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74 Cards in this Set
- Front
- Back
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IDEA speech/language impairment |
a communication disorder such as stuttering, impaired articulation, language impairments, or a voice impairment that adversely affects a child's educational performance |
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Speech |
the audible representation of sound |
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Language |
the meaning of communication, system of symbols, goverened by complex rules, that individuals use for communication, and is based on their culture |
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Articulation |
movement of tongue, teeth, lips, and palate to produce the sounds of language |
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Voice |
pitch, volume, quality |
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resonance |
nasal or oral aspect of spoken sound; balance of sound vibration of mouth, nose, and throat |
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phonology |
rules that govern how sounds may be combined and where they may be used in words |
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phonemes |
smallet unit of sounds |
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phonemic awareness |
the ability to discriminate sounds that make up language |
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phonological awareness |
identify those sounds and to manipulate them |
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Morphology |
the smallest unit of language that have meaning and are composed of phonemes |
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syntax |
order of words in a sentence |
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semantics |
content of one's language, or to the meaning and precision of the words |
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pragmatics |
function/use of language within a social context |
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language delay |
acquiring language at a slower rate |
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aphasia |
loss of linguistic ability after developed |
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IDEA Hearing Impairments |
hearing loss that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, and that adversely affects a child's educational performance |
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hearing impairment |
an impairment in hearing, whether permanent of fluctuating |
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deafness |
means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification |
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hard of hearing |
heaving a hearing impairment whether permanent or fluctuating, not included under "deaf" definition |
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conductive hearing loss |
problem of the outer or middle ear prevents sound of being conducted to the inner ear; disease or buildup of wax |
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sensorineural |
problem in inner ear or along the nerve pathway to the brain, sound distorted |
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bilateral hearing loss |
hearing loss in both ears; outer middle or inner ear |
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unilateral hearing loss |
normal hearing in only one ear |
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fluctuating hearing loss |
loss that frequently changes, associated with conductive hearing loss, or sensorineural; tests can make it better or worse |
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pre-lingual hearing loss |
intrauterine infections, prematurity |
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post-lingual hearing loss |
happens for many reasons; diseases/sickness/loud noises |
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support/education practices for hearing loss |
help family understand help baby to communicate, use any available hearing, interact socially help become fully participating member of society early intervention specialist interpreter, etc LRE |
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TTY (hearing loss) |
telecommunication device for the deaf (use telephone by typing messages instead of speaking; rings by flashing light) |
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TRS (hearing loss) |
telecommunication relay services |
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VRS (hearing loss) |
video relay services |
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IDEA Visual Impairments |
including blindness... means an impairment in vision that, even with correction, adversely affects a child's educational performance. both partial sight and blindness |
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cornea |
transparent structure, process of bending light rays |
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iris |
colored part |
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pupil |
allows to see inside the eye to the retina |
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lens |
changes shape to focus light at appropraite place at the back of the eye |
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ciliary body |
part that produces a clear fluid, to nourish the eye |
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optic nerve |
allows the brain to process the visual information ti receives |
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retina |
light sensitive membrane that covers the back wall of the eyeball; connects rest of the eye to the optic nerve |
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Strabismus |
muscles of the eye to not hold both eyes in proper alignment |
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amblopia |
one eye does not develop vision or loses vision because of nonuse |
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cataracts |
lens is cloudy and cannot transmit light rays properly to the retina |
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aniridia |
the iris is missing, too much light enters the eye |
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opthalmologist |
specializes in care of the eye, legit one |
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optometrist |
identify eye problems/prescribe special lens |
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three types of ADHD? |
ADHD-I: inattentive type ADHD-HI: hyperactive-impulsive type ADHD combined |
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Comorbidity |
simultaneous occurence of ADHD with other disabilities or disorders |
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causes of ADHD? |
physiological: heredity; difference in brain environmental: home environment structures/lead in blood during first two years academic: structure and demands of school |
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IDEA Emotional Disturbance |
"emotional disturbance" as a condition exhibiting one or more specific emotional and/or behavioral difficulties over a long period of time and to marked degree, which adversely affects educational performance |
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Functional behavioral assessment? purpose and benefit? |
Goals: quantify behavior, develop hypothesis, implement a plan (decrease or increase behavior |
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characteristics of students with ED |
cognitive: average, above, or below IQ performance educational: below grade/age level social: difficulty establishing relationships and maintaining them |
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chronic |
exists all the time, change very little, no known cure, ex: cerebral palsy |
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acute |
serious but can be treated and possibly cured ex, childhood cancers |
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progressive |
worse over time and can lead to death ex. muscular dystrophy |
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episodic |
occus with intensity, but at times are dormant |
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aura |
perceptual disturbance experienced by some with migraines or seizures before either the headache or seizure begins |
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asthma |
most chronic impairment, lung disease that causes extreme difficulty in breathing; inflames and narrows airways |
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diabetes |
metabolic disorder in which the body cannot properly break down sugars and store them; type 1: adolescence; type 2: preventable, obesity) |
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open TBI |
results in penetrating wound to the brain |
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closed TBI |
skull and protective tissue remain intact, internal compression, stretching or shearing |
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TBI definition |
caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's education performance |
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TBI differs? |
happens after an injury rather than at birth; complex, may have symptoms that mimic other conditions; prognosis, may improve dramatically |
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TBI school re-entry |
attend task 10-20 min tolerate 20-30 min class function in a group of two or more engage in meaningful communication follow simple directions give evidence of learning potential |
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lobes of the brain |
parietal, occipital, cerebellum, temporal, frontal |
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TBI early, late, high school |
e- falls, pedestrian MVAccidents L- pedestrian/bike, vehicle, sports high- MVAccidents |
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steps in recovery TBI |
acute care, postacute care, outpatient rehabilitation, school reentry |
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Glascow coma scale |
is the most common scoring system used to describe the level of consciousness in a person following TBI; help gauge severity of an acute TBI |
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Renzulli's three aspects of GT |
above average ability, task commitment, and creativity |
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Garner's definition of GT |
the capacity to solve problems or to fashion products that are valued in one or more cultural settings |
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eight areas of intelligence (gardner) |
linguistic, logical-mathematical, musical, spatial, bodily, interpersonal, intrapersonal, naturalistic |
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Marland's definition of GT |
GT students are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance demonstrate achievement in any: general intellectual ability, specific academic ability, creative or productive thinking, leadership, visual and performing arts, psychomotor |
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IQ level of giftedness |
130-145: gifted 145-160: highly gifted 160: profoundly gifted |
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academic characteristics of students who are GT |
superior memory, observational ability, creativity, curiosity, learn school related ability rapidly |
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tests to identify GT |
intelligence, achievement, creativity |
