● Disability

○ Any restriction or lack of, resulting from an impairment, of the ability to perform
any activity in the manner or within the range considered normal for a human
being.

● Impairment
○ any loss or abnormality of psychological, physiological, or anatomical structure or
function.

● Handicap
○ a disadvantage for a given individual, resulting from an impairment or disability,
that prevents the fulfillment of a normal role depending on age, sex, social and
cultural factors for that individual.

IMPLICATIONS

POLICYMAKERS Provide “segregated services”

PWDs Internalized Oppression

Social Model of Disability

● The denial of opportunities, the restriction of choice and self-determination, and the lack
of control over the support systems in their lives
● It is the society that disables people, by designing everything to meet the needs of the
majority of people who are not disabled.

Disability
● Union of the Physically Impaired against Segregation
● Disability: the disadvantage or restriction of activity caused by a contemporary social
organization that takes little or no account of people who have physical impairments and
thus excludes them from participation in mainstream social activities

IMPLICATIONS
EMPLOYMENT NON DISABLED PEERS

OPPRESSION DISABLEISM

MEDICAL MODEL SOCIAL MODEL

The individual is the problem The barriers are problems created by society
 The individual needs to change The barriers need to be removed

Disabled people become the victim, or client, Disabled people have independence, control,
have no responsibilities, and are and choice
disempowered

Information on impairments is used to Information on access needs is on a

categorize people need-to-know basis to ensure inclusion

Emotional and Behavioural Disorder

1. An inability to learn that cannot be explained by intellectual, sensory, and health
factors;
2. An inability to build or maintain satisfactory interpersonal relationships with peers
and teachers;
3. Inappropriate kinds of behavior or feelings under normal circumstances;
4. A general pervasive mood of unhappiness or depression;
5. A tendency to develop physical symptoms or fears associated with personal or school
problems.

Characteristics
● A. Externalizing Behaviors or Anti-social behaviors
○ Noncompliance
○ Aggression
■ verbal abuse
■ Destructiveness
■ physical attack on others
○ Delinquent behaviors

● B. Internalizing Behaviors
○ Anxiety disorders
■ Phobias
■ Obsessive Compulsive Disorder
● Mood Disorders
○ Depression
○ Bipolar Disorder

Emotional Disorders Related to EBD

The four common disorders that are important to be aware of in the educational setting:
● Anxiety disorder
● Mood disorder
● Oppositional Defiant Disorder
● Conduct Disorder
CAUSES
● Biological Factors
○ Brain disorders
○ Genetics
○ Temperament

● Environmental Factors
○ Home
○ School
○ Community

Attention Deficit Hyperactivity Disorder (ADHD)

ADHD is one of the most prevalent neurodevelopmental/mental health conditions in childhood
characterized by:
● developmentally inappropriate levels of inattention
● distractibility and/or hyperactivity and impulsivity that cause impairment in adaptive
functioning at home, school, and in social situations.

Temple Grandin
- Temple Grandin was diagnosed with autism as a child. She did not consider her
condition a detriment and pursued work in psychology and animal science. She has
become a leading advocate of communities for persons with autism. She is a professor
at Colorado State University and has likewise written books and provided consultation on
the humane treatment of animals. In 2010, HBO released an Emmy Award-winning film
on Grandin’s life.

Autism Spectrum Disorder (ASD)

● Autism is a developmental disability affecting verbal and nonverbal communication and
social interaction, generally evident before age three, that adversely affects a child’s
educational performance.
○ engagement in repetitive activities and stereotyped movements,
○ resistance to environmental change or change in daily routines
○ unusual responses to sensory experiences.

● Autism spectrum disorders (ASDs) are a class of neurodevelopmental disorders

characterized by:
○ impairments in social reciprocity
○ atypical communication
○ repetitive behaviors

The term autism spectrum indicates that the disorders in this category occur along a
continuum.
Educational Approaches
Identification and Assessment
● Screening tests
● Direct Observation and Measurement of Behavior
● Functional Behavior Assessment
● Indirect Functional Behavior Assessment
● Descriptive FunctionalBehavior Assessment
● Functional Analysis

Five skills as critical to success in general education classrooms (Lane, Wehby,& Cooley, 2006):
1. Controls temper in conflict situations with peers
2. Controls temper in conflict situations with adults
3. Follows or complies with directions
4. Attends to teacher’s instructions
5. Easily transitions from one classroom activity to another
● Intellectual Disability
○ A significant subaverage general intellectual functioning.
○ Significant limitations in both intellectual functioning and adaptive functioning
○ Expresses that the disability originates before 18 years of age.

● Causes
○ Biomedical
○ The two most common genetic causes of ID:
■ Down Syndrome
■ Fragile X syndrome
● Prenatal Conditions Associated with ID
○ DOWN SYNDROME
■ Caused by chromosomal abnormality
■ The most common of the three major types is trisomy 21, in which the
21st set of chromosomes is a triplet rather than a pair
■ Often results in a moderate level of ID, some individuals function in mild
or severe range
■ Nest-known and well-researched biological condition associated with ID
■ Characteristics: short stature, flat, broad face with small ears and nose;
upward slanting eyes, small mouth with short roof, protruding tongue,
hypotonia, heart defects common, susceptibility to ear and respiratory
infections
○ FETAL ALCOHOL SPECTRUM DISORDER
■ Incorporates FAS, FAE, ARND
■ Caused by the mother’s excessive alcohol use during pregnancy
■ Diagnosed when the child has two or more craniofacial malformations and
growth is below the 10th percentile for height and weight
■ Leading cause of ID
■ Has an incidence higher than Down syndrome
■ Has cognitive impairments, experience sleep disturbances, motor
dysfunctions, hyperirritability, aggression, conduct problems
○ FRAGILE X SYNDROME
■ A triplet, repeat mutation on the X chromosome
■ The majority of males experience mild to moderate ID in childhood and
moderate to severe deficits in adulthood
 ■ Females may carry and transmit the mutation to their children but tend to
have fewer disabilities than affected males
■ Affects 1 in 4,000 males
■ The most common inherited cause of ID
■ The most common clinical type of ID after Down syndrome
■ characterized by social anxiety and avoidance, preservative speech often
includes repetition of
■ words and phrases
○ PHENYLKETONURIA (PKU)
■ Genetically inherited condition
■ A child is born without an important enzyme needed to break down an
amino acid, phenylalanine, found in many common foods; failure to break
down this amino acid causes brain damage that often results in
aggressiveness, hyperactivity, and severe ID
■ Can be treated with a special diet to have normal intellectual development
○ PRADER-WILLI SYNDROME
■ Caused by deletion of a portion of chromosome 15
■ Infants have hypotonia (floppy muscles) and may have to be tube-fed
■ Associated with ID and LD, and behavior problems such as impulsivity,
aggressiveness, temper tantrums, obsessive-compulsive behavior; also
some forms of self-injurious behavior such as skin picking
■ Delayed motor skills, short stature, small hands and feet, underdeveloped
genitalia
○ WILLIAMS SYNDROME
■ Caused by deletion of material on the seventh chromosome
■ Cognitive function: normal to moderate level of ID
■ Has elfin-like facial features and manner of expression exudes
cheerfulness and happiness
■ “Overly friendly”
■ Strengths: vocabulary and storytelling
■ Weaknesses: visual-spatial skills
■ Often hyperactive and may have a low tolerance for frustration or teasing
● Environmental causes
○ psychosocial disadvantage
○ environmental influences such as poverty
○ Minimal opportunities to develop early language,
○ child abuse and neglect
○ chronic social or sensory deprivation.
Learning Disability means a disorder in one or more of the basic psychological processes
involved in understanding or in using language, spoken or written, that may manifest itself in the
imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations,
including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction,
dyslexia, and developmental aphasia.

Criteria:
1. A severe discrepancy between the student’s intellectual ability and academic achievement

2. An exclusion criterion—the student’s difficulties are not the result of another known
condition that can cause learning problems

3. A need for special education services

● Causes
○ Brain Damage or Dysfunction (Not all children with LD display medical evidence
of brain damage)
○ Heredity
○ Environmental Factors
● Types of Learning Disability
○ Dyslexia - Learning disability in reading
■ Basic reading problems
■ Reading comprehension problems
■ Signs of reading difficulty include problems with:
● Letter and word recognition
● Understanding words and ideas
● Reading speed and fluency
● General vocabulary skills
○ Dysgraphia - Learning disability in writing
■ can involve the physical act of writing or the mental activity of
comprehending and synthesizing information.
■ Symptoms include problems with:
● Neatness and consistency of writing
● Accurately copying letters and words
● Spelling consistency
● Writing organization and coherence
○ Dyscalculia - Learning disability in math
■ Struggle with memorization and organization of numbers, operation signs,
and number “facts”.
■ trouble with counting principles (such as counting by twos or counting by
fives) or have difficulty telling time.
○ Dyspraxia - Learning disability in motor skills
 ■ Problems with movement and coordination whether it is with fine motor
skills (cutting, writing) or gross motor skills (running, jumping).
○ Aphasia/Dysphasia - Learning disabilities in language
■ Language and communication learning disabilities involve the ability to
understand or produce spoken language.
○ Auditory and Visual Processing Problems
■ Auditory processing disorder
● inability to distinguish subtle differences in sound, or hearing
sounds at the wrong speed make it difficult to sound out words
and understand the basic concepts of reading and writing.
■ Visual processing disorder
● includes missing subtle differences in shapes, reversing letters or
numbers, skipping words, skipping lines, misperceiving depth or
distance, or having problems with eye–hand coordination.

HEARING IMPAIRMENT

IDEA Definition
Hearing loss means a loss of hearing, whether permanent or fluctuating, that adversely affects
a child’s education performance but is not included under the definition of deafness.

DEAFNESS
- A hearing loss that is so severe that the child is impaired in processing linguistic
information
through hearing, with or without amplification, and adversely affects a child’s educational
performance
- Most perceive some sounds through residual hearing.

CHARACTERISTICS
Three qualifications:
First, students who receive special education because of hearing loss comprise an extremely
heterogeneous group

Second, the effects of hearing loss on a child’s communication and language skills, academic
achievement, and social and emotional functioning are influenced by many factors, including the
type and degree of hearing loss, the age at onset, the attitudes of the child’s family,
opportunities to acquire a first language (whether through speech or sign), and the presence or
absence of other disabilities.

Third, generalizations about how deaf people are supposed to act and feel must
be viewed with extreme caution.

English Literacy
 From early infancy, hearing children typically acquire a large vocabulary and knowledge
of grammar, word order, idiomatic expressions, fine shades of meaning, and many other
aspects of verbal expression by listening to others and themselves.

Speaking
The speech of some children who are deaf and hard of hearing is difficult to understand
because they omit quiet speech sounds they cannot hear such as:
/s/, /sh/, /f/, /t/, and /k/.

ACADEMIC ACHIEVEMENT
Studies of the academic achievement of students with hearing loss have routinely found
them to lag far behind their hearing peers, and the gap in achievement between children
with normal hearing and those with hearing loss usually widens as they get older (ASHA,
2015c).

SOCIAL FUNCTIONING
social problems appear to be more frequent in children with mild or moderate hearing
loss than in those with severe to profound losses (ASHA, 2015c)

Causes of Congenital Hearing Loss

A. Genetic Factors
1. Autosomal dominant hearing loss- exists when one parent, who carries the dominant gene
for hearing loss and typically has a hearing loss, passes the gene on to the child.

2. Autosomal recessive hearing loss- both parents typically have normal hearing and carry a
recessive gene.
● In this case, there is a 25% probability that each child will have hearing loss.

3. X-linked hearing loss- the mother carries the recessive trait for hearing loss on the sex
chromosome and passes it on to male offspring but not to females.

B. MATERNAL RUBELLA
● (also known as German measles) has relatively mild symptoms but can cause deafness

C. CONGENITAL CYTOMEGALOVIRUS
● Approximately 1 in 150 children are born with congenital CMV, and 10% to 20% of those
may later develop hearing loss

D. PREMATURITY
● Early delivery and low birth weight are more common among children who are deaf than
among the general population.
Causes of Acquired Hearing Loss
A. OTITIS MEDIA
● A temporary, recurrent infection of the middle ear.
● can result in a buildup of fluid and a ruptured eardrum, which causes permanent
conductive hearing loss.

B. MENINGITIS
● The leading cause of post-lingual hearing loss is meningitis, a bacterial or viral infection
of the central nervous system that can, among its other effects, destroy the sensitive
acoustic apparatus of the inner ear.

C. MÉNIÈRE’S DISEASE
● A disorder of the inner ear.
● characterized by sudden and unpredictable attacks of vertigo (dizziness), fluctuations in
hearing, and tinnitus

D. NOISE EXPOSURE
● Repeated exposure to loud sounds is a common cause of hearing loss.
● Noise-induced hearing loss- (NIHL)

Types of Hearing Loss

A. Conductive hearing impairment
- problem with the conduction, or transmission, of sound vibrations to the inner ear.
- results from abnormalities or complications of the outer or middle ear.

B. Sensorineural Hearing Loss (SNHL) -caused by damage to the inner ear (cochlea).
b.1. Sensory HL
-damage to the cochlea.
b.2. Neural HL
-abnormality of the auditory nerve pathway

C. Mixed Hearing Loss

- result from problems in the outer ear, as well as in the middle or inner ear, combining
both conductive and sensorineural difficulties (ASHA, 2008).

• Unilateral
- hearing loss is present in one ear
- learn speech and language without major difficulties

• Bilateral
- present in both ears
- most are deaf and hard of hearing have this
 AGE OF ONSET
• Congenital- hearing loss is present at birth
• Acquired or Delayed- appears sometime later in life
• Pre-lingual and post-lingual hearing loss occurred before or after the development of spoken
language.

1. VISUAL IMPAIRMENT
https://docs.google.com/file/d/1nTpk8cbVzvKHfkefyHnIyRMNVxFOPRml/edit?filetype=ms
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