Intellectual disability Hearing Definition Characteristics Causes Prevalence Potential Impact on Learning Formerly known as mental retardation, it is defined as an individual with an IQ lower than 70-75 but also an individual's ability to interact with his/her environment and other people must be considered Can be a permanent or fluctuating loss or partial loss of hearing (Altshuler & Kopels, Physical and intellectual milestones are delayed from infancy and progress is slow and uneven. Speech development is significantly delayed, and some individuals may never be able to speak more than a few words. Interacting with others is difficult, as well as learning and performing complex tasks. Lifespan may be shortened for individuals with severe intellectual disability, especially if coupled with hearing or epilepsy (Patja, Iivanainen, Vesala, Oksanen, & Ruoppila, 2000) Partial or total hearing loss that affects the ability to understand others; may rely heavily on One or more genetic anomalies that affect brain development, such as Down syndrome Can be genetic, due to an acute or chronic condition (such as severe ear infections), or due to trauma Estimates vary wildly, depending on how intellectual disability is defined and the parameters of the study, but for children in the U.S. under the age of 18, approximates range from 0.5% to 5.8%, with most estimates under 1% (American Speech- Language-Hearing Association, n.d.) Estimates vary considerably, depending on how hearing is defined and how the Severe impact on learning; students with an intellectual disability are almost always placed in a self-contained classroom environment, sometimes known as a life skills program. The major goal of such a program is basic selfsufficiency and selfcare. For many with intellectual disabilities, even this is not entirely possible, and some level of care is needed throughout the individual s life. Depends on the degree of the hearing. If hearing loss is not substantial and/or
Deafness Speech or language 2003, p. 321) nonverbal cues and physical gestures, depending on severity Severe loss in hearing that affects linguistic development and processing Difficulty communicating with others, includes voice Relies heavily on visual information, nonverbal cues, and physical gestures to learn new information. If deafness is onset from birth or an early age, language development is delayed. Words used incorrectly and/or inappropriate grammar, potentially Can be genetic, due to an acute or chronic condition (such as severe ear infections), or due to trauma Usually genetic (can be due to hearing loss, traumatic brain injury, or intellectual numbers are reported, but a CDC survey (1988-1994) found that 14.9% of children had some degree of hearing (as cited in Centers for Disease Control and Prevention, 2017.). The large majority do not receive any special services under IDEA. About 0.5% of all school-aged children in the U.S. are functionally deaf or totally deaf (Mitchell, 2005) This is difficult to determine because many s are temporary, but 3-5% Cochlear implants are used, the impact on learning can be minimal. However, when hearing loss is severe, the impact on learning can be great. As long as appropriate services are provided and other disabilities are not present, students with hearing s should be able to achieve just as much as their hearing-abled peers. Students who are totally deaf struggle greatly to learn in a regular education classroom but can succeed with the use of an interpreter and other accommodations and adaptations that are heavy on visuals and engage their other senses. Just as with most other disabilities in this chart, the impact on learning depends
Visual Difficulty seeing, even with corrective lenses; includes partial or total loss of vision Deaf-blindness A combination of severe hearing and vision that causes difficulty communicating with others and learning new information limited vocabulary, difficulty expressing thoughts, potential voice quality issues Vision may be blurry at specified distances (or all); there is heavy reliance on physical touch and auditory stimuli. Partial or total loss of hearing and vision; one sense may be stronger than the other, or both may be totally nonfunctioning disability) Can be genetic, due to an acute or chronic condition, or due to trauma Usually genetic, but one or both s can be due to acute or chronic conditions or trauma of American schoolaged children has had a speech or language disorder that lasted for a week or longer during the past 12 months (National Institute on Deafness and Other Communication Disorders, 2016) Approximately 3% of all children in the U.S. have visual s or are totally blind (Prevent Blindness, n.d.). A total of 10,749 American children were considered deafblind as of 2016 (National Center on Deaf-Blindness, 2017, p. 4), but about 90% of all deaf-blind youth also have at on the severity of the. It can be mild or it can be severe. If the student has a severe language, this could have a large impact on learning. Individuals with visual usually require preferential seating and may need to use adaptive technology. As long as appropriate accommodations and adaptations are made and other disabilities are not present, the impact on learning should be minimal. The time of onset of each sensory loss (i.e., vision loss and hearing loss) is of critical importance (Obold-Geary, n.d.) as it pertains to the impact on learning. With adaptive
least one other disability. technology and appropriate accommodations, if both s are mild, then the impact on learning may not be significant. However, in most cases, the severity of at least one is great, and onset is from an early age, so the impact on learning is great. Serious emotional disturbance Inappropriate behavior or feelings that impact an individual's ability to learn and build or maintain satisfactory, interpersonal relationships (Altshuler & Kopels, 2003, p. 321) An individual may exhibit signs of depression, extreme anger, irritability, and in general responds inappropriately to a variety of situations, especially when interacting with others A combination of genetic and environmental factors; in most cases, the causes are primarily environmental Just as with other disability categories, it is difficult to obtain a precise measure because of underreporting, varying definitions of the, and varying survey/research methods used. With this in mind, according to Williams, Scott, and Aarons (2018), about 10% of American children have a domain-specific (the domains being Depending on age, severity, and type of emotional disturbance, an individual may have a very difficult time concentrating or performing complex tasks. Tasks may need to be simplified or broken down into smaller parts. Extended time may need to be given on assignments. The individual may need to work in a quieter environment with fewer students and more one-on-one
Orthopedic Autism spectrum disorder (ASD) Bone or muscle abnormality that affects mobility Disorder that affects social interaction; can impact verbal communication or nonverbal social cues, or both specific, but mobility of one or more limbs is impacted to some degree At the mild end of the spectrum, ASD is barely noticeable. An individual may speak somewhat robotically and interprets words literally, devoid of their social/emotional context. At the severe end of the spectrum, the individual may not speak at all. At all Usually genetic (such as cerebral palsy) but can be due to trauma (such as amputation) emotional, behavioral, and cognitive), and about 6% have a global. According to the National Center for Education Statistics (2016), as of the 2014-15 school year (the latest available data), there were approximately 52,000 children across the U.S. with an orthopedic receiving services under IDEA. Genetic Approximately 1.1% of all American children (National Center for Education Statistics, 2016), a huge increase over the past two decades (some of which is due to an expanded definition of ASD, as we have begun to understand it much better) support than the general education student for at least part of the day. specific, but as long as other disabilities are not present and appropriate accommodations/adap tations are made (such as the use of speech-to-text technology for individuals with limited use of their hands), the impact on learning should be minimal. It depends on where on the spectrum the individual lies, but at the mild end, the impact on learning is minimal, especially in logic-based subjects like math and science. Even at the mild end, though, the arts and humanities can be more difficult due to a limited
Traumatic brain injury Specific learning disability Brain injury caused by an external physical force that impacts the brain's ability to function (Altshuler & Kopels, 2003, p. 322) A disorder of basic psychological processes that affects an individual's ability to read, write, listen, speak, spell, or do math levels of the spectrum, individuals with ASD struggle with interpreting social cues and forming relationships with others The ability to focus is usually impacted, as well as vision. Emotional health is also usually impacted. Depending on severity, learning new information can be difficult and expend a significant amount of energy. Includes dyscalculia, dyslexia, dysgraphia, social deficiencies, and audio processing deficiencies External physical force, such as a bicycle or car accident or abuse Usually genetic but can be environmental, including poor nutrition, exposure to toxins, insufficient level of intellectual support/stimulation during early childhood, or brain trauma (Eunice Kennedy Shriver National Institute of Child Health and According to the National Center for Education Statistics (2016), as of the 2014-15 school year (the latest available data), there were approximately 26,000 children across the U.S. with a traumatic brain injury receiving services under IDEA. According to the National Center for Education Statistics (2016), as of the 2014-15 school year (the latest available data), there were approximately 2.23 million children across the U.S. with a specific learning disability receiving services under IDEA. ability to understand social/emotional concepts. At the severe end of the spectrum, learning is impacted to a greater extent by the inability to communicate and relate to others. extent of the injury, but the impact on learning can be mild and barely noticeable when appropriate accommodations/adap tations are made, but it could be severe. It depends entirely on the specific learning disability, but it can be mild or severe. With dyslexia, for example, this is usually most pronounced in elementary school, but with intensive training and appropriate accommodations,
Human Development, 2016) students can eventually read fluently on their own. Other health Any that affects an individual's strength, vitality or alertness ; can be due to chronic or acute health issues Includes ADD and ADHD, heart conditions, tuberculosis, rheumatic fever, asthma, sickle cell anemia, hemophilia, epilepsy, and more. Depending on the specific, it could be genetic, environmental, or a combination of both. For example, ADD and ADHD is thought to be caused by a combination of genetic and environmental factors. Approximately 1.7% of all American children enrolled in school (National Center for Education Statistics, 2016); this can fluctuate considerably due to many s being temporary. The impact on learning depends entirely on the health. It can be mild or it can be severe. It often leads to excessive absences and accommodations and/or adaptations being made. Multiple disabilities A combination of two or more disabilities combination of disabilities, but there are usually developmental delays, limited language use, and difficulty with interacting with others disabilities, but they are usually genetic According to the National Center for Education Statistics (2016), as of the 2014-15 school year (the latest available data), there were approximately 132,000 children across the U.S. with multiple disabilities receiving services under IDEA. The impact on learning is almost always severe, and individuals with multiple disabilities are typically placed in special programs separate from the general school population for at least part of the school day.
References Altshuler, S., & Kopels, S. (2003). Advocating in schools for children with disabilities: What's new with IDEA? Social Work, 48(3), pp. 320-329. American Speech-Language-Hearing Association. (n.d.). Intellectual disability. Retrieved from https://www.asha.org/prpspecifictopic.aspx?folderid=8589942540§ion=incidence_and_prevalence Centers for Disease Control and Prevention. (2017). Hearing loss in children. Retrieved from https://www.cdc.gov/ncbddd/hearingloss/data.html Eunice Kennedy Shriver National Institute of Child Health and Human Development. (2016). What causes learning disabilities? Retrieved from https://www.nichd.nih.gov/health/topics/learning/conditioninfo/causes Mitchell, R.E. (2005). Can you tell me how many deaf people there are in the United States? Retrieved from https://research.gallaudet.edu/demographics/deaf-us.php National Center for Education Statistics. (2016). Students with disabilities. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=64 National Center on Deaf-Blindness. (2017). The 2016 national child count of children and youth who are deaf-blind. Retrieved from http://cb4cb5aa6990be188aff-8017fda59b77ece717432423a4f3bbdf.r43.cf1.rackcdn.com/2016-national-deaf-blind-child-count- Report-PDF-FINAL.pdf National Institute on Deafness and Other Communication Disorders. (2016). Quick statistics about voice, speech, language. Retrieved from https://www.nidcd.nih.gov/health/statistics/quick-statistics-voice-speech-language Obold-Geary, R. (n.d.) Definition of deafblindness. Retrieved from http://mast.ecu.edu/modules/db_intro/concept/
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