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Chapter 6

PSYC 201 Chapter Notes - Chapter 6: Attention Deficit Hyperactivity Disorder, Cerebral Palsy, Individualized Education Program


Department
Psychology
Course Code
PSYC 201
Professor
Barbara Wilson
Chapter
6

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Chapter 6 PSYCH 201
Learning Goals
1. Describe the various types of disabilities and disorders
2. Explain the legal framework and technology advances for children with disabilities
3. Define what gifted means and discuss some approaches to teaching children who are
gifted
Legal Aspects
School serve all children fairly
Public Law 94-142 Education for All Handicapped Children Act (1975):
All students with disabilities should be given a free, appropriate public education
Individual with disabilities act- IDEA (1990)
Least Restrictive Environment
Setting that is similar to the one in which children who do not have a disability are
educated
Inclusion- educating children with special education needs full time in a regular
classroom
Legal Aspects
IEP: Individualized Education Plan
Written statement that spells out a program specifically tailored for the student with a
disability. The IEP should
Be related to the hild’s learig apacity
Be ostruted to eet the hild’s idiidual eeds ad ot erel op hat is
offered to other children
Provide educational benefits
Learners Who Are Exceptional
Children with Disabilities
Learning disabilities
Attention Deficit Hyperactivity Disorder
Physical Disorders
Sensory Disorders
Speech and Language Disorders
Autism Spectrum Disorders
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Emotional and Behavior Disorders
Disabilities- Ioles a liitatio o a perso’s futioig that restrits the idiidual's
ability
Sensory Disorders
Visual Impairments (1 out of 1000 students)
Includes students who have:
Low Vision: visual acuity between 20/70 and 20/200 with corrective lenses. Can read
large print with or without magnifying glass
Educationally blind: (1 in 3000 children) Must use hearing and touch to learn
Hearing Impairments
Deaf at birth or early in life do not develop normal speech and language
Students who have not yet been diagnosed
Physical Disorders
Orthopedic impairment, cerebral palsy, seizure disorders
Orthopedic Impairments
Restricted movement
Lack of control over movement due to muscle, bone or joint problems
Causes: Prenatal, Perinatal (Cerebral Palsy- lack of oxygen at birth), Disease, Accidents
Cerebral Palsy
Involves:
Lack of motor coordination
Shaking, trembling
Unclear or indistinguishable speech
Special computers
May not have cognitive deficits
Seizure Disorders
Epilepsy: Nervous disorder characterized by recurrent sensorimotor attacks or movement
convulsions
May lose consciousness
May become rigid and move jerkily
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Aset seizure: “paig out or rief starig spell
Intellectually Challenged- (mental retardation)
Prior to 99’s MR deteried  IQ sore aloe
Increasingly taught in regular classroom
Geeti fators Do’s sdroe ad rai daage
Onset before age 18
Inadequate intellectual functioning
Involves low intelligence (below 70)
Lack of age- appropriate learning skills, impairment in self- care skills
Intermittent- Supports are provided as needed
Limited- Supports are intense and relatively consistent over time
Extensive- Supports are characterized by regular involvement in at least some setting and are
not time limited
Persuasive- Supports are constant, very intense, and are provided across settings
Classifications based on degree of support needed:
Intermittent, limited, extensive or pervasive
Classifications based on IQ ranges:
Mild: most common about 85%
Can develop academic skills at 6th grade level. Mainstreamed
Moderate
Severe: neurological complications, CNS defects
Intellectually challenged-
Brain damage and environmental factors
Brain damage- can occur from infections and environmental hazards
Environmental hazards
Prenatal: German measles, syphilis, herpes, AIDS, alcoholism
Childhood: Meningitis, encephalitis
Environmental hazards: Blow to the head, malnutrition
Poisoning
Birth injury
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