Posted: September 10th, 2024

EXCEPTIONALITY CHART

EXCEPTIONALITY CHART

Emotional/Behavioral Disability

Definition:
Emotional/Behavioral Disability (EBD) refers to conditions exhibiting one or more specific emotional or behavioral difficulties over a long period, adversely affecting educational performance (Kirk et al., 2015).

Criteria for Services:

Inability to learn not explained by intellectual, sensory, or health factors.
Inability to build or maintain satisfactory interpersonal relationships.
Inappropriate types of behavior or feelings under normal circumstances.
General pervasive mood of unhappiness or depression.
Tendency to develop physical symptoms or fears associated with personal or school problems (IDEA, 2004).
Characteristics:

Aggression or self-injurious behavior.
Withdrawal or social isolation.
Anxiety, depression, or mood swings.
Difficulty following rules or authority.
Academic challenges due to emotional issues (Kirk et al., 2015).
General Teaching Methods/Instructional Strategies/Technology:

Positive Behavioral Interventions and Supports (PBIS).
Social skills training.
Cognitive-behavioral interventions.
Individualized Education Program (IEP) with behavioral goals.
Use of technology for self-monitoring and feedback (Kirk et al., 2015).
Hearing Impairment/Deaf

Definition:
Hearing impairment refers to a partial or total inability to hear, affecting educational performance (Kirk et al., 2015).

Criteria for Services:

Audiological evaluation confirming hearing loss.
Impact on language development and educational performance.
Need for specialized instruction or services (IDEA, 2004).
Characteristics:

Delayed language development.
Difficulty with speech perception and production.
Challenges in social interactions.
Use of sign language or other communication methods (Kirk et al., 2015).
General Teaching Methods/Instructional Strategies/Technology:

Use of sign language interpreters.
Assistive listening devices (e.g., FM systems).
Visual aids and captioning.
Speech and language therapy.
Inclusive classroom strategies (Kirk et al., 2015).
Intellectual Disability

Definition:
Intellectual Disability (ID) is characterized by significant limitations in intellectual functioning and adaptive behavior, affecting conceptual, social, and practical skills (Kirk et al., 2015).

Criteria for Services:

IQ score approximately two standard deviations below the mean.
Deficits in adaptive behavior.
Onset during the developmental period (AAIDD, 2010).
Characteristics:

Delayed cognitive development.
Difficulty with problem-solving and abstract thinking.
Challenges in adaptive behavior and daily living skills.
Need for support in academic and social settings (Kirk et al., 2015).
General Teaching Methods/Instructional Strategies/Technology:

Individualized instruction and curriculum modifications.
Use of visual supports and concrete examples.
Life skills training.
Assistive technology for communication and learning.
Positive reinforcement and structured routines (Kirk et al., 2015).
Learning Disability

Definition:
Learning Disability (LD) involves difficulties in acquiring and using listening, speaking, reading, writing, reasoning, or mathematical abilities (Kirk et al., 2015).

Criteria for Services:

Discrepancy between intellectual ability and academic achievement.
Exclusion of other causes (e.g., sensory impairments, intellectual disability).
Need for specialized instruction (IDEA, 2004).
Characteristics:

Difficulty with reading (dyslexia), writing (dysgraphia), or math (dyscalculia).
Problems with memory, attention, or organization.
Challenges in processing information.
Variability in academic performance (Kirk et al., 2015).
General Teaching Methods/Instructional Strategies/Technology:

Multi-sensory instructional approaches.
Use of graphic organizers and visual aids.
Assistive technology (e.g., text-to-speech software).
Explicit instruction and scaffolding.
Regular progress monitoring and feedback (Kirk et al., 2015).
References

American Association on Intellectual and Developmental Disabilities (AAIDD). (2010). Intellectual disability: Definition, classification, and systems of supports (11th ed.). Washington, DC: AAIDD.

Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 (2004).

Kirk, S., Gallagher, J., & Coleman, M. (2015). Educating exceptional children (14th ed.). Stamford, CT: Cengage.

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Complete the remaining sections of the Exceptionality Chart, using information found in the Kirk, et al text and other credible sources. The completed sections are there for review, as well as to set an example for the content and formatting of the entire chart. Complete all sections accurately and fully. No vague or incomplete information.

Required application of correct APA formatting in the areas of title page, citations, and Reference page.

Use attached form for assignment.

Here is a video to assist with the assignment as well: https://watch.liberty.edu/media/t/0_a53smfcw
EXCEPTIONALITY CHART

EXCEPTIONALITY
&
DEFINITION CRITERIA FOR
SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

Autism Spectrum Disorder

“A variety (or spectrum) of related disorders that affect a child’s social development and ability to communicate and that include unusual behavioral manifestations such as repetitive motor movements” (Kirk, et al, 2015, p.143).

DSM-5

An individual must meet criteria A, B, C, and D:
A. Persistent deficits in social communication and social interaction across contexts, not accounted for by general developmental delays.
B. Restrictive, repetitive patterns of behaviors, interests, or activities.
C. Symptoms must be present in early childhood (but may not become fully manifest until social demands exceed limited capacities).
D. Symptoms together limit and impair everyday functioning.

(Kirk, et al, 2015, p146) • Lack of Theory of the Mind (the ability of human beings to understand the thinking and feelings of other people that’s necessary for understanding, predicting, and shaping the behavior of others).
• Acting out or aggressive behavior due to limited ability to communicate.
• Hypersensitivity to sensory stimuli
• Trouble with important thinking skills like decision-making, problem solving, executive function, and the more complex mental processes of reasoning and evaluation.
• Difficulty with a range of motor skills such as gross motor, fine motor, and motor planning.
(Kirk, et al, 2015, pp. 148-150)
• Early intervention and early diagnosis
• Naturalistic intervention Peer-mediated instruction and intervention
• Social narratives of social stories; Comic strip conversations
• Prompting; visual supports
• Creating Structure
• Improving Social Skills
• Functional Behavior Assessment
• Assistive Technology (voice output communication aids)
• Focused Intervention Practice
• Comprehensive Treatment Models (TEACCH, EIBI)
(Kirk, et al, 2015, pp. 154-161)

Emotional/Behavioral Disability

EXCEPTIONALITY CHART

EXCEPTIONALITY
&
DEFINITION CRITERIA FOR
SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

Hearing Impairment/Deaf

Intellectual Disability

EXCEPTIONALITY CHART

EXCEPTIONALITY
&
DEFINITION CRITERIA FOR
SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/ TECHNOLOGY
Learning Disability
Developmental Delay

EXCEPTIONALITY CHART

EXCEPTIONALITY
&
DEFINITION CRITERIA FOR
SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/ TECHNOLOGY
Multiple Disabilities

“Concomitant impairments (such as intellectual and developmental disabilities—blindness or intellectual and developmental disabilities—orthopedic impairment) that result in severe educational needs that require special services” (Kirk et al, 2015, p.423).

Orthopedic Impairment

“A severe orthopedic impairment that adversely affects a child’s educational performance (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures)” (Kirk et al, 2015, p.423)

EXCEPTIONALITY CHART

EXCEPTIONALITY
&
DEFINITION CRITERIA FOR
SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

Other Health Impairment
“Limited strength, vitality, or alertness, including heightened alertness to environmental stimuli, that are due to chronic or acute health problems such as asthma, attention deficit disorders, diabetes, epilepsy, cystic fibrosis, ,heart conditions, hemophilia, lead poisoning, leukemia, nephritis, ulcerative colitis and Crohn’s disease, rheumatic fever, sickle cell anemia, or Tourette syndrome and that require special educational services” (Kirk et al, 2015, p.423).
Speech-Language Impairment

EXCEPTIONALITY CHART

EXCEPTIONALITY
&
DEFINITION CRITERIA FOR
SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

Traumatic Brain Injury
“An acquired injury caused by an external physical force, resulting in total or partial functional disability and/or psychosocial impairment that requires special educational services” (Kirk et al, 2015, p.423).
Visual Impairment, including Blindness and Deafblindness

Deafblindness: “Concomitant hearing and visual impairments, the combination of which causes severe communication, developmental, and other educational needs that require special services” (Kirk et al, 2015, p. 423).

EXCEPTIONALITY CHART

EXCEPTIONALITY
&
DEFINITION CRITERIA FOR
SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

Developmental Delays
“In the United States, defined by each state, and can occur in any of the five critical domains: cognitive, communicative, social-emotional, motor, and adaptive development” (Kirk, et al, 2015, p.79).
Cognitive Functioning/Impairment

EXCEPTIONALITY CHART

EXCEPTIONALITY
&
DEFINITION CRITERIA FOR
SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

Language Developmental Disorder
“This disorder involves difficulties with any combination of spoken, written, and symbol systems used to share ideas and messages. Language disorders may impact understanding and use of (a) language form (phonology, morphology, syntax), (b) language content (semantics), or (c) language function (pragmatics)”
(Kirk, et al, 2015, p.293).
Social Developmental Disorder

EXCEPTIONALITY CHART

EXCEPTIONALITY
&
DEFINITION CRITERIA FOR
SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

Cultural/Ethnic/Socioeconomic Factors/ELL
“Many students for whom English is a second language have difficulty learning in American schools and may be referred to special education as a result” (Kirk et al, 2015, p.57). The criteria for services should be the same for the exceptionality of a student with English as the primary language as it is for a student with English as a second language. Students who fall under the characteristics of a specific disability, but also who have other cultural/ethnic/socioeconomic factors or variables. • Test students with nonbiased assessment that include the use of interpreters, “culture fair” tests, and separate norms. (Kirk et al, 2015, p.56).
• Mindful interpretations of the tests.
• “The RtI model Tier II, which allows for additional support for learning short of referral to special education” (Kirk et al, 2015, p.57).
Medical Aspects/Major Health Impairments

A broad range of exceptionalities that involve medical attention/care.
“When children are dealing with serious health problems, their life and education will be impacted. The support needed for each child will depend on the range and severity of the problem…medical experts take the lead on the diagnosis and planning medical interventions, while the general education teacher takes responsibility for needed daily supports and for knowing the appropriate protocols for initial response in an emergency” (Kirk et al, 2015, p.427).

A wide variety of medical health impairments that could include:
• Asthma
• Cancer
• Sickle Cell Anemia
• HIV/AIDS
• Acquired Diseases “Advances in medicine have led to lifesaving interventions for children with physical disabilities and health impairments. As medical interventions have improved, the life expectancy for children with severe disabilities has been extended. Improved medical interventions are also increasing the survival rate for soldiers who have been wounded…medical supports also can enhance the quality of individuals who have lost limbs regain functioning, new blood sugar monitors can maintain a continuous check to help regular diabetes, improvements in surgical procedures for infants allow doctors to repair heart defects, and new treatments for cancer have led to nearly 80 percent survival rates for children” (Kirk et al, 2015, p.421).

References
Kirk, S., Gallagher, J., & Coleman, M. (2015). Educating exceptional children (14th ed.). Stamford, CT: Cengage. ISBN: 9781337065733.

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Tags: Assistive Technology, Behavioral Interventions, Learning Disabilities, Special Education