Abbott Academy of Cosmetology Chapter 8 SEC2 Exceptional Live Worksheet

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The purpose of this final assignment is to summarize and synthesize what you have learned in this course about teaching students with exceptional needs. In addition, the portfolio should serve as a reference for you in your future career. Organize your portfolio according to the sections listed below. You may use LiveText, livebinders.com, google docs or other electronic portfolios.

1) For each section, write a reflection (approx. one page) regarding how you have interacted with the information in the section through class activities, your personal interviews, your service hours, and/or your clinical hours this semester. For Section 2 and 3 also discuss some aspect of assistive technology that was discussed or you saw in your practical experiences that you felt was useful.

2) Include the guided notes for each chapter.

3) Include at least one article or artifact in each section that you feel would be important for you to reference for another class, your portfolios (education majors), or for your future classroom!

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ED 230 and 230 2 Nature of Exceptional Children Final Portfolio – Spring 2021 The purpose of this final assignment is to summarize and synthesize what you have learned in this course about teaching students with exceptional needs. In addition, the portfolio should serve as a reference for you in your future career. Organize your portfolio according to the sections listed below. You may use LiveText, livebinders.com, google docs or other electronic portfolios. 1) For each section, write a reflection (approx. one page) regarding how you have interacted with the information in the section through class activities, your personal interviews, your service hours, and/or your clinical hours this semester. For Section 2 and 3 also discuss some aspect of assistive technology that was discussed or you saw in your practical experiences that you felt was useful. 2) Include the guided notes for each chapter. 3) Include at least one article or artifact in each section that you feel would be important for you to reference for another class, your portfolios (education majors), or for your future classroom! Section I – Overview of Special Education and Working with Families ▪ Reflection ▪ Chapters 1 – 6 (3 guided notes) ▪ An article or artifact representing a key concept(s) of these chapters Section 2 – High Incidence Categories of Disability under IDEA ▪ Reflection ▪ Chapters 7 - 11 ▪ An article or artifact representing a key concept(s) of these chapters Section 3 – Low Incidence Categories of Disability under IDEA, Gifted/Talented ▪ Reflection ▪ Study Guides 12 – 17 ▪ An article or artifact representing a key concept(s) of these chapters Appendix ▪ Personal interviews (2) ▪ Service Hour verification or review of service agencies ▪ Strategy Presentation Rubric ▪ Special Education Clinical Reflection ED 230 and 230 2 Nature of Exceptional Children Final Portfolio – Spring 2021 Portfolio: Section 1 ▪ ▪ ▪ _____ (25) Reflection (includes mention of assistive technology and at least one of these: class activities, personal interviews, service hours, clinical hours) Guided Notes Article/Artifact Section 2 _____ (25) ▪ Reflection (includes mention of assistive technology and at least one of these: class activities, personal interviews, service hours, clinical hours) ▪ Guided Notes ▪ Article/Artifact Section 3 ▪ ▪ ▪ _____ (25) Reflection (includes mention of assistive technology and at least one of these: class activities, personal interviews, service hours, clinical hours) Guided Notes Article/Artifact Appendix _____ (20) ▪ ▪ Personal Interviews (2) Service Hour verification or review of agencies ▪ Strategy Presentation rubric ▪ Special Education Clinical Reflection Correct spelling and grammar Total Comments: _____ ( 5) _______ 100 Category of Disability under IDEA Traumatic Brain Injury Definitions Characteristics Causes -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 Physical Changes Falls (35%) - Coordination problems, physical weakness, and fatigue - most frequent among young children from birth to age 4 and adults age 75 or older - Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech Cognitive and Academic Changes - intelligence quotients (IQs) were within the low average to average range - Students who had sustained a severe brain injury had increased rates of intellectual impairment, particularly related to nonverbal skills. The cognitive impact of brain injury often results in problems associated with memory, planning, problem solving, and abstract reasoning Automobile accidents (17%) - leading cause of death from TBI and occur most frequently among adults ages 20 to 24 years -most common when driving under the influence of alcohol Being struck by or against something (17%) -typically occurs in sports or recreation when a person collides with a moving or stationary object Research-based Instructional Strategies Assistive Technology - can be used to address needs in many areas, including: • Environmental access • Mobility • Positioning • Communication • Learning To access environment e.g., switches to turn book pages to address positioning needs e.g., standers to enable students to be in the same position as their peers without disabilities to communicate e.g., augmentative and alternative communication systems Emotional and Behavioral Changes - Mild TBI has few longterm social consequences; however, students with moderate and severe TBI have an increased risk for problems in building close friendships, solving social problems, and recognizing emotions - Students who experience severe TBI at an earlier age have significantly higher levels of internalizing and externalizing behavior problems - Depending on the severity and age of injury, students with TBI have an increased risk for challenges related to inhibiting, stopping, or redirecting their ongoing actions Assaults (10%) - frequently involve firearms -Non-firearm assaults include child abuse that results in head injuries in infants. Unknown/Other Causes (21%) Systems of Least Prompts - also called least-tomost prompting, which uses the time delay, but also uses “a hierarchy of prompts that moves progressively from having a minimal influence to having a maximal influence - An alternative to SLP is the most-to-least prompts strategy, which follows the same logic as SLP, but in the opposite direction— that is, from maximumto minimum-intensity prompt. This is used particularly with the student who has multiple disabilities to ensure that the student is always reinforced for the correct behavior. Token Economy System (strategy presentation) -a strategy to make kids follow rules -similar to rewards system in which kids can earn tokens as rewards Category of Disability under IDEA Speech and Language Disorders Definitions and Characteristics a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child's educational performance. Causes Biological Cause -caused by an identifiable problem in the neuromuscular mechanism of the person Environmental Cause Speech Disorder Language Disorder difficulty producing sounds as well as disorders of voice quality (for example, a hoarse voice) or fluency of speech, often referred to as stuttering difficulty receiving, understanding, or formulating ideas and information Research-based Instructional Strategies Social Stories Kylie and Joey’s disabilities, Rett syndrome and autism spectrum disorders, respectively, are both examples of congenital disorders. In Kylie’s case the cause of her disability is known and is attributed to genetics. However, in Joey’s case the cause is not currently known. - those with no identifiable biological or neurological cause Congenital Cause - occurs at or before birth Acquired Cause - disorder that occurs well after birth Functional Cause - may be congenital or acquired Facilitative Language Strategies • Focused contrast • Modeling • Event casts • Open questions • Expansions • Recasts • Redirects and prompted initiations Receptive Language Disorder difficulty receiving or understanding information Expressive Language Disorder difficulty formulating ideas and information Phonology use of sounds to make meaningful syllables and words Morphology system that governs the structure of words Syntax provides rules for putting together a series of words to form sentences Semantics meaning of what is expressed Pragmatics use of communication in contexts Visual Supports • Graphic organizers • Visual schedules • Visual timers AAC Language Input Strategies -should focus on teaching communication rather than solely teaching the student to operate AAC systems - SAL (system for augmenting language) is one instructional strategy for modeling how to use AAC. It focuses on augmented input of language. overall organizer for language Articulation speaker’s production of individual or sequenced sounds. Apraxia motor speech disorder that affects the way in which a student plans to produce speech Voice Disorders quality of the voice is affected by problems of breath support or vocalfold functioning as well as resonance repeated abuse of the vocal folds may cause vocal nodules Fluency Disorders characterized by interruptions in the flow of speaking, such as atypical rate or rhythm, as well as repetitions of sounds, syllables, words, and phrases. Category of Disability under IDEA Chapters 15 & 16 Hearing Impairment Definitions (Chap. 17 Gifted and Talented not under IDEA) Hearing loss is determined by an audiologist, who is a special clinician trained to identify and treat problems in hearing or balance. Pediatric audiologists use a number of different tools to identify how loud sounds must be before a child can hear them, and then they map the results on a chart called an audiogram. Characteristics Causes Research-based Instructional Strategies Conductive - there is a problem with how the outer ear (what you see) or middle ear (ear canal, tiny bones, ear drum) works -can be temporary -they hear voice like the voice with a cold Congenital - present at birth - can be caused by prenatal ill-nesses such as rubella, diabetes, cytomegalovirus (CMV), or other complications during pregnancy - 50 percent of congenital hearing loss is caused by genetics, or hereditary factors FM/DM System Sensorineural - there is a problem with how the inner ear (snail-like cochlea, auditory nerve) works - sounds are not only softer but also unclear and distorted Mixed both conductive and sensorineural causes are present. Acquired - after birth - includes diseases such as meningitis, measles, mumps, or chickenpox, among others - has two components: a wireless microphone that is either worn or held by the teacher or by anyone providing instruction, and a receiver that is connected wirelessly to the student’s hearing aids or cochlear implant(s) Communication Access Realtime Translation (CART) - an accommodation that is typically requested only for older students with good Deaf Culture Vision Impairment Low vision - has a long and rich history in the US, and has a strong sense of community and shared language -an impairment in vision that, even with correction, adversely affects a child’s educational performance - describes individuals who read print, English reading proficiency - The CART writer either is present in the classroom during instruction or can be listening remotely through a microphone that the teacher uses. The writer captions all spoken information, which is then transmitted in real time to a handheld screen at the student’s desk or on a laptop Lack of Incidental Learning -Incidental learning is problematic for all children with visual impairments Congenital - occurs at birth or, in the case of blindness, before visual memories have been established - can affect the child’s earliest access to Expanded core curriculum - includes the following areas: compensatory and communication skills, social and interaction skills, orientation and mobility (O&M) skills, independent although they may depend on optical aids, such as magnifying lenses, to see better. A few read both braille and print; all rely primarily on vision for learning. Individuals with low vision may or may not be legally blind. Functionally Blind Totally Blind - individuals who typically use braille for efficient reading and writing. They may rely on their ability to use functional vision for other tasks, such as moving through the environment or sorting items by color - describes those individuals who do not receive meaningful Limitations in Ability to Get Around information and experiences. - Individuals who have visual impairments are limited in their Adventitious spontaneous ability to move safely in and - vision loss after having through their unimpaired vision environment. This restriction influences children’s early motor development and exploration of the world and thus affects their knowledge base and social development Limitations in Interactions with Environment - Knowledge about and control over the environment often are areas of concern for individuals with visual impairments. In some cases, their limited living skills, recreation and leisure skills, selfdetermination skills, use of assistive technology, sensory efficiency skills, and career/vocational skills. Orientation and Mobility Training -Development of body image -Understanding physical environment and space -Orientation to different environments -Ability to travel in school and community environments -Opportunities for unrestricted, independent movement and play input through the visual sense -generally read braille vision reduces their level of readily acquired information about their environment and their ability to act on that information. For instance, they cannot determine at a glance the source of a loud crash or a burning smell, so they cannot quickly determine an appropriate reaction. Adapted Materials - A variety of adapted materials are available for use by students with visual impairments, including braille and large-print maps, measuring devices, graph paper, writing paper, calendars, flash cards, and geometric forms. A good source of adapted materials is the American Printing House for the Blind. Assistive Technology (Braille Reader) - several types of devices make access to the curriculum much easier for people with visual impairment -optical character reader, which will convert the print to an electronic form that he can either emboss in braille or read aloud using the computer’s voice synthesizer Gifted and Talented - identified at the preschool, elementary, or secondary level as possessing demonstrated or potential abilities that give evidence of high performance capability in areas such as intellectual, creative, specific academic, or leadership ability, or in the performing and visual arts, and who by reason thereof, require services or activities not ordinarily provided by the school Creativity - Fluent, flexible, imaginative, and original thinkers -Intrinsically motivated and curious -Adventurous, risk takers, and persistent problem solvers -Able to generate multiple ideas and solutions to problems -Intellectually playful and willing to manipulate ideas -Able to improvise and comfortable with uncertainty. Whether giftedness originates from nature and/or nurture has long been debated. In terms of nature, neuroimaging techniques have enabled scientists to document differences in the structure of the brains and the neurological functioning of students who are gifted Acceleration - Students start kindergarten or college early, skipping one or more grades in order to experience higher levels of instruction, and/or attend a higher-gradelevel program for part of the school day. Enrichment - all-school enrichment programs provide proven ways to educate students who are gifted Leadership - Key characteristics associated with leadership include the ability to engender others’ trust, to assess situations quickly, and to take direction for the benefit of a group Visual and Performing Arts - Students with talents and gifts in visual and performing arts often pursue these avenues with determination, seeking opportunities to create and perform whenever they can. -Determining “giftedness” in these areas can be subjective; those determinations involve the use of in the general education classroom, to the benefit of all students - Address the top 20 percent of students in a school through special interest groups, specialized instruction in small groups, and mentoring on individual projects Compacting the Curriculum - differentiation method teachers can use to make sure all students are challenged especially for students who are gifted who already mastered the given materials Differentiated Instruction (See Week 4) portfolios, performance evaluations, and product assessment activities Social and Emotional - children who are gifted experience lower levels of anxiety and depression than their typical peers, although this can change as children enter adolescence, particularly for girls - Many students who are gifted tend to develop a sense of perfectionism that can lead to negative selfjudgments. Differentiated instruction modifies traditional instruction. In differentiated instruction, a teacher uses more than one instructional methodology, such as increasing students’ access to instructional materials in a variety of formats, expand-ing test-taking and data collection options, and varying the complexity and nature of content presented during the course of a unit of study Guided Notes Exceptional Lives Name: Firas Sawaf Chapters 3 & 4 1)pp.66-76 Partnering with Families Define: Family – group of two or more people related by birth, marriage, or adoption who reside together. Demographics of families – statistical comparison of population. Differ for youth with and without disabilities. This can affect the capacity of families to provide school-related support. Family domains – 1) emotional well-being 2) parenting 3) family interaction 4) physical/material well-being and 5) disability-related support Parent role in the 6 IDEA principles – be partners with professionals in making decisions about the education of their children. Principles of Family-Professional Partnerships – 1) communication 2) professional competence 3) commitment 4) advocacy 5) respect and 6) equality How will this research inform your future relationships with families and parents? This research helps me realize that as a future professional working with students with disabilities, I should include the families and parents of students with disabilities in planning their appropriate education. This tells me that I should communicate with them, make myself knowledgeable in my role for me to be competent, commit myself in my goals, support the parents in their advocacy towards appropriate education for students with disability, respect them, and treat them and their children the same as how I treat other parents and their children without disability. 2) pp. 81-86, 109-117 IEP meetings These are very important sections of the text. Please review and take notes that will help you retain this information. Additional information related to terms from week 1 are built on here. In week 3 we will be simulating an IEP meeting with the purpose of putting this information into action. IEP – Individualized Education Program Discuss what your role would be in an IEP meeting in the future. General education teacher? Special education teacher? Speech/language therapist? Occupational/physical therapist? Right now, I can see myself more of being a general education teacher with a few students having disabilities. With this, I would be meeting with their parents to talk about IEP of their children. 3) pp.99-108 Nondiscriminatory Evaluation Define: Screening – assessing for a condition or situation in the absence of symptoms Pre-referral process – aims to address difficulty in academic content areas. This can involve one or more of the following: • Delivery of more intense instructions • Instruction for a longer duration • Different types of instructions provided to the student to address his/her performance before referring him/her for evaluation for eligibility for special education services Criterion-reference assessments – Measure student performance compared to an existing or predetermined standard Curriculum-based assessments – Directly assessing the student’s skills in the content of the curriculum. Progress monitoring –Involves assessing students in areas in which universal screening determined that students were at risk for academic difficulties. Formative assessment – Involves frequent assessment of student progress with wider rays of strategies across time to check for student understanding and learning. Summative assessment – Used to assess educational outcomes like results in state tests in core content areas. Discuss why all of these measures of evaluation are essential for IDEA to be effective. All the measures mentioned above are essential for IDEA to be effective because they involve processes that screen students to see if IDEA can be applied to them. They also determine what other parts of the program the students need. The evaluation also assesses the student’s performance to measure their progress and assess their overall development from the program. 4) pp.94-97 Discuss ‘Challenging Academic Content Standards’ and ‘College and Career Readiness Standards’. Academic content standards are the same among the US states. These standards describe what our society thinks all students should know which is also part of IDEA’s policy goals. The state set challenging academic content standards for each of grades 3 to 8 and at least once in grades 9 through 12. This helps students prepare for postsecondary education as these standards align with postsecondary entrance requirements. College and career readiness standards are somewhat similar as they aim to prepare students to be equipped with the knowledge they need to be ready for college and career as soon as they graduate high school. Guided Notes Exceptional Lives Name: Firas Sawaf Chapters 1&2 1) pp.38 Define: Culture – “customary beliefs, social forms, and material traits of a racial, religious, or social group; also, the characteristic features shared by people in a place and time” Macroculture – a dominant societal culture that majority of the people in a place and time share. It can be democracy and capitalism in the United States. Microculture – specific beliefs, forms, and traits that some people share with others but not with all. This can be related to language, gender, religion, age, class, race, disability/exceptionality, income or geography that is not the same for everyone. Where do people with disabilities fit in these terms? Since people with disabilities share traits that is common among them but not to all people in a specific place and time, then they fit in microculture. However, they can also share the same societal culture with majority of the people which also makes them fit in a bigger microculture. 2)pp. 38-42, 6-7 Summarize the history of disability court cases and legislation beginning with the 1950s and ending with Endrew F. v Douglas County School District (2017) In the 1950s, students with disabilities were discriminated in schools in two different ways: 1) they were not admitted in schools and 2) if they were admitted, they were not given effective or appropriate education. Parents of children with disability began to form advocacy organizations to assert their children’s rights to proper education. These parents began to sue state and school officials for exclusions and misclassification of students with disability. They used the Brown v. Board of Education case to argue their cause that since schools should not discriminate students based on race, they should also not discriminate based on disability. In 2017, Endrew won high his right to an education. Since he was 2 years old, Endrew was diagnosed to have autism and later on ADHD. This made him eligible for free public education or FAPE. However, the public school did not provide the appropriate education for him. His parents had to transfer him to a private school for him to progress – the progress that he did not achieve in his years in public school. They lost in the federal trial court but they brought their case to the Supreme Court and won. Discuss the parallels with this movement against discrimination with the civil rights movement. The women’s right movement. This movement for students with disability is parallel with other movements against civil rights movements and women’s right movement. All these movements sought to end injustice among people who share microculture. These movements aimed to end injustice. They all ended up in better equality among people and changes in laws that became more favorable to different groups in the society. The advocacy groups against discrimination of people with disability resulted to congress brining the IDEA that protects people with disability. This is also the same with civil rights movement that resulted to laws against discrimination as well as the women’s right movement that resulted to allowing women to vote and enjoy the same benefits that men have. 3)pp. 7-25 Individuals with Disabilities Education Act – also known as IDEA that provides FAPE and other programs that aim to provide prevention, intervention, and education for children and youth with disabilities from birth through 21. Define: Free Appropriate Public Education (FAPE) – this enables students with disabilities the right to be given free appropriate public education from birth until they reach age 21. The provisions given to students vary by age. Special Education – Specially designed instruction for students with disabilities, at no cost to student’s parents, that meets the unique needs of the student in school. Related Services – Supplemental instructions or services that are necessary to assist the student in benefiting from specialized education. Supplementary Aids and Services – Aid, services, and other supports provided in regular education classes other education-related settings to help students with disabilities learn with nondisabled students. Zero Reject – This prohibits schools from excluding any student with disability to have free appropriate public education. Nondiscriminatory Evaluation – This ensures educators are giving appropriate education to students with disability. This evaluates whether students really have disability. If the student has no disability based on the evaluation, the IDEA will no longer apply on that student. If the evaluation shows that student has a disability, then the assessment would define whether the student needs special education and related services. Appropriate Education – Education given according on how educators, parents, and sometimes student plan what services should be provided and where they will be provided. There are also standards set by IDEA that educators must meet. Substantive Definition of Appropriate – tells what students have right to receive. It relates to the content of the student’s curriculum. Least Restrictive Environment – This is an environment in which students with disability learn alongside students who do not have disabilities. Procedural Due Process – The process that makes schools and parents accountable to each other for carrying out the student’s IDEA rights. Parent and Student Participation – An accountability technique of IDEA that gives the right for parents to be part of the IEP team, to receive notices from school about free appropriate public education before they make changes, to use techniques to resolve disputes, review child’s records, and control who has access to personal information of their child. IDEA includes detailed requirements as to how children with disabilities can be disciplined. Review page 14 and discuss why you think this amount of detail is necessary in the law. The amount of detail about disciplining children with disabilities is necessary in the law to ensure that children with disabilities are disciplined appropriately. It is clear that the equal treatment means disciplining all students with or without disabilities equally, but there are exceptions. Since students with disabilities may have different behavior that can be out of their control, it is important that they are not being disciplined for these behaviors related to their disabilities. Putting this in the law ensures that children with disabilities will not be maltreated and will still receive appropriate discipline necessary for their own growth. 4)pp. 42-50 Cultural Bias and Student with Disabilities Define: Intersectionality – Introduced by Crenshaw (1989). Happens when two aspects intersect such as the intersection of race and sex for Black women who get double discrimination for their race and sex. Disproportionality – Underrepresentation or overrepresentation of students with disabilities. Restraint – Divided into two: 1) Mechanical 2) Physical. Mechanical restraint is any device or equipment used to restrict the movement of student (ex: handcuffs, tapes, and ropes). Physical restraint is a personal restriction to reduce the ability of the student to move his/her torso, arms, legs, or head freely. Seclusion – Student is involuntarily confined alone in a room or area and prevented from leaving. Reviewing the statistics in these pages, what summary statements can you make? Based from the statistics, we can say that all people from all cultures benefited from IDEA as long as they belong to the microculture of people with disability. Majority of them also belong in the regular class or mixed with students who do not have disabilities, but this does not happen all the time. These students with disabilities are more prone to experience bullying since they are two times more likely to be bullied than they non-disabled classmates. Majority of restraints also come from students with disabilities.
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Please view explanation and answer below.This is the 2 first section. tomorrow or the other day I will send you the whole output.

MY FINAL
PORTFOLIO

ED 230 AND 230 2 NATURE OF EXCEPTIONAL
CHILDREN

Name:
Section: SPRING-2021

Section I – Overview of Special Education and Working with Families

REFLECTION
TRAUMATIC BRAIN INJURY
Traumatic brain injury (TBI) is sudden damage to the brain caused by 35 % of falls with the most
frequent among young children from birth to age 4 and adults age 75 or older. For, from birth to 4
years old. They are prone to falls because they could not yet balance their body. They are also called
the “the scientist” at their young age. They love to experiment with things, imitate what adults did
and sometimes try to make things we couldn’t imagine. While elder with the age of 75 and above.
They need full of attention and care because they are also prone a falls like kids. At their old aged,
most of them are suffering what we called, Alzheimer's disease. They become forgetful individuals
and a lot of times, they only remember things in the past. That’s why we encourage to be more
focused on caring for kids and the oldest person in our home. To prevent them from falls or any harm
that affects their intellectual abilities.
Second, Automobile accidents with 17% of people will encounter especially the ages between 20 to
24, and the leading cause of death from TBI. At their adolescent age, they become more aggressive.
Most of them, influenced by alcohol or addictive drugs and drive a car or any vehicle. And then, it
will become their failure to survive in the accident.
17% of damage to the brain on being struck by or against something. Typically occurs in sports or
recreation when a person collides with a moving or stationary object. It happens, especially in sports.
Most victims are athletes or players. For example, in a basketball tournament. The players are subject
to injuries by unexpected hits by their opponents and turn to fell down his head.
Next is Assaults 10% of people are injured particularly persons who are using firearms. Like, guards,
police, and the army. It happens when there’s trouble or in the training areas. The other one is Nonfirearm assaults include child abuse that results in head injuries in infants. Mostly at home, some of
the adults inside the house become abusive to the children. They hit them whatever they want and
accidentally, straight on the head of a child that case TBI. Lastly, 21% of unknown or other causes.
Maybe, it happens in some matters.
These causes developed physical changes which cause fatigue and conditions such as seizures,
spasticity, and bladder and swallowing difficulties. Some of these effects will recover quickly, others
will take time, and still, others may become a lasting problem. Cognitive and Academic Changes, a
brain trauma such as shortened attention span, difficulties of recalling short and long-term memories,
problem-solving, and understanding new information. The students with this kind of injury become
slow in learning. Emotional and Behavioural Changes of a child with severe and mild TBI have an
increased risk problem on building a close relationship towards others. Difficult to solve social
problems like helping neighbors, they look numb and some people think they are selfish of not

helping others when in need. It is also because they don’t recognize what others feel. At an early
age, a student with severe TBI is suffering anxiety, depression, and unfriendly. They are always
irritated. Depending on the severity and age of injury, a student with TBI is violent and uneasy to
accept their wrong.
Based on the research-based study, these are the strategies that a student with TBI to keep up dealing
with other normal children: Environmental access, let them socialize with other children;
Positioning, treat the student the same with other normal children; Communication, there are two
ways to teach a student with TBI. It’s either unaided or aided communication. Unaided modes of
communication as a teacher we will use gestures and facial expressions while aided modes of
communication include external support such as pictures or tangible objects. By teaching them these
two modes of communication it will help them to communicate well at home, school, and
somewhere else; System of Least is an action of teachers to instruct a student with TBI. A verbal
instruction to complete the task you are going to assign to him. Be specific in giving instructions,
clear, and easy to understand; Token Economy System, the strategy of a teacher on giving rewards to
students who are reciting and get a correct answer. By that, students will encourage to recite again
and give their ideas about the topic that the teacher tackled. This strategy helps students boost their
confidence and become a way for interactive communication.

GUIDED NOTES
Category of Disability under IDEA
Traumatic Brain Injury
This 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.
Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or
more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment;
problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions;
information processing; and speech.

Characteristics of a student with TBI:
1. Physical Changes. The student has coordination problems, physical weakness, and fatigue.
2. Cognitive and Academic Changes. Intelligence quotients (IQs) were within the low average
to average range. Students who had sustained a severe brain injury had increased rates of
intellectual impairment, particularly related to nonverbal skills. The cognitive impact of brain
injury often results in problems associated with memory, planning, problem-solving, and
abstract reasoning.
3. Emotional and Behavioural Changes. A student with mild TBI has few long-term social
consequences; however, students with moderate and severe TBI have an increased risk for
problems in building close friendships, solving social problems, and recognizing emotions.
Students who experience severe TBI at an earlier age have significantly higher levels of
internalizing and externalizing behavior problems. Depending on the severity and age of
injury, students with TBI have an increased risk for challenges related to inhibiting, stopping,
or redirecting their ongoing actions.

Causes to avoid:
1. Falls (35%) - most frequent among young children from birth to age 4 and adults age 75 or
older.
2. Automobile accidents (17%) - leading cause of death from TBI and occur most frequently
among adults ages 20 to 24 years. Most commonly when driving under the influence of
alcohol.
3. Being struck by or against something (17%) - typically occurs in sports or recreation when
a person collides with a moving or stationary object
4. Assaults (10%) - frequently involve firearms. Non-firearm assaults include child abuse that
results in head injuries in infants.
5. Unknown/Other Causes (21%)

Research-based Instructional Strategies
Assistive Technology can be used to address needs in many areas, including:
➢ Environmental access - To access environment e.g., switches to turn book pages
➢ Mobility
➢ Positioning - to address positioning needs, e.g., standers to enable students to be in the same
position as their peers without disabilities
➢ Communication - to communicate e.g., augmentative and alternative communication systems
➢ Learning
Systems of Least Prompts also called least-to-most prompting, uses the time delay, but also uses “a
hierarchy of prompts that moves progressively from having a minimal influence to having a maximal
influence. An alternative to SLP is the most-to-least prompts strategy, which follows the same logic
as SLP, but in the opposite direction—that is, from maximum to minimum-intensity prompt. This is
used particularly with the student who has multiple disabilities to ensure that the student is always
reinforced for the correct behavior.
Token Economy System (strategy presentation). A strategy to make kids follow rules. Similar to a
rewards system in which kids can earn tokens as rewards.

ARTICLE/ARTIFACT
A Person with Traumatic Brain Injury
In life, God gave us different abilities. An ability which we are in line with existing. For me, there
are two kinds of abilities that the Lord gave to each of us. These are good and bad abilities. A lot of
people are gifted from good abilities, some are not and they are people with disabilities. Like a
person with traumatic brain injury. A person that needs a high level of special treatment or entitled to
give more attention. Especially those little kids and elders that are suffering this type of sickness. But
before we get this illness there is always a reason behind it. As we tackled above, a child with a TBI
disability was the victim of a harmful event. They are the ones who are being struck by something in
the head. That caused the malfunctioning of their intellectual skills. Cognitive problems appear when
someone is mildly or severely encounter this. Needs to pay more attention and quickly medication to
prevent severe damage of mind because if we let it go, the more we put our life in the risk situation. I
suggest to everyone that always be careful with ourselves, especially with our minds. Being aware is
a must and leads us to a safe and peaceful life because the one who shall take good care of our body
is only ourselves.
Some of us didn’t aware of that case of sickness and we always disregard a person with this type of
disability. Instead of knowing their situation, we chose to criticize them from the wrong attitudes that
we seem to them. One thing I just want to say to everyone that before we judge a person, make sure
that we search first their situation. Why are they doing that kind of behavior? Despite their
disabilities, they would also have one side of goodness. Because I believe that God creates us with
purpose and that plan is to spread understanding and love to anybody despite differences.

REFLECTION
Speech and Language Disorders
The speech and language disorders. A communication disorder such as stuttering, impaired
articulation, a language impairment, or a voice impairment adversely affects a child's educational
performance. Difficulties of a child to speak clearly. In these disorders, we will see the various
disorders of a child in speaking a language. First, the speech disorder. This kind of disarray involves
the stuttering of the speaker's voice. There are many possible causes of speech disorders, including
brain injuries, autism muscle weaknesses, and hearing loss. It also occurs at or before birth. It affects

the quality or the fluency of his language. Most of them, with this type of disorder, affect a person’s
self-esteem and overall quality of life.
Second, the language disorder. It is the difficulty of receiving, understanding or formulating ideas
and information. An acquired language disorder that occurs well after birth. For example, seizure
disorder, tumor, infection, radiation came from gadgets, and traumatic brain injury or TBI. A person
with this kind of disorder is people with cleft lip or palate and other structural deficits or anomalies
and hearing impairment.
Third, the receptive language disorder. It is for a child to receive and understand information. It
affects the ability to acknowledge what we said to them. Generally, problems with language
comprehension begin before the age of three years. Children recognize the spoken language before
they can use language to express themselves. Spoken language, written language, and their
associated components are each a synergistic system comprised of individual language domains. If
your child has a phonological disorder, they can make the sounds correctly, but they may use it in
the wrong position in a word, or the wrong word. For example, a child may use the d sound instead
of the g sound, and so they say 'doe' instead of 'go'; Difficulties with morphology and syntax can
impact a child's receptive language abilities. For example, children may not understand the tenses of
the past/present/future. Children may not understand plural forms of words. Children may only
understand part of a word; A child who has difficulty with semantics might find it difficult to
understand instructions or conversations with words that have a double meaning. As they may only
know one meaning or find it difficult to understand that some words have more than one meaning;
and, Children with a pragmatic disorder may demonstrate a general language delay. They ma...


Anonymous
Really helpful material, saved me a great deal of time.

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