Characteristics+Group+Grid

The defintion for this term is very broad. It encompasses many different issues that would make you be considered "learning disabled". This is the wording that I found to define learning disabilities: //(i) General. Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.// ||  || __**Health Issues:**__ Due to the fact that learning disabilities can be manifested in numerous ways there is no one set physical characteristics. However, if you were to look at different ailments that are classified as being learning disabled than you would find varying physical characteristics. For instance a person with Down Syndrome not only has learning disabilities but they also have distinct physical features the flattened nose, smaller mouth and hands, slanted eyes, etc; whereas, a student with ADHD just tends not to be able to focus on one thing for a long period of time or may change topics in conversation sporadically and abruptly. There are many other physical characteristics of learning disabilities but they are based on which actual disability you are referring to at that moment. ||  || Some of the learning charateristics would be that many persons with learning disabilities have trouble connecting the concepts that are easily attained by other students. They also may have an problem grasping the concept of time. Many also have difficulty thinking in a logical manner. Some people with learning disabilities display their learning problems in various ways based upon their specific disability. Based upon my research I have found that learning disabilities affect the way a child/person's brain processes information; it makes it difficult for these persons to be able to intake, process, retain, and articulate information the same way a person without a learning disability would. ||  || For many children with learning disabilities it can be very frustrating, aggravating, and disheartening to try to learn with a disability which many times can lead to children acting out. Many children instead saying they are having trouble or asking for help they get angry and start with negative behaviors such as: refusal to complete assignments, lashing out at peers, teachers, administrators, and some even sleep during class. Many of these behaviors can be modified or even prevent with the right preparation such as having alternate assignments already created for the student and following all the guidelines of te IEP or 504. Communication problems could be a direct result of the disability; or it could be a manifestation of a symptom o the disability. Many learning disabled people do not have a communication problem. ||  || []. Accessed May,28,2012 []. Accessed May 27, 2012 [|http://kidshealth.org/teen/diseases_conditions/learning/learning_disabilities.html#a_What_Are_Learning_Disabilities]. Accessed on May 27,2012 []. Accessed May 27,2012 []. Accessed May 28,2012 ||  || The term describes 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:
 * **Learning Disabilities** ||
 * __**Federal Definition of the Disability – Major Components, Including Incidence and etiology**__:
 * __**Typical Physical Characteristics of the Disability /**__
 * __**Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning:**__
 * __**Common Communication and/or Behavior Issues & Needs:**__
 * __**References:**__
 * **Emotional /Behavioral** ||
 * __**Federal Definition of the Disability – Major Components, Including Incidence and etiology**__

An inability to learn that cannot be explained by intellectual, sensory, or other health factors. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. Inappropriate types of behavior or feelings under normal circumstances. A general pervasive mood of unhappiness or depression. A tendency to develop physical symptoms or fears associated with personal or school problems. ||  || The physical signs can often be rather obvious in the classroom when students have emotional and behavioral disabilities. For example, students may disrupt the classroom and seem impulsive and preoccupied. They tend to not care about classroom rules and resist routine. Some may even have physical signs where they have resulted to self-injurious behavior. ||  || Typically, students with emotional and behavioral disorders score in the low-average range on measures of intelligence despite having about average intellectual ability. Poor grades, chronic absenteeism, and grade retention are frequent issues for these students. ||  || Students with emotional and behavioral issues often are less socially skilled than their peers. Some may be particularly aggressive and hostile towards others, whereas other individuals may appear withdrawn and socially isolated. These types of actions tend to result in these students having fewer friends which, in turn, adversely affect these students in their performance in the classroom. ||  || [|http://www.gallaudet.edu/clerc_center/Information_and_Resources/Info_to_Go/Educate_Children(3_to_21)/Students_with_Disabilities/EmotionalBehavioral_Disorders.html] Gargiulo, R., & Metcalf, D. (2013). //Teaching in today’s inclusive classrooms//. (2nd ed., p. 504). Wadsworth ||  || The word "deaf" by federal definition means a hearing loss which adversely affects educational performance and that is so severe the child is impaired in processing linguistic (communication) information through hearing, with or without amplification (hearing aids). The term "hard of hearing" means a hearing loss, whether permanent or fluctuating, that adversely affects a child's educational performance but that allows the child access to some degree of communication with or without amplification. In 2010, approximately 71,000 students between the ages 6-21 were defined as having a hearing impairment. One cause of hearing impairments is due to genetic factors, and/or down syndrome however, in about 57 percent of instances the cause is unknown. Infections such as rubella, German measles, herpes virus, otitis media have been known to cause hearing impairments as well. Other contributing factors to deafness include low birth weight, prematurity, anoxia, meningitis, head injuries, the aging process, and noise pollution. ||  || There are no visible physical characteristics of typical of persons who are deaf or hard of hearing. There may however be the addition of hearing aids or cochlear implants__**.**__ ||  || Students who experience hearing loss often encounter challenges in the area of academic achievement, speech and language, and social development. Intellectual development for people with a hearing impairment is more a function of language development than cognitive ability. Low achievement is characteristic of students who are deaf. Reading is the area most negatively affected for students with a hearing impairment. ||  || Speech and language skills are the areas of development most severely affected for those with a hearing impairment. For children born with moderate loss, effective communication skills are possible because the voiced sounds of conversational speech remain audible. However, students with profound deafness are unable to receive information through speech unless they have learned to speech read. Sounds produced by an individual who is deaf are often difficult to understand. The main form of communication for persons who are deaf is sign language. Due to a lack of ability to communicate with others, children with hearing impairments often encounter difficulties in developing friendships and other social interactions. These individuals frequently express feeling lonely, isolated, and depressed. It is perhaps the reason why many persons who are deaf have a strong preference for associating with others who are also hearing impaired. ||  || Students with deafness or hearing impairments. (2011). Retrieved from http://www.cec.sped.org/AM/Template.cfm?Section=Deafness_Hard_of_Hearing&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=37&ContentID=5865
 * __**Typical Physical Characteristics of the Disability /Health Issues**__
 * __**Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning**__
 * __**Common Communication and/or Behavior Issues & Needs**__
 * __**References**__
 * **Deaf/Hard of Hearing** ||
 * __**Federal Definition of the Disability – Major Components, Including Incidence and etiology**__
 * __**Typical Physical Characteristics of the Disability Health Issues**__
 * **__Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning__**
 * **__Common Communication and/or Behavior Issues & Needs__**
 * **__References__**

Garguilo, R. G., & Metcalf, D. M. (2011). Teaching in today's inclusive classrooms. Belmont, CA: Wadsworth. ||  || I found the federal definition to be consistent in my search: The terms partially sighted, low vision, legally blind, and totally blind are used in the educational context to describe students with visual impairments. They are defined as follows: 1. Partially sighted, indicates some type of visual problem has resulted in a need fro special education 2. Low vision, generally refers to a severe visual impairment, not necessarily limited to distance vision 3. Legally blind, indicates that a person has less than 20/200 vision in the better eye or a very limited field of vision. Incidence The rate at which visual impairments occur in individuals under the age of 18 is 12.2 per 1,000. Severe visual impairment occur at a rate of 0.06 per 1000. Etiology: Refractive errors (Myopia, Hyperopia, Astigmatism) Defects of the Ocular Muscle (Strabismus, Nystagmus) Disorders of the Cornea, Iris, or lens (Cataracts, Glaucoma) Other Conditions (Retinitis pigmentosa, Retinopathy of prematurity, Diabetic retinopathy, Cortical visual Impairment) ||  || Physical Characteristics of the disability health issues depend on the severity, type of loss, and age when conditions began. For the most part though individuals who are blind live a capable, successful, and individual life without any physical characteristics. Possible swollen or inflamed eyes, inward or outward rotation of eyes, watery eyes are about as much physical charactersistics as one will see. ||  || With visually impaired children academic delaying is very much so present even though they have the same intellectual ability as their peers. Having visual impairments may lead to individuals needing additional help with special equipment and modifications in the regular curriculum to emphasize listening skills, communication, orientation, and mobility, vocation/career options, and daily living skills. ||  || Visually impaired people tend to use technology that allows for voice output, braille menus, mobility devices (cane or guide dog), and anything that their other major senses can pick up (touch, smell, hear). Most children with visual impairments have the intellectual abilities as others but despite this they tend to be academically delayed. The lack of social skills can drop ones self esteem and negatively impact self concept. Repetitive behavior issues such a rubbing of the eyes, head weaving, hand flapping, and body rocking which are known as stereotypic behaviors are signs of behavior issues or needs. ||  || http://www.eeoc.gov/facts/blindness.html http://www.parentpals.com/gossamer/pages/Detailed/692.html Garguilo, R. G., & Metcalf, D. M. (2011). Teaching in today's inclusive classrooms, Belmont, CA: Wadsworth. ||  || **(mild/moderate)** || Intellectual disability is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 18 (incidence). Intellectual functioning also called intelligence, refers to general mental capacity, such as learning, reasoning, problem solving, etc. Etiology: This is a difficult process since an individual may exhibit cognitive disabilities for many reasons. Causes are often discussed according to their onset; prenatal, perinatal, and postnatal contributions. Prenatal includes Down syndrome, perinatal includes low birth weight and prematurity, and postnatal including meningitis adn malnutrition. ||  || Physical characteristics of intellectual disabled children can vary greatly which is why an IQ test is administered to determine classification level (mild, moderate, severe, profound). Some of the physical characteristics that come with intellectual disabilities can actually cause the need for assistance from an outside individual whether it be as needed or full time. ||  || Impaired cognitive functioning is the most defining characteristic of someone with intellectual disabilities. Individuals with intellectual disabilities learn much so just like their peers but at an extremely different pace and different process. The effects it has on a person can vary greatly but have many attributes and features from these dimensions; attention, memory, motivation, generalization, language development, academic development, and social development (Garguilo pg.84). ||  || Depending on the severity of ones intellectual disability their skill areas (conceptual, social, practical) can range greatly. Below are a few examples: Conceptual: language, reading, writing, self-direction Social: Responsibiliy, following rules, self-esteem, gullibility Practical: daily life activities (eating, mobility, dressing), occupational skills, instrumental activities (medication use, telephone use, money management) ||  || http://www.aamr.org/content_100.cfm?navID=21 Garguilo, R. G., & Metcalf, D. M. 92011). Teaching in today's inclusive classrooms, Belmont, CA: Wadsworth. http://www.thearc.org/page.aspx?pid=2543 ||  || Traumatic brain injury (TBI), a form of acquired brain injury, occurs when a sudden trauma causes damage to the brain. TBI can result when the head suddenly and violently hits an object, or when an object pierces the skull and enters brain tissue. Symptoms of a TBI can be mild, moderate, or severe, depending on the extent of the damage to the brain. A person with a mild TBI may remain conscious or may experience a loss of consciousness for a few seconds or minutes. Other symptoms of mild TBI include headache, confusion, lightheadedness, dizziness, blurred vision or tired eyes, ringing in the ears, bad taste in the mouth, fatigue or lethargy, a change in sleep patterns, behavioral or mood changes, and trouble with memory, concentration, attention, or thinking. A person with a moderate or severe TBI may show these same symptoms, but may also have a headache that gets worse or does not go away, repeated vomiting or nausea, convulsions or seizures, an inability to awaken from sleep, dilation of one or both pupils of the eyes, slurred speech, weakness or numbness in the extremities, loss of coordination, and increased confusion, restlessness, or agitation. ||  || Approximately half of severely head-injured patients will need surgery to remove or repair hematomas (ruptured blood vessels) or contusions (bruised brain tissue). ||  || Some common disabilities include problems with cognition (thinking, memory, and reasoning), sensory processing (sight, hearing, touch, taste, and smell), communication (expression and understanding), and behavior or mental health (depression, anxiety, personality changes, aggression, acting out, and social inappropriateness). More serious head injuries may result in stupor, an unresponsive state, but one in which an individual can be aroused briefly by a strong stimulus, such as sharp pain; coma, a state in which an individual is totally unconscious, unresponsive, unaware, and unarousable; vegetative state, in which an individual is unconscious and unaware of his or her surroundings, but continues to have a sleep-wake cycle and periods of alertness; and a persistent vegetative state (PVS), in which an individual stays in a vegetative state for more than a month. ||  || Disabilities resulting from a TBI depend upon the severity of the injury, the location of the injury, and the age and general health of the individual.  ||  || Garguilo, R. G., & Metcalf, D. M. 92011). Teaching in today's inclusive classrooms, Belmont, CA: Wadsworth. http://www.ninds.nih.gov/disorders/tbi/tbi.htm ||   || Developmental disability significantly affecting verbal and nonverbal communication and social interaction, usually evident before age 3, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply is the child;s educational performance is adversely affected primarily because the child has an emotional disturbance.
 * **Blind/Vision** ||
 * __**Federal Definition of the Disability – Major Components, Including Incidence and etiology**__
 * __**Typical Physical Characteristics of the Disability Health Issues**__
 * __**Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning**__
 * __**Common Communication and/or Behavior Issues & Needs**__
 * __**References**__
 * **Intellectual Disabilities**
 * __**Federal Definition of the Disability – Major Components, Including Incidence and etiology**__
 * __**Typical Physical Characteristics of the Disability** **Health Issues**__
 * __**Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning**__
 * __**Common Communication and/or Behavior Issues & Needs**__
 * __**References**__
 * **TBI** ||
 * __**Federal Definition of the Disability – Major Components, Including Incidence and etiology**__
 * **__Typical Physical Characteristics of the Disability Health Issues__**
 * __**Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning**__
 * __**Common Communication and/or Behavior Issues & Needs**__
 * __**References**__
 * **Autism** ||
 * __**Federal Definition of the Disability – Major Components, Including Incidence and etiology**__

In 2010 approximately 330,000 pupils ages 6-21 were identified as having autism and individuals with autism represent 5.7 percent of children with disabilities.

No single cause has been identified as causing autism, however autism is likely a result of the following factors: genetic, infectious, neurologic, metabolic, immunologic, environmental. ||  || Although many physical characteristics are subtle the most common include sandal gap toes, facial asymmetry, abnormal non-frontal hair whorl, high narrow palate, attached ear lobes, and hypermobile joints. Health issues include poor motor skills, coordination and balance problems, auditory and tactile hypersensitivity, sleep disorders, self injurious behaviors, and decreased sensitivity to pain. ||  || Typical learning difficulties include only having concrete literal thinking, restricted range of interests, difficulty comprehending abstract materials, significant academic problems, hyperactivity, difficulty with semantics and pragmatics aspects of language and an extensive vocabulary within a narrow area of interest. ||  || Common communication and behavior issues include social awkwardness, difficulty understanding nonverbal social cues, poor self-concept and low self-esteem, difficulty understanding and appreciating the feelings and thoughts of others, and rigid adherence to rules and routines, ||   || Garguilo, R. G., & Metcalf, D. M. (2011). Teaching in today's inclusive classrooms. Belmont, CA: Wadsworth.
 * **__Typical Physical Characteristics of the Disability Health Issues__**
 * __**Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning**__
 * __**Common Communication and/or Behavior Issues & Needs**__
 * __**References**__

Bristol-Power, M. (2006, September 13). Nihcd. Retrieved from http://www.nichd.nih.gov/autism/presentations/etiology1.cfm

Yates, W. R. (2011). Physical features of autism spectrum disorder (asd). Retrieved from http://www.kevinmd.com/blog/2010/07/physical-features-autism-spectrum-disorder-asd.html ||  ||