Characteristics+Group+Grid

Health Issues || The physical characteristics of learning disabilities vary from the aforementioned conditions above in the definition. || "What Are Accommodations for LD Employees with Communication Problems?" //Common Accomodations for People with Learning Disabilities//. N.p., n.d. Web. 04 July 2012. .
 * **Learning Disabilities ** [Cameron] ||  ||
 * Federal Definition of the Disability – Major Components, Including Incidence and etiology || The special education category under which students whose behavioral or emotional responses are not typical, are served. "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, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as brain injury, perceptual handicaps, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include children who have learning disabilities which are primarily the result of visual, hearing, or motor handicaps, or intellectual disabilities, or emotional disturbance, or economic disadvantage (89)." The etiology behind these disabilities occur during prenatal, perinatal and postnatal stages, although are book also states, "researchers have been unable to offer much in the way of concrete evidence as to the etiology of learning disabilities (91)." Possible etiology behind it comes from acquired trauma, genetic influences, biochemical abnormalities and environmental possibilities. ||
 * Typical Physical Characteristics of the Disability /
 * Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || The primary characteristic of students with learning disabilities are deficits in academic performance. Some include: disorders of attention, poor motor abilities, psychological processing deficits and information-processing problems, short and long term memory problems, impaired meta-cognition, oral language difficulties, reading difficulties, phonological awareness deficiencies, written language problems, quantitative disorders, and social skill deficits. ||
 * Common Communication and/or Behavior Issues & Needs || Common communication and behavioral issues and needs that occur with students with learning disabilities include language, auditory and visual, as well as motor skills (the ability to write or type) which can and will pose as a problem when having to communicate. Not only that, but the students may also have problems with social skills which could also pose as a communication or behavioral barrier or issue. ||
 * References || "Emotional or Behavioral Disorders Defined (page 5)." //Education.com//. N.p., n.d. Web. 04 July 2012. .

Gargiulo, Richard M., and Deborah J. Metcalf. //Teaching in Today's Inclusive Classrooms: A Universal Design for Learning Approach//. Belmont, CA: Wadsworth Cengage Learning, 20v13. Print. || IDEA defines emotional disturbance as follows:
 * **Emotional /Behavioral ** (Brad Betow) ||  ||
 * Federal Definition of the Disability – Major Components, Including Incidence and etiology || **Federal Definition: **//( found from NICHCY) //

“…a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:

(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 9pt;">(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 9pt;">(C) Inappropriate types of behavior or feelings under normal circumstances. <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 9pt;">(D) A general pervasive mood of unhappiness or depression. <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 9pt;">(E) A tendency to develop physical symptoms or fears associated with personal or school problems.” || <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Health Issues || * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 9pt;">generalized anxiety disorder (GAD) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 9pt;">According to the Anxiety Disorders Association of America, anxiety disorders are the most common psychiatric illnesses affecting children and adults. They are also highly treatable. Unfortunately, only about 1/3 of those affected receive treatment. || <span style="font-family: Arial,sans-serif; font-size: 12px;">These students often show fidgeting or other signs of uneasiness when being made to sit still for long period of time. || http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002518/ ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Typical Physical Characteristics of the Disability /
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 9pt;">obsessive-compulsive disorder (OCD)
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 9pt;">panic disorder, posttraumatic stress disorder (PTSD)
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 9pt;">social anxiety disorder (also called social phobia)
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 9pt;">specific phobias
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || These students typically have issues with interacting and developing peer relationships. Along with difficulty paying attention and focussing on specific tasks. ADHD is the most common form of this disorder.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Common Communication and/or Behavior Issues & Needs || These students typically need to be constantly doing something as apposed to sitting still and doing non physical activities for a long period of time. Many of these children are medicated in order to help them focus or to keep their specific disorder under control sometimes these students will still exhibit symptoms. The teacher cannot do much more then be aware of these signs and adjust the lessons around such difficulties ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">References || [][]
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Deaf/Hard of Hearing ** (Brad Betow) ||  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Federal Definition of the Disability – Major Components, Including Incidence and etiology || Deaf is a hearing loss which affects educational performance and is so severe the child in impair in processing linguistic information through hearing, with or without amplification.

Hard of hearing is a hearing loss, permanent or fluctuating, that affects a child’s educational performance but allows the child to some degree of communication with or without amplification.

There are two different classifications of hearing loss. These are:
 * Conductive hearing loss
 * Sensorineural hearing loss

Conductive hearing loss is caused by a blockage to the transmission of sound through the outer or middle of the ear. Sounds are often soft or attenuated, but can be hear clearly when loud enough.

A sensorineural hearing loss develops when damage to the inner ear (cochlea) or the auditory nerve that transmits impulses to the brain occur. Children lose the hearing sensitivity, distortion, and the lack of clarity in the sounds that are heard.

Professionals typically classify the degree of hearing loss as: To be classified as deaf the hearing loss has to exceed 70 dB.
 * Mild (26-40 dB loss)
 * Moderate (41 – 55 dB loss)
 * Moderate to serve (56 – 70 dB loss)
 * Severe (71 – 90 dB loss)
 * Profound (91 dB loss and higher)

Incidence: According to the U.S. Department of Education (2011), approximately 71,000 students between the ages of six and 21 were defined as having a hearing impairment and receiving special education services during the 2009-2010 school year. These students represent 1.2 percent of all pupils with disabilities.

Etiology: There are many different factors that can contribute to a hearing impairment. These include: <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Health Issues || Typically these students show no visual signs of deafness or being hard of hearing. Many of these students will develop a difficulty with speech and interaction with their inability to hear. Other than a lack of hearing there are no other direct health issues related to this disorder. ||
 * Genetic or hereditary factors
 * Down syndrome
 * Infections
 * Otitis media (an inflammation in the middle ear that is usually associated with the buildup of fluid)
 * Low birth weight
 * Prematurity
 * Anoxia (lack of oxygen)
 * Meningitis
 * Head injuries
 * Side effects of antibiotics
 * Noise pollution ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Typical Physical Characteristics of the Disability /
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || Students that are hard of hearing often will have hearing aids or other form of hearing enhancement device. It is often very difficult for the teacher to communicate with their students if there is not a hearing enhancement for the student. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Common Communication and/or Behavior Issues & Needs || These students will often need an interpretor or some form of hearing enhancement in order to understand and communicate with the teacher. Communication is a large part of the teacher student interraction and is very difficult for the teacher to get the points of lessons across if there is not a form of communication. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">References || Gargiulo, R. M., & Metcalf, D. (2013). // Teaching in today's inclusive classrooms. // (2 ed., pp. 118-122). Belmont, CA: Wadsworth.

||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Blind/Vision ** Emily ||  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Federal Definition of the Disability – Major Components, Including Incidence and etiology || Legal blindness occurs when a person has central visual acuity (vision that allows a person to see straight ahead of them) of 20/200 or less in his or her better eye with correction. With 20/200 visual acuity, a person can see at 20 feet, what a person with 20/20 vision sees at 200 feet.

In determining legal blindness, visual field (the part of a person's vision that enables them to see what is happening to the side of them) is also considered. A visual field of 20 degrees or less is considered to be legally blind. Eye care professionals can assist in diagnosing legal blindness. Legally blind is the federal term for blindness. || <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Health Issues || -excessive rubbing of the eyes -watery/itchy eyes -sensitive to light -squinting -can’t see material from a distance -holding objects close to eyes -frequent headaches and dizziness -excessive blinking -tilting head when reading -swollen/inflamed eyes -bad penmanship and hand- eye coordination -complains of blurred or double vision || ||  || ||   ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Typical Physical Characteristics of the Disability /
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || Usually the intellectual abillites of the child is the same as their sighted peers. Although, many of them experience academic delays because of their inablility to acquire information visually. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Common Communication and/or Behavior Issues & Needs || Blindness usually doesn’t affect communication with the teacher. The only issue it presents is reading instructions and knowying what the child is supposed to be working on. The child may only act out because of frustration and get in trouble because the child is not doing what he/she needs to be doing and working on. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">References || Gargiulo, Richard M., and Deborah J. Metcalf. //Teaching in Today's Inclusive Classrooms: A Universal Design for Learning Approach//. Belmont, CA.

“Legal Definition of Blindness”. //Iowa Department for the Blind//. Web. 3 July, 2012. http://www.blind.state.ia.us/ ||

**<span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> (mild/moderate) ** Emily ||  || The AAIDD definition states “mental retardation is a disability characterized by significant limitations both in intellectual function and in adaptive behavior as expressed in conceptual, social and practical adaptive skills”. || <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Health Issues || may take longer to speak, walk and take care of their personal needs (eating and dressing) and they will have a harder time understanding the material and it will take them longer to learn it. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Intellectual Disabilities **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Federal Definition of the Disability – Major Components, Including Incidence and etiology || IDEA defines an intellectual disability as “significantly sub-average general intellectual functioning existing concurrently with deficits in adaptive behaviors and manifested during the development period that adversely affects a child’s educational performance”.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Typical Physical Characteristics of the Disability /
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || Attention, memory, motivation, language development, longer academic and social development. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Common Communication and/or Behavior Issues & Needs || Students with intellectual disorders will often act out and misbehave because they do not understand what is going on and the student is becoming more and more frustrated with themselves. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">References || Gargiulo, Richard M., and Deborah J. Metcalf. //Teaching in Today's Inclusive Classrooms: A Universal Design for Learning Approach//. Belmont, CA.

“Intellectaul Disabliites”. //National Dissemination Center for Children with Disabilities.// Web. 3 July, 2012. http://nichcy.org/disability/specific/intellectual. || <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Health Issues || A person with a mild TBI may remain conscious or may experience a loss of consciousness for a few seconds or minutes. Other symptoms of mild TBI include headache, confusion, lightheadedness, dizziness, blurred vision or tired eyes, ringing in the ears, bad taste in the mouth, fatigue or lethargy, a change in sleep patterns, behavioral or mood changes, and trouble with memory, concentration, attention, or thinking. A person with a moderate or severe TBI may show these same symptoms, but may also have a headache that gets worse or does not go away, repeated vomiting or nausea, convulsions or seizures, an inability to awaken from sleep, dilation of one or both pupils of the eyes, slurred speech, weakness or numbness in the extremities, loss of coordination, and increased confusion, restlessness, or agitation. They may also have seizures. Their balance and walking may also be affected. They may be partly or completely paralyzed on one side of the body, or both sides. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">TBI ** [Elizabeth] ||  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Federal Definition of the Disability – Major Components, Including Incidence and etiology || The federal definition of TBI is an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. This applies to open or closed head injuries resulting in impairments in one or more areas. "For example, cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psycho-social behavior; physical functions; information processing; and speech (Lenrow 5)." The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Typical Physical Characteristics of the Disability /
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || Severe brain injury is associated with loss of consciousness for more than 30 minutes and memory loss after the injury or penetrating skull injury longer than 24 hours. The deficits range from impairment of higher level cognitive functions to comatose states. Survivors may have limited function of arms or legs, abnormal speech or language, loss of thinking ability or emotional problems. The range of injuries and degree of recovery is very variable and varies on an individual basis. Follow this link for more information on Severe TBI; however, individuals with severe injuries can be left in long-term unresponsive states. For many people with severe TBI, long-term rehabilitation is often necessary to maximize function and independence. Even with mild TBI, the consequences to a person’s life can be dramatic. Change in brain function can have a dramatic impact on family, job, social and community interaction.(Lenrow) ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Common Communication and/or Behavior Issues & Needs || People with TBI may have trouble concentrating and only be able to focus their attention for a short time. They may think slowly. They may have trouble talking and listening to others. They may also have difficulty with reading and writing, planning, understanding the order in which events happen, and judgment. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">References || Lenrow, M.D., David. "Traumatic Brain Injury." // TBI // . Two Commerce Square, 2004. Web. 4 Jul 2012.

<http://traumaticbraininjury.com/>. || <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Health Issues || If the child is questionable as being diagnosed with autism, the child may be suspected with these physical symptoms before the age 6: No fear of danger.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Autism ** [Elizabeth] ||  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Federal Definition of the Disability – Major Components, Including Incidence and etiology || Autism is a developmental disability significantly affecting verbal and nonverbal communication and social interaction, usually evident before age 3 that adversely affects a child’s educational performance. Other characteristics often associated with ASD are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child’s educational performance is adversely affected because the child has an emotional disturbance ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Typical Physical Characteristics of the Disability /
 * Over or under sensitivity to pain.
 * May avoid eye contact with you.
 * May prefer to be by him/herself.
 * Has difficulty expressing what they want or need - may then try to use gestures.
 * May echo words or phrases.
 * May have inappropriate attachments to objects.
 * May spin his/herself or objects.
 * Prolonged repetitive play.
 * May insist on things/routines always being the same.
 * May exhibit inappropriate laughing (laughing when not appropriate to the situation).
 * May display tantrums for no apparent reason.
 * May avoid cuddling.
 * May exhibit self injurious behavior when upset i.e. biting selves or banging heads.
 * An overall difficulty interacting with others. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || While other skills may develop at normal or extremely depressed rates. The order of skill acquisition frequently does not follow normal developmental patterns. In regards to the sensory development of children diagnosed exhibit unusual, repetitive or non-meaningful responses to auditory, visual, olfactory, gustatory, tactile, and/or kinesthetic stimuli. The child’s behavior may vary from high levels of activity and responsiveness to low levels. Also, they may exhibit abnormalities in the thinking process and in generalizing. Difficulties in abstract thinking, awareness and judgment may be present as well as perseverative thinking and impaired ability to process symbolic information. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Common Communication and/or Behavior Issues & Needs || Persons diagnosed with autism display problems extending into many aspects of the communication process. Language, if present, may lack usual communicative function, content, or structure. Characteristics may involve both deviance and delay in both receptive and expressive language. In consideration to the behaviorism- difficulties in relating to people, objects, and events. Often students are unable to establish and maintain reciprocal relationships with people. The capacity to use objects in an age appropriate or functional manner may be ` absent, arrested, or delayed. The person diagnosed with autism may seek consistency in social events to the point of exhibiting rigidity in routines. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">References || . "NASET." // Introduction to Autism Spectrum Disorders (ASD) // . National Association of Special Education Teachers, 2006. Web. 4 Jul 2012. <http://www.naset.org/2562.0.html>. ||