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Human Exceptionality School Community and Family 11Th Edition Hardman Solutions Manual Full Chapter PDF
Human Exceptionality School Community and Family 11Th Edition Hardman Solutions Manual Full Chapter PDF
Human Exceptionality School Community and Family 11Th Edition Hardman Solutions Manual Full Chapter PDF
More than 90 percent of students with disabilities receiving special education services in the United States
are identified as having learning disabilities, emotional and behavior disorders, intellectual disabilities,
communication disorders, or autism spectrum disorders. Of these students, 95 percent are receiving their
education in inclusive programs in general education schools and classrooms for all or part of the day
(U.S. Department of Education, 2011a).
Every educator has taught students who can be described as having a “high-incidence” exceptionality.
These individuals share academic, behavioral, and communication challenges that are often initially
identified and evident within a school and family setting. For most individuals identified as having a high-
incidence exceptionality, the cause of their disability is unknown; different biological (genetic
predisposition) and environmental issues (such as poverty and inadequate instructional practices) may
contribute to their learning, behavior, and communication challenges.
Educational instruction for students with high-incidence exceptionalities includes both academic and
social programs that are framed around one fundamental question: Are the educational needs of these
students more alike than different? Today, students identified in these high-incidence categories are often
placed in inclusive education classrooms, working side by side with “typical students” and supported by
general and special education teachers as well as related service professionals, including speech and
language pathologists and school psychologists. Part III of this text explores the definitions,
characteristics, and multidisciplinary approaches used to meet the instructional, social, and health care
needs across each of the five categories associated with high-incidence disabilities.
As you now begin your exploration of high-incidence disabilities, remember the many different
perspectives associated with this term. The vast majority of individuals classified with high-incidence
disabilities are now receiving their education within general education settings.
INSTRUCTOR’S OVERVIEW
Part III opens with Chapter 7, “Learning Disabilities.” Students with learning disabilities comprise about
42 percent of students with disabilities. These students may exhibit educational challenges in academic
subjects (reading, mathematics, science), as well as in language, attention, and memory.
CHAPTER-AT-A-GLANCE
DETAILED OUTLINE TRADITIONAL ONLINE LEARNING SERVICE LEARNING
LEARNING
A CHANGING ERA IN THE Power Point Slides: Volunteer at a learning center for
LIVES OF PEOPLE WITH Ch. 7 students with learning disabilities.
DISABILTIES p. 153-154
Test Bank, ExamView:
Ch. 7
DEFINITIONS AND Learning Objectives: Web Resources: How would you suggest schools
PREVALENCE AND Learning Objectives: Web Resources: Describe the wide variety of
CHARACTERISTICS p. 157-164 Focus 2 www.ldaamerica.org characteristics displayed by
Characteristics - Academic individuals with learning
Achievement Intelligence - Power Point Slides: Premium Website: disabilities in your service learning
Cognition and Information Processing Ch. 7 Videos placement.
-Learning Characteristics -
Social and Emotional Characteristics - Test Bank, ExamView: WebQuest:
Hyperactivity Ch. 7 Chapter 7, Quest 1 – Learning
Disabilities: Characteristics
http://questgarden.com/84/34/6/0
91101173213/
WebTutor:
Online resources for your course
management system
CAUSATION p. 164-165 Learning Objectives: Web Resources: Speculate about some of the
Neurological Factors-Maturational Focus 3 http://www.nichd.nih.gov possible causal agents in the
Delay-Genetic Factors-Environmental http://www.ldanatl.org/ development of a learning
Factors- Power Point Slides: www.interdys.org disability by a student in your
Ch. 7 service learning placement.
Premium Website:
Test Bank, ExamView: Videos
Ch. 7
WebTutor:
Online resources for your course
management system
WebTutor:
Online resources for your course
management system
LOOKING TOWARD A BRIGHT Power Point Slides:
FUTURE p. 178 Ch. 7
FOCUS PREVIEW
After studying this chapter, your students should be able to respond to the following:
Focus 1
Cite four reasons why definitions of learning disabilities have varied.
Focus 2
Identify seven characteristics attributed to those with learning disabilities, and explain why it is difficult
to characterize this group.
Focus 3
List four causes thought to be involved in learning disabilities.
Focus 4
Compare and contrast the purpose of assessments used for screening and progress monitoring.
Focus 5
Identify five types of interventions or supports used with people who have learning disabilities, including
two that use assistive technology.
Focus 6
Explain how behavior and emotion can affect the achievement of students with learning disabilities, and
describe two strategies for addressing these concerns.
Focus 7
Compare learning disabilities in childhood and adolescence by listing four challenges that individuals
experience as they move into secondary school and beyond.
Focus 8
Cite three areas in which general education teachers may not feel prepared to collaborate for inclusion.
CHAPTER/LECTURE OUTLINE
I. A CHANGING ERA IN THE LIVES OF PEOPLE WITH DISABILTIES - Often called one of the
invisible disabilities, learning disabilities affect people of all ages and walks of life but cannot be
detected simply by appearance, dress, or behavior.
II. DEFINITIONS AND CLASSIFICTIONS
a. Definitions: A condition in which one or more of the basic psychological processes involved in
understanding or using language are deficient.
i. IDEA definition; “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, which may manifest itself in an imperfect ability to listen, think, speak, read, write,
spell, or to do mathematical calculations. The term includes such conditions as perceptual
disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
The term does not include children who have learning challenges which are primarily the
result of visual, hearing, or motor disabilities, of [intellectual disabilities], of emotional
disturbance, or of environmental, cultural, or economic disadvantage. (IDEA, 2004, PL
108-446, Sec. 602[30])
ii. Perceptual-motor theories emphasize an interaction between various channels of perception
and motor activity.
iii. A general umbrella term that includes both academic and behavioral problems.
iv. Specifically disorders such as reading, mathematics, and written expression.
b. Classification: The notion of severity has largely been ignored in earlier definitions and
concepts related to learning disabilities.
i. Three major elements have a substantial history of being employed in classifying learning
disabilities: discrepancy, heterogeneity, and exclusion.
ii. A child’s learning disability must be determined on an individual basis, and there must be a
severe discrepancy between achievement and intellectual ability in one or more of the
following areas: oral expression, listening comprehension, written expression, basic reading
skill, reading comprehension, mathematical calculation, or mathematical reasoning.
III. PREVALENE AND CHARACTERISTICS
a. Characteristics: Many students with learning disabilities have difficulties with word
recognition, word knowledge, and the use of context in learning to read.
b. Academic Achievement
i. Reading; Reading problems are found among students with learning disabilities more often
than in any other area of academic performance.
ii. Writing and Spelling
iii. Mathematics; Individuals often have trouble with counting, writing numbers, and mastering
other simple math concepts
iv. Achievement Discrepancy; Students with learning disabilities perform below expectations
based on their measured potential, in addition to scoring below their peers in overall
achievement.
c. Intelligence: Populations with behavior disorders and learning disabilities are thought to
include people generally considered above average, average, or near average in intelligence.
d. Cognition and Information Processing: People with learning disabilities have certain
characteristics related to cognition, or information processing, the way a person acquires,
retains, and manipulates information
e. Learning characteristics: Perception difficulties in people with learning disabilities represent a
constellation of behavior anomalies, rather than a single characteristic.
f. Social and Emotional Characteristics: Children and adolescents with learning disabilities often
have emotional and interpersonal difficulties that are quite serious and highly resistant to
treatment.
g. Hyperactivity: Also termed hyperkinetic behavior, hyperactivity is typically defined as a
general excess of activity.
IV. CASUSATION - There are probably many different causes of learning disabilities, and in some
cases, a specific type of learning disability may have multiple causes. Also, a single cause may
underlie multiple disorders, such as learning disabilities and hyperactivity, in the same child.
a. Neurological Factors:
b. Maturational Delay
c. Genetic Factors
d. Environmental Factors
V. ASSESSMENT
a. Formal and Informal Assessment
i. Norm-referenced assessment; Assessment wherein a person’s performance is compared
with the average of a larger group.
ii. Criterion-referenced assessment; Assessment that compares a person’s performance with a
specific established level (the criterion). This performance is not compared with that of
other people.
iii. Curriculum–based assessment; Assessment in which the objectives of a student’s
curriculum are used as the criteria against which progress is evaluated.
b. Screening: The role of screening is to “raise a red flag,” or suggest that investigation is needed.
c. Intelligence: Measures of intelligence may be inaccurate because of specific visual, auditory, or
other limitations that may affect the student’s performance.
d. Adaptive Skills: People with learning disabilities are frequently described as exhibiting poor
adaptive skills - that is, they lack a sense of what constitutes appropriate behavior in a particular
environment.
e. Academic Achievement: Academic achievement has always been a major problem for students
with learning disabilities.
VI. THE ELEMENTARY SCHOOL YEARS - Services and supports for children with learning
disabilities have changed over time as professionals have come to view learning disabilities as a
constellation of specific individualized needs.
a. RTI model
VII. ACADEMIC INSTRUCTION AND SUPPORT - A wide variety of instructional approaches have
been used over the years for children with learning disabilities. These include strategies to develop
cognition, attention, spoken language, and skills in reading, writing, and mathematics.
a. Mathematics: Students with learning disabilities often have difficulties with four foundational
math skills: counting, memorizing and retrieving math facts, base-10 understanding, and
problem solving.
i. Information and communication technology have replaced much traditional seat and board
work for teaching students with learning disabilities
b. Reading: It has long been recognized that students with learning disabilities have great
difficulty with reading.
i. Progress monitoring for reading is an important strategy to help teachers make decisions
regarding the effectiveness of particular instruction for student achievement.
VIII. BEHAVIORAL INTERVENTIONS - Distinctions between behavioral and academic interventions
are not always sharp and definitive.
a. Behavioral contracts
b. Token reinforcement systems
IX. THE ADOLESCENT YEARS - Services and supports for adolescents and young adults with
learning disabilities differ from those used for children.
LEARNING DISABILITIES:
LECTURE NOTE II. The lack of agreement about the definition of learning disabilities is problematic for
several reasons: (1) students are misdiagnosed as having learning disabilities; (2) students are
unnecessarily labeled and stigmatized; (3) states and counties use different criteria in making placement
decisions (thus an individual might qualify for a program in one county or state but not in another); and
(4) classrooms for students with learning disabilities are often crowded, resulting in large teacher
caseloads.
Arrange for small groups of students to interview a teacher of people with learning disabilities.
Determine his or her perception of the problems caused by inconsistencies in the definition of learning
disabilities.
LECTURE NOTE III. To reinforce the concept that students with learning disabilities exhibit a variety of
characteristics, instruct class members to observe a videotape of children with learning disabilities in an
educational setting.
Assign each student to focus on a particular child in the tape and to identify his or her
characteristics and behaviors. After the videotape presentation, compare the students’ observations of the
children.
LECTURE NOTE III. Many students with learning disabilities exhibit deficits in social-emotional
development as well as academic skills. For example, students with learning disabilities find it difficult to
relate to teachers and peers, tend to be rejected socially, sometimes make inaccurate interpretations of the
body language and facial expressions of others, and exhibit inappropriate behavior in certain settings.
Instruct each student to investigate the relationship between learning disabilities and
social-emotional development by writing an abstract of a journal article that addresses this topic.
LECTURE NOTE IV. A variety of environmental factors are being studied as possible links to learning
disabilities: dietary inadequacies, food additives, radiation, stress, fluorescent lighting, unshielded
television tubes, smoking, and drug and alcohol consumption.
Divide the class into small groups, and ask each group to review the research on one of the
suspected causes of learning disabilities. Have each group present its findings to the class.
LECTURE NOTE V. Several measurement concepts are important as we consider assessment of children
with learning disabilities, including norm- and criterion-referenced as well as curriculum-based
assessment. These concepts provide an important foundation for the evaluation of students.
Invite a school psychologist to speak to the class on the assessment and referral process for
students with learning disabilities. Possible topics regarding the referral process include: Who refers?
Why does a teacher refer? How is the referral made? What types of evaluation methods are used during
the assessment process? What other considerations contribute to the placement decision? How is a
placement decision ultimately made? What are the roles of special and general educators in the referral,
assessment, and placement processes?
LECTURE NOTE VII. Several commercially prepared teaching materials are available for use with
students with learning disabilities, including DISTAR Arithmetic, KeyMath Teach and Practice, Fountain
Valley Reading Support System, the Ransom Program, and the Soar to Success reading program.
Divide the class into small groups. Assign each to review one of the commercially prepared
materials and report to the class about what the material is designed to do, what format is used, and
whether the material would be effective in educating students with learning disabilities.
LECTURE NOTE VII. Present to the class examples of compensatory skills. For example, in the area of
reading, a student with deficits may listen to a tape recording of a story or book. In the area of writing, the
student may use a word processor or a typewriter to produce written work. In the area of math, number
lines may be used to compensate for the lack of automaticity in addition or subtraction facts.
Divide the class into small groups and assign a skill area to each. Instruct students to brainstorm
and compile a set of compensatory skills related to their specific skill areas.
LECTURE NOTE IX. Some students with learning disabilities continue on to college.
Invite one or more college students with learning disabilities to speak to the class. Encourage the
speakers to share information with the class concerning their learning disabilities and interventions that
enable their success at the college level. Have the class identify services or organizations on campus that
assist individuals with learning disabilities (e.g., tutoring programs).
LECTURE NOTE X. Placement options for students with learning disabilities range from the regular
classroom to full-time special programs.
Discuss placement options with students and the variables that might affect decisions. Are general
education teachers willing to integrate students with learning disabilities into their classrooms? Are
special education teachers willing to place these students in general education classrooms? What type of
placement do students with learning disabilities prefer? If a student is highly motivated to achieve in a
general education classroom, should this affect the placement decision? Do parents have input in making
placement decisions?
ALICE REVISITED
Placing yourself in the role of Mr. Dunlap, and given the information that you now have regarding Alice,
respond to the following questions:
• How can you facilitate Alice’s social needs, particularly her relationships with her classmates?
• Who should be a part of this broad educational planning?
• Should you talk with Alice about it?
These are not each separate questions that can be considered independently and the answers to some
definitely influence action to be taken on others. One matter that Mr. Dunlap should remember is that he
is not in this alone; that he has other resources to help and advise him (this somewhat pertains to the third
question of who should be involved). Matters like sharing information about Alice’s reading difficulty
should be discussed in the team setting. Parents should be involved, and a discussion with Alice is likely
to be recommended. After all, Alice already knows that something is causing difficulties for her (so do
her classmates for that matter). She is, however, only a fourth grader and Mr. Dunlap must keep that in
mind as any discussions proceed. Given these complex and interrelated issues, it is clear that answers to
any of the questions posed cannot effectively be answered out of context. Planning and implementing the
educational program for children such as Alice is truly a clinical undertaking and depends heavily on the
context (temperament of the child, temperaments of his or her classmates, parents, etc.).
To master the content within this chapter, complete the following activities and assignments. Online and
interactive versions of these activities are also available on the accompanying Education Course-
Mate website, where you may also access TeachSource videos, chapter web links, interactive quizzes,
portfolio activities, flash cards, an integrated eBook, and much more!
1. Complete a written test of the chapter’s content. If your instructor requires a written test of your
content knowledge for this chapter, keep a copy for your portfolio. A practice test on the information
covered in this chapter is available through the Education CourseMate website.
2. Review the Case Study, “Alice Revisited,” and respond in writing to the Application Questions. Keep
a copy of the Case Study and of your written response for your portfolio.
3. Read the Debate Forum in this chapter and visit the Education CourseMate website to complete the
activity “Take a Stand.” Keep a copy of this activity for your portfolio.
4. Participate in a community service learning activity. Community service is a valuable way to enhance
your learning experience. Visit our Education CourseMate website for suggested community service
learning activities that correspond to the information presented in this chapter. Develop a reflective
journal of the service learning experience for your portfolio.
RELATED MEDIA
7.1 Interviewing Skills for Job Candidates with Learning or Other Hidden Disabilities (VHS or DVD,
25 minutes). This training video can help people who have disabilities get the job they want. Tips on
disclosure issues, as they relate to the Americans with Disabilities Act, will assist people with hidden
disabilities as they prepare for the job interview. Program Development Associates, P.O. Box 2038,
Syracuse, NY 13220-2038, Tel (800) 543-2119. 1997, $199.95, http://www.pdassoc.com
7.2 Einstein and Me: Talking About Learning Disabilities (VHS, 30 Minutes). Panels of teens and
younger students speak candidly about how they found out about their learning disabilities, the policies
and people who have made life difficult, and the programs that have helped them cope. Self Realization
Publications, 163 3rd Avenue, Suite 122, New York, NY, 10003, Tel (888) 879-5919. 1994, $69.00,
www.srpublications.com
7.3 Dyslexia: An Unwrapped Gift (DVD, 22 minutes). This program approaches dyslexia from a new
angle, exploring how the so-called disability might prove an advantage in an increasingly image-based
world. Educational experts from the United States and England discuss aptitudes of dyslexia, while video
diaries show how dyslexia has affected the lives of young people. Program Development Associates, P.O.
Box 2038, Syracuse, NY 13220-2038, Tel (800) 543-2119. 2001, $89.95, http://www.pdassoc.com
7.4 Pathways to Success: College Students with Learning Disabilities (VHS, 30 minutes). Students
with learning disabilities share strategies that have brought them success in college and graduate school.
They discuss the realities of adjusting to the new academic challenges and to the differences in support
services between post-secondary and high school levels. Learning Disabilities Worldwide, P.O. Box 142,
Weston, MA, 02493, Tel (781) 890-5399. No date, $73.95,
www.ldworldwide.org/store/ldw_store_videos_dvds.html
7.5 Planning for Success (VHS, 15 minutes). The college admission process can be a confusing and
overwhelming experience for students with learning disabilities and their families. This video covers early
planning, college visits and interviews, the application and essay, as well as how to choose the best
college. Learning Disabilities Worldwide, P.O. Box 142, Weston, MA, 02493, Tel (781) 890-5399. No
date, $73.95, www.ldworldwide.org/store/ldw_store_videos_dvds.html
7.6. Adjusting for Learner Needs (VHS, 35 minutes). This video shows how to help students with
learning disabilities succeed in the regular classroom. It features classroom scenes that demonstrate
accommodations for cognitive, processing, affective, and behavioral problems, and explains the rationales
for various adjustments and how to use time effectively. Insight Media Ind., 2162 Broadway, New York,
NY, 10024-0621, Tel. (800) 233-9910. 2002, $329.00, www.insight-media.com
7.7 Stop and Go Ahead with Success: An Integrated Approach to Helping Children Develop Social
Skills (VHS, 20 minutes). Friendships are critical for our sense of being. This video offers practical
solutions for teachers and parents on how to address the social problems children with learning
disabilities in elementary school face. When parents, teachers, and other adults work together to coach
children on these skills, children become more confident and enter social situations anticipating success.
Learning Disabilities Worldwide, P.O. Box 142, Weston, MA, 02493, Tel (781) 890-5399. No date,
$73.95, www.ldworldwide.org/store/ldw_store_videos_dvds.html
7.8 We’re Not Stupid (DVD or VHS, 14 minutes). Portrays lives of children and adults with learning
disabilities. Interviews present fears, frustrations, hopes, and successes of these people. Program
Development Associates, P.O. Box 2038, Syracuse, NY 13220-2038, Tel (800) 543-2119. 1998, $129.95,
http://www.pdassoc.com
7.9 Portraits of Success: Fostering Hope and Resilience in Individuals with Learning Disabilities
(VHS, 30 minutes). This video features interviews with adults, parents, and teachers about their
experiences with learning disabilities. Learning Disabilities Worldwide, P.O. Box 142, Weston, MA,
02493, Tel (781) 890-5399. No date, $73.95, www.ldworldwide.org/store/ldw_store_videos_dvds.html
7.10 Last One Picked…First One Picked On (VHS, 62 minutes). This program explains that children
with learning disabilities often feel isolated or rejected. Social problems associated with learning
disabilities and solutions are addressed. Insight Media Ind., 2162 Broadway, New York, NY, 10024-
0621, Tel. (800) 233-9910. 1994, $119.00, www.insight-media.com
7.11 Learning Disabilities: Practical Information for Classroom Teachers (Mac/Windows CD-ROM).
Presenting a variety of theoretical approaches to working with students with learning disabilities, this CD-
ROM course shows how to perform appropriate and sensitive assessments and evaluations. It discusses
program planning and implementation, the importance of partnering with parents and caregivers, and
demonstrates methods that ensure the efficacy of the home–school axis. Insight Media Ind., 2162
Broadway, New York, NY, 10024-0621, Tel. (800) 233-9910. 2001, $179.00, www.insight-media.com
7.12 Differentiating Instruction for Students with Learning Disabilities (DVD, 40 minutes). This
program provides school leaders with tools for promoting and teaching such learning strategies as
webbing, cubing, scaffolding, differentiating assessment, self monitoring, self managing, and peer
tutoring. Insight Media Ind., 2162 Broadway, New York, NY, 10024-0621, Tel. (800) 233-9910. 2005,
$289.00, www.insight-media.com