/or
confusion and disorientation is shorter than 30 minutes. While MRI and CAT
scans are often normal, the individual has cognitive problems such as
headache, difficulty thinking, memory problems, attention deficits, mood
swings and frustration. These injuries are commonly overlooked. Even
though this type of TBI is called “mild”, the effect on the family and the
injuredpersoncanbedevastating.
89

Types of Traumatic Brain Injury
2. Severe Brain Injury
Severebraininjuryisassociatedwithlossofconsciousnessformorethan
30minutesandmemorylossaftertheinjuryorpenetratingskullinjurylonger
than 24 hours. The deficits range from impairment of higher level cognitive
functions to comatose states. Survivors may have limited function of arms or
legs, abnormal speech or language, loss of thinking ability or emotional
problems. The range of injuries and degree of recovery is very variable and
variesonanindividualbasis
90

Cause of TraumaticBrainInjury
 Open Head Injury
 Resultsfrombulletwounds,etc.
 Largelyfocaldamage
 Penetrationoftheskull
 Effectscanbejustasseriousasclosedbraininjury
91

 Closed Head Injury
 Resultingfromaslipandfall,motorvehiclecrashes,etc.
 Focaldamageanddiffusedamagetoaxons
 Effectstendtobebroad(diffuse)
 Nopenetrationtotheskull
92

 Deceleration Injuries (Diffuse Axonal Injury)
 Theskull is hard and inflexible while the brain is softwiththe
consistencyofgelatin. Thebrainisencasedinsidetheskull.
 During the movement of the skull through space
(acceleration) and the rapid discontinuation of this action
when the skull meets a stationary object (deceleration)
causesthebraintomoveinsidetheskull.
93

 Thebrainmoves atadifferentratethantheskullbecauseitis
soft. Different parts of the brain move at different speeds
becauseoftheirrelativelightnessorheaviness.
 Thedifferentialmovementoftheskullandthebrainwhenthe
head is struck results in direct brain injury, due to diffuse
axonalshearing,contusionandbrainswelling.
94

 Diffuse axonal shearing is when the brain is slammed back
and forth inside the skull it is alternately compressed and
stretchedbecauseofthegelatinousconsistency.
 The long, fragile axons of the neurons (single nerve cells in
thebrainandspinalcord)arealsocompressedandstretched.
95

 If the impact is strong enough, axons can be stretched until
they are torn. This is called axonal shearing. When this
happens,theneurondies.
 After a severe brain injury, there is massive axonal shearing
andneurondeath.
96

 Chemical / Toxic
 Alsoknownasmetabolicdisorders
 Thisoccurswhenharmfulchemicalsdamagetheneurons
 Chemicals and toxins can include insecticides, solvents,
carbonmonoxidepoisoning,leadpoisoning,etc.
97

 Hypoxia (Lack of Oxygen)
 If the blood flow is depleted of oxygen, then irreversiblebrain injury
canoccurfromanoxia(nooxygen)orhypoxia(reducedoxygen)
 Itmaytakeonlyafewminutesforthistooccur
 This condition may be caused by heart attacks, respiratory failure,
dropsinbloodpressureandalowoxygenenvironment
 This type of brain injury can result in severe cognitive and memory
deficits
98

 Tumors
 Tumorscausedbycancercangrowonoroverthebrain
 Tumors can cause brain injury by invading the spaces of the
brainandcausingdirectdamage
 Damage can also result from pressure effects around an
enlargedtumor
 Surgicalprocedurestoremovethetumormayalsocontributeto
braininjury
99

 Infections
 The brain and surrounding membranes are very prone to
infections if the special blood-brain protective system is
breached
 Viruses and bacteria can cause serious and life-threatening
diseases of the brain (encephalitis) and meninges
(meningitis)
100

 Stroke
 If blood flow is blocked through a cerebral vascular accident
(stroke),celldeathintheareadeprivedofbloodwillresult
 If there is bleeding in or over the brain (hemorrhage or
hematoma)becauseofatearinanarteryorvein,lossofblood
flowandinjurytothebrain tissuebythe bloodwillalso result
inbraindamage.
101

ProgramPlanning
102
BACK TO
TABLE OF CONTENTS

COMMUNICATION DISORDER
103
BACK TO
TABLE OF CONTENTS

Communication Disorder
A communication disorder is an impairment in the ability to receive, send,
process,andcomprehendconceptsorverbal,nonverbalandgraphicsymbol
systems. It may be evident in the processes of hearing, language, and/or
speech.
A communication disorder may range in severity from mild to profound. It
maybedevelopmentaloracquired.Individualsmaydemonstrateoneorany
combination of communication disorders. A communication disorder may
resultinaprimarydisabilityoritmaybesecondarytootherdisabilities.
104

Characteristics of Communication Disorder
 Manifestsdifficultyinspeaking
 Hardtimearticulatingwords
 Can produce sounds but unable to make accurate
pronunciations
 Difficultyinunderstandingotherpeople
105

Types of Communication Disorder
1. Articulation disorder
An articulation disorder is the atypical production of speech
sounds characterized by substitutions, omissions, additions or
distortionsthatmayinterferewithintelligibility.
106

1. Articulation disorder
 Fluency disorder is an interruption in the flow of speaking
characterized by atypical rate, rhythm, and repetitions in sounds,
syllables, words, and phrases. This may be accompanied by excessive
tension,strugglebehavior,andsecondarymannerisms.
 Voice disorder is characterized by the abnormal production and/or
absencesofvocal quality,pitch,loudness,resonance,and/orduration,
whichisinappropriateforanindividual'sageand/orsex.
107

2. Language disorder
A language disorder is impaired comprehension and/or use of
spoken, written and/or other symbol systems. The disorder may
involve:
 theformoflanguage(phonology,morphology,syntax)
 thecontentoflanguage(semantics)
 thefunction of language in communication (pragmatics) in
anycombination.
108

3. Hearing disorder
A hearing disorder is the result of impaired auditory sensitivity of
the physiological auditory system. A hearing disorder may limit the
development, comprehension, production, and/or maintenance of
speechand/orlanguage.
Hearing disorders are classified according to difficulties in
detection, recognition, discrimination, comprehension, and
perceptionofauditoryinformation.
109

3. Hearing disorder
Individuals with hearing impairment may be described as deaf or
hardofhearing.
 Deaf is defined as a hearing disorder that limits an
individual's aural/oral communication performance to the
extent that the primary sensory input for communication
maybeotherthantheauditorychannel.
110

3. Hearing disorder
Individuals with hearing impairment may be described as deaf or
hardofhearing.
 Hard of hearing is defined as a hearing disorder, whether
fluctuating or permanent, which adversely affects an
individual's ability to communicate. The hard-of-hearing
individual relies on the auditory channel as the primary
sensoryinputforcommunication.
111

3. Central Auditory Processing Disorder
Central auditory processing disorders are deficits in the information
processing of audible signals not attributed to impaired peripheral hearing
sensitivity or intellectual impairment. This information processing involves
perceptual, cognitive, and linguistic functions that, with appropriate
interaction, result in effective receptive communication of auditorily
presented stimuli. Specifically, CAPD refers to limitations in the ongoing
transmission, analysis, organization, transformation, elaboration, storage,
retrieval,anduseofinformationcontainedinaudiblesignals.
112

CAPD may involve the listener's active and passive (e.g., conscious and
unconscious, mediated and unmediated, controlled and automatic) ability to do the
following:
 Attend,discriminate,andidentifyacousticsignals
 Transform and continuously transmit information through both
theperipheralandcentralnervoussystems
 Filter, sort, and combine information at appropriate perceptual
andconceptuallevels
113

CAPD may involve the listener's active and passive (e.g., conscious and
unconscious, mediated and unmediated, controlled and automatic) ability to do the
following:
 Storeand retrieve information efficiently; restore, organize, and use
retrievedinformation
 Segment and decode acoustic stimuli using phonological, semantic,
syntactic,andpragmaticknowledge
 Attach meaning to a stream of acoustic signals through use of
linguistic andnonlinguistic contexts
114

Causes of CommunicationDisorder
 Hearing
Some of the causes of hearing loss are chronic ear infections,
heredity,birthdefects,healthproblemsatbirth,certaindrugs,head
injury, viral or bacterial infection, exposure to loud noise, aging,
andtumors.
115

Causes of CommunicationDisorder
 Speech & Language
Some of the causes of speech and language disorders are
related to hearing loss, cerebral palsy and other nerve/muscle
disorders, severe head injury, stroke, viral diseases, mental
retardation, certain drugs, physical impairments such as cleft lip or
palate, vocal abuse or misuse, inadequate speech and language
models;frequently,however,thecauseisunknown.
116

ProgramPlanning
117
BACK TO
TABLE OF CONTENTS

HEARING LOSS
118
BACK TO
TABLE OF CONTENTS

Hearing Loss
Hearinglossisadisabilitycharacterizedbythe
incapacitytohearsounds.
119

Hearing Loss
Mild Hearing Loss
What is mild hearing loss? On average, the most quiet sounds that
peoplecanhearwiththeirbettereararebetween25and40dB.People
who suffer from mild hearing loss have some difficulties keeping up
withconversations,especiallyinnoisysurroundings.
120

Hearing Loss
Moderate Hearing Loss
What is moderate hearing loss? On average, the most quiet sounds
heardbypeoplewiththeirbettereararebetween40and70dB.People
whosufferfrommoderatehearinglosshavedifficultykeepingupwith
conversationswhennotusingahearingaid.
121

Hearing Loss
Severe Hearing Loss
What is severe hearing loss? On average, the most quiet sounds heard
by people with their better ear are between 70 and 95 dB. People who
sufferfromseverehearinglosswillbenefitfrompowerfulhearingaids,
but often they rely heavily on lip-reading even when they are using
hearingaids.Somealsousesignlanguage.
122

Hearing Loss
Profound Hearing Loss
What is profound hearing loss? On average, the most quiet sounds
heard by people with their better ear are from 95 dB or more. People
who suffer from profound hearing loss are very hard of hearing and
relymostlyonlip-reading,and/orsignlanguage.
123

Characteristics of Hearing Loss
 Hearingloss
 Mute
 Inabilitytounderstandverbalcues
124

Types of Hearing Loss
1. Conductive Hearing Loss
It is when hearing loss is due to problems with the ear canal, ear
drum, or middle ear and its little bones (the malleus, incus, and
stapes).
2. Sensorineural hearing loss (SNHL)
It is when hearing loss is due to problems of the inner ear, also
knownasnerve-relatedhearingloss.
125

Types of Hearing Loss
3. Mixed Hearing Loss
It refers to a combination of conductive and sensorineural
hearing loss. This means that there may be damage in the outer or
middleearandintheinnerear(cochlea)orauditorynerve.
126

Causes of Hearing Loss
 Malformationofouterear,
earcanal,ormiddleear
structures
 Fluidinthemiddleearfrom
colds
 Earinfection
 Allergies
 PoorEustachiantubefunction
 Perforatedeardrum
 Benigntumors
 Impactedearwax
 Infectionintheearcanal
 Foreignbodyintheear
 Otosclerosis
127

ProgramPlanning
128
BACK TO
TABLE OF CONTENTS

BLINDNESS & LOW VISION
129
BACK TO
TABLE OF CONTENTS

Blindness &LowVision
A visual impairment is any visual condition that impacts an
individual’s ability to successfully complete the activities of everyday
life.
Students with visual impairments are infants, toddlers, children and
youths who experience impairments of the visual system that impact
theirabilitytolearn.
130

Characteristics of Blindness &LowVision
 Visual impairment is essentially an umbrella term used to
describe the loss of sight that can be a consequence of a number
ofdifferentmedicalconditions.
 The onset, the severity, and the type of visual loss, as well as to
anycoexistingdisabilitiesthatmaybepresentinthechild.
 Decreasedvisualacuityandvisualfield,
 Sensitivity to light or glare, blind spots in their visual fields, or
problemswithcontrastorcertaincolors.
131

Types of Blindness &LowVision
According to the CDC and the World Health Organization the classification of visual
acuity and impairment includes (1, 2)
 Low visual acuity means vision between 20/70 and 20/400 with the best
possiblecorrection,oravisualfieldof20degreesorless
 Blindness is defined as a visual acuity worse than 20/400 with the best
possiblecorrection,oravisualfieldof10degreesorless
 LegalblindnessintheUSmeansvisualacuityof20/200orworsewiththebest
possiblecorrection,oravisualfieldof20degreesorless.
 Visual acuity of 20/70 to 20/400 (inclusive) is considered moderate visual
impairmentorlowvision.
132

Causes of Blindness & Low Vision
 Presbyopia-difficultyfocusingonobjectsthatareclose.Thisproblemoften
becomesnoticeableinyourearlytomid40s.
 Cataracts - cloudiness over the eye lens, causing poor nighttime vision,
halos around lights, and sensitivity to glare. Cataracts are common in the
elderly.
 Glaucoma - increased pressure in the eye, which is most often painless.
Vision will be normal at first, but over time you can develop poor night
vision, blind spots, and loss of vision to either side. Glaucoma can also
happensuddenly,whichisamedicalemergency.
133

 Diabeticeyedisease
 Macular degeneration - loss of central vision, blurred vision (especially
while reading), distorted vision (straight lines will appear to be wavy), and
colorsthat look faded. Themostcommon cause of blindness in people over
age60.
 Eyeinfection,inflammation, orinjury
 Floaters - tiny particles drifting inside the eye, which may be confused with
retinaldetachment.
 Nightblindness
134

 Retinaldetachment-symptomsincludefloaters,sparksorflashesoflight
in your vision, or a sensation of a shade or curtain hanging across part of
yourvisualfield.
 Opticneuritis-inflammationoftheopticnervefrominfectionormultiple
sclerosis.Youmayhavepainwhenyoumoveyoureyeortouchitthrough
theeyelid.
 StrokeorTIA
 Braintumor
135

 Bleedingintotheeye
 Temporal arteritis - inflammation of an artery in the brain that supplies
bloodtotheopticnerve
 Migraine headaches - spots of light, halos, or zigzag patterns that appear
beforethestartoftheheadache
 Medicationscanalsoaffectvision.
136

ProgramPlanning
137
BACK TO
TABLE OF CONTENTS

Classification of exeptionalities

Recomendados

Recomendados

Más contenido relacionado

La actualidad más candente

La actualidad más candente (20)

Similar a Classification of exeptionalities

Similar a Classification of exeptionalities (20)

Más de Jahlen Tuvilleja, RL, LPT

Más de Jahlen Tuvilleja, RL, LPT (7)

Último

Último (20)

Classification of exeptionalities