Special Education

Front 1

Cognitive disabilities

Back 1

Functioning of the brain is impaired in some way in which the initial occurrence is before the age of 18. This is another term for mental retardation and intellectual disabilities.

Front 2

Adaptive behavior

Back 2

The performance of everyday life skills expected of adults. It is the behavior exhibited in the function of everyday life.

Front 3

Incidental learning

Back 3

Incidental learning is when a skill is learned through observation alone. Students with intellectual disabilities are unable to learn this way and must receive step-by-step directions.

Front 4

PKU

Back 4

PKU (Phenylketonuria) is an inherited disease in which the body is unable to process the amino acid phenylalanine. If this amino acid is not metabolized, it builds up in the body to toxic levels and damages the brain.

Front 5

Fetal alcohol spectrum disorders

Back 5

Fetal alcohol spectrum disorders are caused by a mother drinking alcohol during pregnancy and are strongly linked to intellectual disabilities. Fetal alcohol syndrome and fetal alcohol effects are part of the disorder.

Front 6

Orthopedic impairments

Back 6

Another term for physical disabilities and the need for special health care.

Front 7

Neuromotor impairments

Back 7

Conditions caused by damage to the central nervous system (brain and spinal cord): nerves, muscles, and motor functioning. These are conditions such as epilepsy, cerebral palsy, and polio.

Front 8

Universal screening

Back 8

The process of testing newborns for the risk of disabilities such as PKU and sickle cell anemia.

Front 9

Prelingually deaf

Back 9

Individuals who are deaf before they learn to speak and understand language.

Front 10

Deaf of Deaf

Back 10

Being born deaf to parent(s) who are deaf.

Front 11

CODA

Back 11

A child of a deaf adult.

Front 12

Distance senses

Back 12

The senses of vision and hearing are used to provide information about the world outside of our bodies. These senses are used to gain information and alert about danger.

Front 13

Classification of legally blind

Back 13

A person is legally blind when the vision in their best eye is worse than 20/200.
Someone is blind when the vision is worse than 20/400.
Low vision is between 20/70 and 20/400.

Front 14

Snellen chart

Back 14

The chart used to test a person’s vision using the letter ‘E’ placed in several orientations and reducing sizes toward the bottom of the chart.

Front 15

Rett syndrome

Back 15

A genetic condition in females, similar to autism, which occurs after normal development, has been occurring. Development begins to reverse and is manifests in repeated hand wringing, loss of muscle control, along with communication and social deficits occur.

Front 16

TBI (traumatic brain injury)

Back 16

A head injury causing reduced cognitive functioning, limited attention, and impulsivity.

Front 17

Twice-exceptional students

Back 17

These are gifted students with a learning disability.

Front 18

Advanced placement

Back 18

These are courses that are accelerated and carry college credit.

Front 19

Ability grouping

Back 19

An approach in which students with comparable abilities work together.

Front 20

Differentiated curriculum

Back 20

Instruction that is beyond what the typical learners are doing in the general curriculum and content.

Front 21

Discuss the key components of the AAIDD 2004 definitions of intellectual disabilities and the levels of severity.

Back 21

The American Association for Intellectual and Developmental Disabilities is an organization that is helping redefine mental retardation to intellectual and developmental disabilities. The levels of severity are based on IQ ranges.

IQ Range, Intellectual Disabilities
50-69, Mild
35-49, Moderate
20-34, Severe
0-20, Profound

Front 22

Describe three main causes of intellectual disabilities.

Back 22

There are three causes grouped by the time of onset and by the specific reason: prenatal (before birth; genetic or hereditary), perinatal (during birth), and postnatal (after birth; toxins, child abuse, and neglect).

Front 23

Discuss the steps necessary for a person having a seizure.

Back 23

There are four different types of seizures. For all types if seizures, the teacher needs to remain calm and speak in a soft reassuring voice. Move all people and items out of the way of the student experiencing the seizure. For a tonic-clonic seizure, roll the student on their side.

Front 24

Explain how barriers for the physical disabled can be reduced?

Back 24

Use the universal design method to assure traffic patterns and seating arrangements are accessible for a physically disabled student. 36” or more is a good distance to have between items.

Front 25

What is the Deaf culture?

Back 25

It is a minority group of Deaf individuals with a rich culture, history, language, and the arts. These cultural activities bind the Deaf as a community.

Front 26

Why is the Deaf culture so important to them?

Back 26

It gives them a place to belong, a community of people united by their deafness which they do not consider a disability. They advocate for social reasons

Front 27

List the major causes of hearing loss.

Back 27

The major causes of hearing loss are heredity and genetics, meningitis (infection in the spinal and brain fluid), otitis media (infection in the middle ear with fluid build-up), and noise.

Front 28

Discuss ways to accommodate for visual disabilities in the classroom?

Back 28

Make the room arrangement safe by carefully planning the furniture. If you rearrange, give the visually disabled student a tour of the room. Seat the students who require additional lighting directly under a light or by an outlet so that an additional light can be provided. Use contrasting colors on all boards, presentations, and handouts.

Front 29

Discuss issues surrounding Braille.

Back 29

Due to the advancement of technology, the number of people who utilize Braille is declining. IDEA ’04 has required that Braille instruction and use be in the classroom. There are not many teachers who have the ability to teach Braille in the school much less the classroom.

Front 30

Characteristics of ASD (Autism Spectrum Disorders), all three levels

Back 30

There are three levels of autism (Autism, Asperger syndrome, and PDD) with autism being the more severe and PDD being the milder form. All three disorders have these three characteristics in common, issues with: communication, social interactions, and restricted range of interests or behavioral repertoires.

Front 31

Identify gifted or talented in a school setting

Back 31

These students excel early in their developmental milestones such as communication, reading, and motor skills. The process of creating an IEP are the steps needed to find out where the student needs to be in school.

Front 32

Classification of legally blind

Back 32

A person is legally blind when the vision in their best eye is worse than 20/200. Someone is blind when the vision is worse than 20/400. Low vision is between 20/70 and 20/400.