Characteristics of Children with Learning Disabilities
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Guide to Quality Individualized Education Program (IEP) Development and Implementation
The University of the State of New York The State Education Department Guide to Quality Individualized Education Program (IEP) Development and Implementation February 2010 (Revised December 2010) THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The University MERRYL H. TISCH, Chancellor, B.A., M.A., Ed.D. .................................................. New York MILTON L. COFIELD, Vice Chancellor, B.S., M.B.A., Ph.D. .................................... Rochester ROBERT M. BENNETT, Chancellor Emeritus, B.A., M.S. ........................................ Tonawanda SAUL B. COHEN, B.A., M.A., Ph.D.......................................................................... Larchmont JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. .......................................................... Plattsburgh ANTHONY S. BOTTAR, B.A., J.D. ............................................................................ Syracuse GERALDINE D. CHAPEY, B.A., M.A., Ed.D. ............................................................. Belle Harbor HARRY PHILLIPS, 3rd, B.A., M.S.F.S. .................................................................... Hartsdale JOSEPH E. BOWMAN, JR., B.A., M.L.S., M.A., M.Ed., Ed.D..................................... Albany JAMES R. TALLON, JR., B.A., M.A. ......................................................................... Binghamton ROGER TILLES, B.A., J.D. ....................................................................................... Great Neck KAREN BROOKS HOPKINS, B.A., M.F.A.................................................................. -
Fragile X Syndrome
November 2014, 1 Hour Fragile X Syndrome Fragile X Syndrome (FXS), also called Martin Bell It is estimated to affect 1:5000 males and 1:8000 Syndrome, is the most common heritable cause of females and found in all races and socioeconomic cognitive disability. It is the second known chromoso- groups. Sixty percent of males with FXS exhibit hand mal cause of cognitive disability (Down syndrome is flapping or biting; 90% exhibit poor eye contact and first). It is the most common known cause of Autism 60% have autism. Females with FXS generally have or “Autistic-like behaviors”, and is characterized by higher IQ’s than males and most exhibit shyness and distinct physical and behavioral characteristics. social anxiety. History In the late 1800’s there was an In 1969 Lehrke’s PHD Thesis chromosome. excess of males with Intellectual argued for the presence of an x- In 1991, the mutation causing the Disability noticed based on the US linked intellectual disability gene. FX syndrome was identified and census data. In the 1970’s, Sutherland showed the gene isolated. In 1943 a pedigree was published culture medium lacking folic acid by Martin and Bell describing the appearing to have a gap or break syndrome. in the end of the long arm of the x Genetics The Fragile X name comes from the broken appear- females will have symptoms; however, the severity is ance in the X chromosome where the FMR1 gene is decreased. found. It causes a mutation in the FMR1 gene. The The more repeats, the more unstable the FMR1 gene mutation shuts off the production of the FMR1 pro- is. -
Squires Dyslexia Letter.Pdf
September 15, 2016 To Whom May Concern: It has come to our attention that there may be a misunderstanding about who is able to diagnose and treat literacy disabilities such as dyslexia. This letter is to educate and inform that it is within the scope of practice of licensed and certified speech-language pathologists (SLPs) to screen and evaluate children (and adults) for dyslexia, diagnose them if appropriate, and provide therapy. Dyslexia Defined as a Language-based Learning Disorder The National Institute of Child Health and Human Development defines dyslexia as “A specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”1 Dyslexia is a language-based learning disability, and as such, is formally diagnosed after an SLP evaluates the child’s spoken and written language and consults with the child’s parents/caregivers and educational professionals. The Oral Language/Literacy Connection The connections between spoken and written language are well established. Spoken language serves as the foundation for the development of reading and writing. Spoken and written language have a reciprocal relationship. Furthermore, children with spoken language problems frequently have difficulty learning to read and write. Finally, instruction in spoken language can result in growth in written language, and vice versa. -
Recognizing and Referring Children at Risk for Developmental Coordination Disorder: Role of the Speech-Language Pathologist
Recognizing and Referring Children at Risk for Developmental Coordination Disorder: Role of the Speech-Language Pathologist Reconnaitre et envoyer en consultation des enfants a risque de trouble de r acquisition de la coordination: le role de r orthophoniste Cheryl Missiuna, B. Robin Gaines, Nancy Pollock Abstract Speech-language pathologists are in a unique position to assist families with the process of early identification of motor coordination disorders in children. While families and physicians may be focused primarily on the child's communication delay, a child's fine and gross motor abilities should also be progressing at a rapid rate during the preschool years. Research reviews indicate that a significant number of children with speech-language delays and disorders will demonstrate concomitant motor coordination difficulties which, when left untreated, may impact the child's later social and academic progress. Many ofthese children display the characteristics of Developmental Coordination Disorder. This article describes the clinical observations of motor development specialists and delineates some key child-behaviours and some clinician-helping behaviours to watch for when working with a preschool speech and language delayed child. This information may assist speech-language pathologists in identifying children who are at risk of having developmental coordination disorder and in facilitating referral to occupational therapists or physical therapists for assessment. Abrege Cheryl Missiuna, PhD, OT Les orthophonistes sont eminemment bien places pour aider les familles a effectuer le depistage Reg. (Ont) is an Assistant precoce de troubles de coordination motrice chezles enfants. Tandis que les familles etles medecins Professor and Nancy se preoccupent principalement de retards de l'enfant sur le plan de la communication, la motricite Pollock, MSc, OT Reg fine et glob ale de l'enfant doit elle aussi progresser rapidement pendant les annees prescolaires. -
Developmental Language Disorder and Reading Comprehension
The Reading and Writing Centre your centre for expert advice and professional learning in child and adolescent reading and writing disorders Developmental Language Disorder and reading comprehension Developmental Language Disorder (DLD) is diagnosed when children present with persistent difficulty producing or understanding language for no apparent reason (Bishop, Snowling, Thompson, Greenhalgh, CATALISE consortium 2017). Children with DLD may have difficulty understanding what people say to them and may struggle to express their ideas and feelings. DLD is a spectrum disorder ranging from mild to severe and often leads to significant functional Developmental impacts. On average, two children in every class of 30 will experience DLD severe enough to Language hinder academic progress (Bishop et al 2017). Despite its high prevalence and persistent Disorder functional impacts, DLD is largely undetected and underdiagnosed (Adlof, Scoggins, Brazendale, Babb and Petscher 2017). Research conducted by the University of Sydney identified 16% of Year 8 students as presenting with language disorder (Speech Pathology Australia Submission to Senate Enquiry 2015). Speech language pathologists have primary responsibility for the diagnosis and treatment of DLD. In an education setting this encompasses functional impact on literacy and educational Diagnosis outcomes. Speech Pathology Australia (Clinical guidelines 2016) endorses the critical role of speech language pathologists in prevention, identification, and management of literacy difficulties from infancy to adolescence. Learning to read is a complex and dynamic system with multiple points of vulnerability for children with DLD (Catts, Nielsen, Bridges and Liu 2016; Murphy, Justice, O’Connell, Pentimonti and Kaderavek 2016). Children with persistent language difficulties are highly likely to experience reading comprehension difficulties in components of word reading, Reading listening comprehension or both. -
Eliminating Ableism in Education
Eliminating Ableism in Education THOMAS HEHIR Harvard Graduate School of Education In this article, Thomas Hehir defines ableism as “the devaluation of disability” that “results in societal attitudes that uncritically assert that it is better for a child to walk than roll, speak than sign, read print than read Braille, spell independently than use a spell-check, and hang out with nondisabled kids as opposed to other dis- abled kids.” Hehir highlights ableist practices through a discussion of the history of and research pertaining to the education of deaf students, students who are blind or visually impaired, and students with learning disabilities, particularly dyslexia. He asserts that “the pervasiveness of...ableistassumptionsintheeducationof children with disabilities not only reinforces prevailing prejudices against disability but may very well contribute to low levels of educational attainment and employ- ment.” In conclusion, Hehir offers six detailed proposals for beginning to address and overturn ableist practices. Throughout this article, Hehir draws on his per- sonal experiences as former director of the U.S. Department of Education’s Office of Special Education Programs, Associate Superintendent for the Chicago Public Schools, and Director of Special Education in the Boston Public Schools. Ableist Assumptions When Joe Ford was born in 1983, it was clear to the doctors and to Joe’s mom Penny that he would likely have disabilities. What wasn’t clear to Penny at the time was that she was entering a new world, that of a parent of a child with disabilities, a world in which she would have to fight constantly for her child to have the most basic of rights, a world in which deeply held negative cul- tural assumptions concerning disability would influence every aspect of her son’s life. -
Learning Disability
Learning Disability Distributed By: Maine Parent Federation PO Box 2067 Augusta, Maine 04338 1-800-870-7746 (Maine Only) 207-588-1933 Email: [email protected] Online community: www.mpf.org Original: 01/2000 Updated: 05/2017 Learning Disability Information Disclaimer The purpose of the information packet is to provide individuals with reader friendly information. We believe that a good overview is a realistic one. For this reason we have included a variety of information that may include the more difficult characteristics of a diagnosis or topic along with medical, educational and best practice information. All information contained in this packet is for general knowledge, personal education and enrichment purposes. It is not intended to be a substitute for professional advice. For specific advice, diagnosis and treatment you should consult with a qualified professional. When this packet was developed, Maine Parent Federation made every effort to ensure that the information contained in this packet was accurate, current and reliable. Packets are reviewed and updated periodically as changes occur. 09/2011 Disclaimer The contents of this Information Packet were developed under a grant from the US Department of Education, #H328M110002. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Marsha Goldberg. 1 Distributed by Maine Parent Federation 1-800-870-7746 www.mpf.org 05/2017 Learning Disability Table of Content Learning Disabilities (LD) 3 Supports, Modifications, and Accommodations for Students 10 State Resources 15 National Resources 16 Library Materials 17 2 Distributed by Maine Parent Federation 1-800-870-7746 www.mpf.org 05/2017 Learning Disability Learning Disabilities (LD) A legacy resource from NICHCY Disability Fact Sheet 7 (FS-7) January 2011 | Links updated, July 2015 Sara’s Story When Sara was in the first grade, her teacher started teaching the students how to read. -
For Individuals With
ASSISTIVE TECHNOLOGY FOR INDIVIDU A LS WITH COGNITIVE IMP A IRMENTS A Handbook for Idahoans with Cognitive Impairments and the People Who Care for Them Promoting greater access to technology for ASSISTIVE TECHNOLOGYIdahoans FOR INDIVIDU withA LS WITHcognitive COGNITIVE IimpairmentsMP A IRMENTS 1 Acknowledgements A number of people need to be thanked for their assistance in making this handbook a reality. First, a big thank you goes to the staff of the Idaho Assistive Technology Project for their help in conceptualizing, editing, and proof-reading the handbook. A special thank you to the North Dakota Interagency Program for Assistive Technology (IPAT), and especially to Judy Lee, for allowing the use of their materials related to assistive technology and people with cogni- tive disabilities. A special thank you also goes to Edmund Frank LoPresti, Alex Mihailidis, and Ned Kirsch for allowing the use of their materials connected to assistive technology and cognitive rehabilitation. Illustrations by Sarah Moore, Martha Perske, and Sue House Design by Jane Fredrickson Statement of Purpose This handbook is designed as a guide for individuals, families, and professionals in Idaho who are involved with persons who experience cognitive disabilities. The application of assistive technology for meeting the needs of individuals with cognitive disabilities is still in its infancy in Idaho. This handbook was developed to increase knowledge and expertise about the use of assistive technology for this population. The handbook also provides information about how to locate funding for needed devices and lists a broad array of resources related to this topic. The handbook is designed to provide information that can be used by persons of all ages. -
Developmental Disabilities
SERVING CHILDREN WITH DISABILITIES A Video Series for Child Welfare Workers Developmental Disabilities GEORGETOWN UNIVERSITY CHILD DEVELOPMENT CENTER CENTER FOR CHILD HEALTH AND MENTAL HEALTH POLICY 3307 M STREET, NW, SUITE 401 I WASHINGTON, DC 20007-3935 I (202) 687-8635 SERVING CHILDREN WITH DISABILITIES A Video Series for Child Welfare Workers Overview of the Video Series erving Children with Disabilities, A Video Series for Child Welfare Workers, was developed by the Georgetown University Child Development Center, through a grant from the U.S. SDepartment of Education’s Office of Special Education Programs (OSEP). This program is designed to help child welfare workers and other professionals who provide support to families with young children (ages birth–8 years) served by the social service system. The videos and training will help staff to: • Identify various disabilities found in young children and the characteristics associated with them; • Develop skills needed to identify young children who may have disabilities; • Recognize the extra stress families face as they raise a child who has special needs; • Identify strategies for assisting families in the care of their child with a disability; • Identify the components of IDEA and the services available through it; • Assist families to obtain the services their children need; and • Assist families to recognize and use their own resources and supports as well as those in their communities. Audience This video series is designed for use by child welfare personnel working in child protective services, family preservation programs, foster care, and adoption services. Other service providers who work with children in the social service system, such as legal advocates, health professionals, and childcare providers will also find this video series helpful. -
Foot Health and Mobility in People with Intellectual Disabilities
1 Foot health and mobility in people with intellectual disabilities 1*§ 2* Ken Courtenay Anita Murray 1Dept. Intellectual Disabilities, Barnet, Enfield and Haringey, Mental Health NHS Trust London UK 2Greenwich Community Services, Oxleas Foundation Trust London UK *These authors contributed equally to the work §Corresponding author Tel: +44 20 8489 1395 Fax: +44 20 8489 1327 E-mail addresses: KC: [email protected] AM: [email protected] 2 Abstract Foot disorders affect people with intellectual disabilities and have an impact on their ability to mobilise in the community. The prevalence of foot disorders appears to be higher than in the general population. Foot problems are recognised as part of certain syndromes associated with intellectual disabilities. The Special Olympics has highlighted the increased prevalence and the nature of foot problems among athletes. The issues in the development of foot problems are related to knowledge among carers and people with ID of foot problems. The important issues in the management of foot problems include awareness by carers and podiatrists of foot disorders in people with intellectual disabilities, effective communication with the person, and the assessment of mental capacity by podiatrists when proposing interventions to manage the problems. Maintaining a person’s mobility through active attention to their foot health has benefits not just for the person but their access to community life and reduced costs in meeting their health needs. Keywords: podiatry, foot, intellectual disabilities, Down syndrome 3 Introduction Feet are essential to an ability to mobilise independently or with support. The ability to mobilise without aid changes with age because muscles, bones, and ligaments weaken predisposing to injury and periods of immobility. -
Developmental Language Disorder (DLD)
Information for patients Developmental Language Disorder (DLD) Name: ________________________________ Who to contact and how: ________________________________ Notes: ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ Diana, Princess of Wales Scunthorpe General Hospital Goole & District Hospital Scartho Road Cliff Gardens Woodland Avenue Grimsby Scunthorpe Goole DN33 2BA DN15 7BH DN14 6RX 03033 306999 03033 306999 03033 306999 www.nlg.nhs.uk www.nlg.nhs.uk www.nlg.nhs.uk For more information about our Trust and the services we provide please visit our website: www.nlg.nhs.uk Information for patients Introduction DLD stands for Developmental Language Disorder. Having DLD means your child may have difficulties with understanding and/or using all known languages. DLD can be identified in children from the age of 5 who are likely to have difficulties which may affect their academic progress and persist into adulthood. DLD is believed to affect around 2 children in every classroom. DLD is more common in boys than girls. DLD was previously known as Specific Language Impairment (SLI). Causes There is no known cause of DLD, which can make it hard to explain. DLD is not caused by emotional difficulties or reduced exposure to language. However, a child or young person with DLD may or may not have difficulties in other areas. A child may or may not have medical conditions co-existing with DLD, but these do not cause DLD. Signs that a child or young person may have DLD? • Speech is difficult to understand • Difficulty saying words or sentences • Lower than average literacy skills e.g. reading, writing and spelling • Difficulty understanding how and when to use language appropriately in social situations • Difficulty understanding words or instructions that they hear from others • Difficulty understanding or remembering what has been said to them Remember: DLD looks different in each individual child. -
Transformative Anti-Ableist Pedagogy for Social Justice: Charting a Critical Agenda for Inclusive Education
OUTLINES - CRITICAL PRACTICE STUDIES • Vol. 21, No. 1 • 2020 • (69-97) • www.outlines.dk Transformative anti-ableist pedagogy for social justice: Charting a critical agenda for inclusive education Dušana Podlucká Department of Social Science, LaGuardia Community College City University of New York New York, USA Abstract Higher education institutions are legally bound to provide equal educational opportunities for diverse learners, traditionally materialized as individualized accommodations. This paper contends that despite the growing interest and scholarship in implementing more inclusive pedagogy enabling access to education for all students (e.g. Universal Design for Learning), those efforts still fall short of systematically addressing intersecting, oppressive, and anti-ableist practices in the classroom. I argue that in order to develop a truly inclusive, equitable, socially just and transformative pedagogy, we need a theory that frames disability in the context of learning and development in a manner that overcomes dichotomized and reductionist perspectives of disability and individualistic notions of learning. Drawing on my research on the dis/abling impact of teaching and institutional practices for a community college student diagnosed with autism, analyzed through the lens of Critical Disability Studies in conjunction with Vygotsky’s theory of defectology and recent advances in cultural-historical activity theory, especially the Transformative Activist Stance (Stetsenko, 2016), this paper offers steps toward integrating these approaches into a transformative pedagogy framework for inclusive, equitable, and anti-ableist pedagogy for all learners. Podlucká • 70 Higher education institutions in the U.S. are legally bound to provide equal educational opportunities and inclusive learning environment for diverse learners. However, educators and administrators are struggling to come to a clear understanding of what educational equality and inclusion means and how it should be implemented.