Learners+with+Disabilities

__#|Disabilities__
 * Melissa || Ledeboer || Learners with specific learning disabilities 46%

Programs for the disabled are directed at learners who comprise about 13% of the total school population. This group represents 46% of kids having “specific learning disabilities. These are defined as basic psychological process, understanding and using language, they have troubles receiving, processing, recalling information, and troubles communicating. Specific learning disabilities include troubles with reading, writing, spelling, and math. Kids with these disabilities have trouble with auditory processing, visual processing, sensory, and social. A few specific learning disabilities include Dyslexia, Oysgraphnia, and Oyscalculia. || || [|Link] || __#|Students__ who are mentally retarded exhibit marked weaknesses in reasoning skills as well as in the ability to adapt to everyday life. While mental retardation is a cognitive impairment, the student who is retarded is able to learn, although she learns slowly and struggles with higher-level thinking skills. About 90% of students with mental retardation are considered mildly mentally retarded.
 * Eric || Liles ||  ||   || Link ||
 * Alyssa || Masie || Learners with speech impairments: 17.4% ||  || Link ||
 * Derek || Mertz ||||  || Link ||
 * Chelsea || Meyer || Learners with some degree of mental retardation:

//Characteristics of students with mild to moderate mental retardation//

 * Students with mild to moderate mental retardation think and learn slower than other students. They display particular difficulty with abstract tasks and higher-level reasoning. They may also have difficulty generalizing information to other situations.
 * These students may have concrete vocabularies and simpler sentences than other students their age.
 * These students may not contribute to __#|class__ discussions because they are afraid of making mistakes and being ridiculed.
 * Students with mild to moderate mental retardation may be unable to read social cues and/or be unable to respond appropriately to social situations. || [[image:mental retardation.jpg width="180" height="119"]] || [|Link] ||
 * Neal || Petersen || Learners suffering from severe emotional disturbance: 7.6%

Serious Emotional Disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance:

a. An inability to learn that cannot be explained by intellectual, sensory or health factors; b. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; c. Inappropriate types of behavior or feelings under normal circumstances; d. A general pervasive mood of unhappiness or __#|depression__; or e. A tendency to develop physical symptoms or fears associated with personal or school problems. || || Link || School creates multiple challenges for kids with ADD/ADHD, but with patience and an effective plan, your child can thrive in the classroom. As a parent, you can work with your child and his or her teacher to implement practical strategies for learning both inside and out of the classroom. With consistent support, these strategies can help your child meet learning challenges—and experience success at school.
 * Kayla || Plimpton || Leaners with ADD/ADHD:
 * Students with ADD/ADHD may be so easily distracted by noises, passersby, or their own thoughts that they often miss vital classroom information.
 * Kids with __#|attention deficit disorder__ may struggle with controlling their impulses, so they often speak out of turn.
 * ADD/ADHD causes many students to be in constant physical motion. It may seem like a struggle for these children to stay in their seats. Kids with ADD/ADHD may jump, kick, twist, fidget and otherwise move in ways that make them difficult to teach.
 * Difficulty following directions is a hallmark problem for many children with ADD/ADHD. || [[image:http://add-assets.com/asset/28.jpg width="224" height="164" link="edfn338sp2013-online/url"]] || [|Link] ||
 * Kahryn || Ragsdale || Learners with Autism

Autism is a developmental disorder that appears in the first 3 years of life, and affects the brain's normal development of social and communication skills. Autism is a physical condition linked to abnormal biology and chemistry in the brain. The exact causes of these abnormalities remain unknown, but this is a very active area of research. There are probably a combination of factors that lead to autism. People with autism may: ====The Individuals with Disabilities Education Improvement Act of 2004, formerly the Education of the Handicapped Act includes "hearing impairment" and "deafness" as two of the categories under which children with disabilities may be eligible for special education and related service.====
 * Be overly sensitive in sight, hearing, touch, smell, or taste (for example, they may refuse to wear "itchy" clothes and become distressed if they are forced to wear the clothes)
 * Have unusual distress when routines are changed
 * Perform repeated body movements
 * Show unusual attachments to objects People with autism also have problems with the following: communication, social interaction, response to sensory information, play, and unusual behaviors. || [[image:autistic-boy-and-teacher.jpg width="260" height="189"]] || Link ||
 * Dawn || Ruhlman || ===== Learners with Hearing Impairments =====
 * =====Students with auditory impairments characteristically experience significant issues with regard to social and intellectual development, speech and language, and educational achievement.=====
 * =====Social Development: Social-emotional development in children with hearing impairments follows the same developmental pattern as those without a hearing loss. Social-emotional development is based on communication, these students may not participate in play or learning activities.Without a common communication system, the ability to develop friendships is negatively impacted.=====
 * =====Intelligence: Idividuals with hearing impairments have normal cognitive ability, in the absence of any coexisting disability. Difficulties in performance is closely associated with speaking, reading, and writing the English language, not level of intelligence.=====
 * =====Speech and Language: Speech and language skills are the areas of development most severely affected for those with a hearing impairment, particularly for children who are born deaf. These students are unable to access audtory feedback.===== || =====[[image:edfn338sp2013-online/Learner Impairment.jpg width="194" height="199"]]===== || [|Link] ||
 * Connor || Ruppert || Learners with Visual Impairments ||  || Link ||
 * Ashley || Ruud || Learners with Dyslexia

Teaching Students with dyslexia across settings is challenging. Here are some accommodations that general education and special education teachers can use in a classroom.
Currently, students with such disorders are categorized as having an emotional disturbance, which is defined under the Individual with Disabilities Education Act as follows: "...a condition exhibiting one or more of the the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:"
 * Repeat directions.
 * Maintain daily routines.
 * Provide students with a graphic organizer.
 * Use step by step instruction. New or difficult information can be presented in small sequential steps. This helps learners with limited prior knowledge who need explicit or part to whole instruction. || [[image:dyselxia.jpg]] || [|Link] ||
 * Sijing || Tian || Learners with behavior disorders
 * An inability to learn that cannot be explained by intellectual, sensory, or health factors
 * An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
 * Inappropriate types of behavior or feelings under normal circumstances
 * A general pervasive mood of unhappiness or depression
 * A tendency to develop physical symptoms or fears associated with personal or school factors. || [[image:edfn338sp2013-online/QQ截图20130204234005.jpg width="218" height="136"]] || [|Link] ||
 * Yusuf || Vinson ||||  || Link ||
 * Angela || Wagner || Learners with Orthopedic Impairment-

The U.S. Department of Education reports 5,971,495 students receiving special education services in the 2003-2004 school year. Of that number, roughly 1.1%, or 68,188 students, received special education services based on a classification of orthopedic impairments.

Orthopedic impairment is defined as a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

Many students with orthopedic impairments have no cognitive, learning, perceptual, language, or sensory issues. However, individuals with neuromotor impairments have a higher incidence of additional impairments, especially when there has been brain involvement. For most students with orthopedic impairments, the impact on learning is focused on accommodations necessary for students to have access to academic instruction. || || [|Link] || A traumatic brain injury (TBI) is an injury to the brain caused by the head being hit by something or shaken violently. This injury can change how the person acts, moves, and thinks. A traumatic brain injury can also change how a student learns and acts in school. The term TBI is used for head injuries that can cause changes in one or more areas, such as:
 * Christina || Warnke || Learners with Traumatic Brain Injury
 * thinking and reasoning,
 * understanding words,
 * remembering things,
 * paying attention,
 * solving problems,
 * thinking abstractly,
 * talking,
 * behaving,
 * walking and other physical activities,
 * seeing and/or hearing, and
 * learning.

What Are the Signs of Traumatic Brain Injury?
The signs of brain injury can be very different depending on where the brain is injured and how severely. Children with TBI may have one or more difficulties, including: //**Social, behavioral, or emotional problems**// Approximately 1.7 million people receive traumatic brain injuries every year. Of children 0-19 years old, TBI results in 631,146 trips to the emergency room annually, 35,994 hospitalizations, and nearly 6,169 deaths. || || [|Link] ||
 * //Physical disabilities//:**
 * //Difficulties with thinking//:**
 * Brianna || Wingen || Learners with Development Delay ||  || Link ||