Chapter 7 – Students with High-Incidence Disabilities
What are High-Incidence Disabilities?
· High-incidence disabilities – students with speech or language disabilities, learning disabilities, emotional disturbance, or mild intellectual disabilities
· Characteristics:
o Difficult to distinguish from peers without disabilities
o Exhibit a combination of behavioral, social, and academic problems
o Benefit from systematic, explicit, highly structured instructional interventions
What accommodations can you make for students with communication disorders?
· Understanding Speech Problems
o Speech articulation – the inability to pronounce sounds correctly at and after the developmentally appropriate age
o Stuttering – a speech impairment in which an individual involuntarily repeats a sound or word, resulting in a loss of speech fluency
· Understanding Language Problems
o Students who have language problems have trouble with either or both two key parts of language: receptive language (understanding what people say) and expressive language (speaking so people understand)
o May have difficulty using language in social situations
o Problems with sounds can result in students’ having difficulties acquiring word analysis and spelling skills
o Can impede the content-area learning stressed in middle, junior high, and high school
o May have difficulty verbalizing the steps to solving problems
· Accommodations for Students with Communication Disorders
o Create an atmosphere of acceptance
o Encourage listening
o Teach listening skills
o Use modeling to expand students’ language
o Provide many meaningful contexts for practicing speech and language skills
What are the academic needs of students with learning and behavioral disabilities?
o Learning disabilities (LD) – condition in which a student has dysfunction in processing information typically found in language-based activities, resulting in interference with learning
o Mild intellectual disabilities – condition in which students have some difficulty meeting the academic and social demands of general education classrooms due in large part to below-average intellectual functioning
o Emotional Disturbance (ED) – condition in which an individual has significant difficulty in the social and emotional domain, so much so that it interferes with learning
· Reading Skills
o Problems with decoding (identifying words accurately and fluently) and comprehension
o May lack background and vocabulary knowledge as well as strategies for identifying the key elements of stories and content-area texts
· Writing Skills
o Include handwriting, spelling, and written expression
o Handwriting – could be due to lack of fine motor coordination, failure to attend to task, inability to perceive and/or remember visual images accurately, and inadequate handwriting instruction in the classroom
o Spelling – could have trouble with words that can be spelled phonetically, spelled by following certain linguistic rules, and spelled irregularly
o Written – product problems and process problems
· Math Skills
o Problems with spatial organization
o Lack of alertness to visual detail
o Procedural errors
o Failure to shift mindset from one problem type to another
o Difficulty forming numbers correctly
o Difficulty with memory
o Problems with mathematical judgment and reasoning
o Problems with mathematical language
· Learning Skills
o Problems with attention, organizing and interpreting, reasoning, motor coordination and fine motor coordination, independent learning
What are the social and emotional needs of students with learning and behavioral disabilities?
· Interpersonal Skills
o Difficulty in social relations with their peers
o Explanations: not know what to do in social situations, trouble reading social cues, may choose not to act on their previous knowledge, lack confidence
· Personal and Psychological Adjustment
o SELF-IMAGE – little confidence in their own abilities
o May have severe anxiety or depression
What accommodations can you make for students with learning and behavioral disabilities?
· Addressing Academic Needs
o Provide instructional accommodations
o Bypass a student’s need by allowing the student to employ compensatory learning strategies
o Make accommodation in classroom management, grouping, materials, and methods
o Provide student with direct instruction on basic or independent learning skills
· Addressing Social and Emotional Needs
o Behavior contract
o Social skills training
o Self-control training
o Attribution training (failures are due to lack of effort rather than ability)
Outside Resources | |
The Center for Effective Collaboration and Practice | |
LDOonLine | |
The Learning Disabilities Association of America | |
National Center for Stuttering | |
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