SED AP 49890 | Course Paper

Unlock access to all the studying documents.

View Full Document

What were some of the challenges in studying children with emotional and behavior

disorders in the latter part of the nineteenth century?

What is the difference between aided and unaided augmentative and alternative

communication (AAC)?

What are the factors mentioned in this text that define Deaf culture?

What is the “theory of mind” explanation?

CASE STUDY: Brandi is a fourth grader who has a severe communication disorder.

Her articulation is so severe that her speech is unintelligible 90 percent of the time.

However, she is not embarrassed about her communication difficulties and is very

outgoing and friendly. She does not have a lot of friends because her peers often tease

her because she talks “like a baby.” Brandi ignores this and continues to have a very

positive attitude. Surprisingly, Brandi has never been referred for testing. Her math

skills seem to be comparable to those of her peers but her reading and written language

skills seem to be a challenge for her. As her teacher, you schedule an informal meeting

with your school’s speech/language pathologist to get answers to the following

questions:

How might a speech and language disorder, such as Brandi “s, affect her

academic achievement? Self-concept? Behavior?

CASE STUDY: Tia is a 15-year-old African American student who has been diagnosed

with bipolar disorder. Her other siblings as well as her mother have been identified with

emotional and behavior disorders. She has attended multiple public schools but has

either been asked to leave or has been removed from the school by her mother. Tia has a

long history of verbal outbursts with school professionals and severe periods of

depression and withdrawal. Tia”s mother and sister report she has frequent verbal

outbursts at home and has become violent on a few occasions. Due to the years of

negative experiences with school professionals, Tia is no longer in school. She feels

very rejected as a human being by teachers and peers because of her disorder. As a

result, her self-esteem, self-efficacy, and her motivation are practically nonexistent. Tia

states that she does want an education but will not participate in a traditional school

setting any longer. Although she does not have a history of violent behavior in school,

she does use offensive language when upset or when she feels threatened by a teacher.

She has an indifferent attitude toward life in general.

Functional behavior assessment, positive behavior support, and a behavior intervention

plan are three strategies used in managing student’s negative behaviors. Which of these

strategies would be more practical and beneficial for Tia and her family?

What is the field doing to address the critical need for vision impairment (VI)

specialists?

In general, what level of intelligence do individuals with learning disabilities have?

CASE STUDY:AJ is a second-grade student who is deaf in his right ear (sensorineural

hearing loss) and due to a physical deformity (conductive hearing loss) is hard of

hearing in the left ear. However, he is scheduled for surgery on his left ear because

doctors are hopeful that once the physical problem is corrected, he may have partial

hearing in that ear. He uses sign language to communicate, but neither his mother nor

his siblings know or use sign language. He attended preschool, kindergarten, and first

grade at a residential school for the deaf, but he is being transferred to a public school

due to the closing of the residential school. Mr. Hanks is the second-grade teacher who

will have AJ in his class. This school has never had a student with hearing loss as

significant as AJ’s. Prior to AJ’s arrival, a team of professionals met in order to make his

transition as smooth as possible. The following questions were the topic of the meeting:

What are some recommended educational practices for students who are deaf or hard of

hearing?

How can professionals encourage parent participation?

What steps can be taken to ensure fairness in the identification process of diverse

learners? Which of these steps do you feel should be addressed first? Why?

Students with autism spectrum disorder rarely have behavior problems.

In the United States, the first textbook on speech disorders was published by S.C.L.

Potter.

What are two of the current issues that need to be addressed in the field of autism

spectrum disorders?

General education teachers may not suggest to parents that their child has ADHD, but

special educators can because they have received specialized training.

CASE STUDY: Mrs. Steele has just been told by the family pediatrician that her

daughter Shelby has been identified as having ADHD. Shelby is a rising seventh grader

and attends New Beginnings middle school. Mrs. Steele knew Shelby had an endless

amount of energy, but she was stunned to learn it was considered a “disability.” Mrs.

Steele has no idea how to help her daughter control her impulsivity and excessive

energy. You are an expert on the topic of ADHD and teach as an instructor at the local

community college. Mrs. Steele has contacted you for information regarding ADHD.

Please answer each of her questions thoroughly in order to help her obtain a better

understanding how to best meet her child’s needs.

If Shelby does have ADHD, what factors enter into the decision about whether she is

entitled to special education? If she is entitled, what category of disability might she be

identified as having?

Which model of providing services (consultant, itinerant, or resource) is the most

widely used option for delivering services to students with visual impairments? What is

the role of the teacher in this model and for what type of students is the model most

appropriate?