Week 7 Assignment

Running head: DISABILITY RESEARCH PROJECT 1

Disability Research Project

Janice Clipper

EDU 3341

Dr. Shawn Watters

November 27, 2021

DISABILITY RESEARCH PROJECT 2

Disability Research Project

Abstract

This is a research project that will explain the fourteen disability categories recognized by

the Individuals with Disabilities Education Act, (IDEA). In each of the fourteen categories, I

will define what each disability is. I will give the characteristics for each of the fourteen

categories. I will describe the causes, explain the prevalence of each category, and identify how

each category is identified and assessed. I will include how to plan and provide for each

category. I will explain the educational approaches and the process of educational placement.

Specific Learning Disability (SLD)

Definition and Classification

According to the Individuals with Disabilities Act (IDEA), Specific Learning Disability is

defined as a disorder in 1 or more of the basic psychological processes involved in understanding

or in using language, spoken, or written, which disorder may manifest itself in the imperfect

ability to listen, think, speak, read, write, spell, or do mathematical calculations. (IDEA, 2004)

Does not include learning problems that are a result primarily from visual, emotional

disturbance, environmental, motor disabilities, hearing, intellectual disability, economic

disadvantage, or cultural.

Characteristics

Students with learning disabilities can have a range of symptoms. When a student has a

learning disability, they may have difficulty learning numbers and letters, they may have

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handwriting that is not legible or trouble handling pencil, difficulty remembering, difficulty with

spelling, difficulty reading and comprehending, and limited vocabulary to name a few.

Causes

There are many factors that can influence the development of specific learning disorders they

include but are not limited to genetics, environmental exposure, prenatal risks, neonatal risks,

physical and psychological trauma. If a family has a history of learning disorders the chances of

child developing a learning disorder is greater. Environmental exposure such as toxins can affect

the brain and the way that one develops.

Prevalence

According to the U.S. Department of Education, 36 percent of all students classified as

special education represent Specific Learning Disabilities.

Identification & Assessment

When a student is suspected of a learning disability the following evaluations should be

considered. An observation should be completed on the students, this should be done by someone

other than the general education teacher of the student. This observation should be of the

student’s academic performance in the classroom setting. For evaluation certain information is

needed. Some of this information includes but is not limited to the developmental history of the

student and the intellectual ability of the student, For these assessments the motor skills,

cognition, communication, social, and memory.

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Planning and Providing Special Education Services

When it comes planning and providing special education services for a student with a

specific learning disability it is important to look at the needs of the student. Early intervention is

always important. When the disability is identified, intervention planning should begin. By

planning early, the student will be more likely to be successful. An IEP is beneficial to students

with SLD. The IEP will outline and describe the services and needs of the student. The IEP will

also outline accommodations the student will need within the classroom. Any related services

outside of academics will also be included in the IEP, such as speech or occupational therapy.

Collaborating with Parents and Families

When it comes to the student’s success, collaboration with the family is important.

Students who have been identified as having specific learning disability will require

accommodations in the educational setting. Families are able provide important information

about the child’s strengths and weaknesses. They are also able to provide information pertaining

to the student outside of the school environment. When it comes to the success of the child, they

are more likely to succeed when the family and IEP team can effectively work together to make

sure the need of the student is being met.

Educational Approaches and Placement

Specific learning disability can have many symptoms. When it comes to having student

in the classroom with this disability it may be challenging. Making sure the student is being

given the resources listed within their IEP can help ease the challenge. Making sure the student is

in the correct placement and receiving appropriates services for this disability is essential.

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Emotional and Behavioral Disability (EBD)

Definition and Classification

According to the Individuals with Disabilities Act (IDEA), Emotional and Behavioral

Disability is defined as 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 (IDEA, 2004)

Characteristics

Characteristics of emotional and behavioral student can vary. Some characteristics that

can be seen are withdrawn from peers, behaviors that are antisocial, lack of pleasure in daily

activities, headaches, difficulty concentrating, difficulty remaining still, trouble controlling

moods, fatigue, and difficulty with self-control just to name a few. This are some characteristics

of emotional and behavioral disabilities, but the list does include more

Causes

There are many factors that can contribute to the cause of emotional and behavioral

disability. Some causes are developmental, biological, learned behavior, and environment

related. When it comes to biological causes this can be because of chemical imbalance,

especially in teens. Another biological cause are brain injury, illness, or psychological reasons.

Home life can cause emotional and behavior disability. Stress, lack of structure, violence, and

abuse can all be causes of emotional and behavior disability.

Prevalence

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According to the U.S. Department of Education, 6 percent of all students classified as

special education represent Emotional Disturbance.

Identification & Assessment

When it comes to identifying and assessing students with emotional and behavioral

disturbances evaluation and assessments are needed. Information needed for assessment and

evaluation are but not limited to social history, family history, medical history, developmental

history, and school history. Observation is need of the students in their general education

classroom. Data is needed on the students’ behaviors in the classrooms and the information

surrounding the behaviors that are documented. The students’ strengths and weakness need to be

addresses when assessing.

Planning and Providing Special Education Services

When it comes planning and providing special education services for a student with

emotional and behavioral disability it is important to look at the needs of the student. Early

intervention is always important. When the disability is identified, intervention planning should

begin. By planning early, the student will be more likely to be successful. An IEP is beneficial to

students with emotional and behavioral disability. The IEP will outline and describe the services

and needs of the student. The IEP will also outline accommodations the student will need within

the classroom. Any related services outside of academics will also be included in the IEP, such as

speech and occupational therapy. Special classroom or school accommodations are needed they

also will be outlined in the IEP. For example, special accommodation when testing. For example,

placement in an inclusion classroom with like peers if the impairment is severe to be placed

withing a general education classroom.

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Collaborating with Parents and Families

When it comes to the student’s success, collaboration with the family is important.

Students who have been identified as having emotional and behavioral disability will require

therapy and accommodations both in and out of the educational setting. Families are able provide

important information about the child’s strengths and weaknesses. They are also able to provide

information pertaining to the student outside of the school environment. When it comes to the

success of the child, they are more likely to succeed when the family and IEP team can

effectively work together to make sure the need of the student is being met.

Educational Approaches and Placement

Emotional and behavioral disability can have many symptoms and behaviors. Emotional

and behavioral students can present classroom challenges. Behaviors can be caused by several

things. One cause could that they cannot control i.t Another cause could be that the student is

dealing with a lot of emotions. Due to the challenges that emotional and behavioral disabilities

can present in the classroom having a functioning and up to date IEP is important. Making sure

the student is in the correct classroom placement and is thriving is essential. Placement will

depend on the needs of the student, while some students are able to function in a general

education classroom, others need more support to meet their needs. When it comes to handling

students with emotional and behavioral disabilities applied behavior analysis is beneficial. ABA

provides the support students and teacher need to deal with challenges.

Speech or Language Impairments (SLI)

Definition and Classification

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According to the Individuals with Disabilities Act (IDEA), Speech or Language

Impairments are defined as a communication disorder, such as stuttering, impaired articulation, a

language impairment, or a voice impairment, that adversely affects a child’s educational

performance. (IDEA, 2004)

Characteristics

Some characteristics of speech and language impairments include but are not limited to a

vocabulary that is reduce compared to like peers, trouble following directions, difficulty

pronouncing words, trouble with expressing their ideas, difficulty using words and their meaning

correctly, and trouble with voice sound

Causes

The causes for speech and language impairments are not always known. Some cause for

speech and language impairments includes but are limited to physical impairments, hearing loss,

brain injury, neurological disorders, and intellectual disabilities.

Prevalence

According to the U.S. Department of Education, 21 percent of all students classified

special education represent Speech and Language Impairments. The estimate given does not

account for students who have other conditions that would be consider having speech and

language problems secondary.

Identification & Assessment

When it comes to identifying and assessing speech and language impairments different

assessment and evaluation are needed. Some evaluations that are needed include but are not

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limited to language abilities, and hearing screening. Assessment on the student’s vocabulary,

expressions, and memory are also needed. Observations of the student in the general education

classroom with observing speech and language.

Planning and Providing Special Education Services

When it comes planning and providing special education services for a student with a

speech or language impairments it is important to look at the needs of the student. Early

intervention is always important. When the disability is identified, intervention planning should

begin. By planning early, the student will be more likely to be successful. An IEP is beneficial to

students with SLI. The IEP will outline and describe the services and needs of the student. The

IEP will also outline accommodations the student will need within the classroom. For example,

extra time completing classwork. Any related services outside of academics will also be included

in the IEP, such as speech.

Collaborating with Parents and Families

When it comes to the student’s success, collaboration with the family is important.

Students who have been identified as having speech and language impairments will require

accommodations in the educational setting. They also may need to receive services outside of the

school setting such as extra speech. Families are able provide important information about the

child’s strengths and weaknesses. They are also able to provide information pertaining to the

student outside of the school environment. When it comes to the success of the child, they are

more likely to succeed when the family and IEP team can effectively work together to make sure

the need of the student is being met.

Educational Approaches and Placement

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Speech or language impairments can be challenging for a student an also the teachers

servicing the student. When a student has speech or language impairment services for the

students will help with the impairments. Speech and language therapy are a must for these

students. Making sure the student is receiving the services is important. Placement for students

with speech or language impairment are general education classroom.

Hearing Impairments (HI)

Definition and Classification

According to the Individuals with Disabilities Act (IDEA), Hearing Impairments are

defined as an impairment in hearing, whether permanent or fluctuating, that adversely affects a

child’s educational performance but that is not included under the definition of deafness in this

section. (IDEA, 2004)

Characteristics

Common symptoms of hearing impairments are ringing in the ears, speech delay in child,

hearing problem, sensitivity to sound, and social isolation. Difficulty with oral expression, social/

emotional or interpersonal skills, and following verbal directions.

Causes

Hearing loss is defined as one of three types conductive, sensorineural, mixed

(combination of the two). Chronic exposure to loud noises can contribute to hearing loss. Age is

also another factor. Some other factors that can cause hearing loss are excessive ear wax,

genetics, and infections. Damage to inner ear or ruptured eardrum can cause hearing loss. Other

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medical issues can also contribute to hearing loss. For examples some medications can cause

hearing loss.

Prevalence

About 2 to 3 out of every 1,000 children in the United States are born with a detectable

level of hearing loss in one or both ears. (U.S. Department of Health and Human Services, 2021)

Thirteen percent of people in the United States aged 12 years or older has hearing loss in both

ears, based on standard hearing examinations.

Identification & Assessment

When a student is suspected of a hearing impairment identifying and assessing must be

done correctly to ensure the students is getting the resources needed to be successful. The first

assessment that would need to be done is an audiological assessment, which is done by a

licensed professional audiologist. A statement or assessment of the health of the student would

need to be made available. This statement would describe that type of hearing loss and the

treatment plan. An assessment to see how this disability would affect the student’s learning.

Other assessments and evaluations may be needed.

Planning and Providing Special Education Services

When it comes planning and providing special education services for a student with a

hearing impairment it is important to look at the needs of the student. Early intervention is

always important. When the disability is identified, intervention planning should begin. By

planning early, the student will be more likely to be successful. An IEP is beneficial to students

with hearing impairment. The IEP will outline and describe the services and needs of the

student. The IEP will also outline accommodations the student will need within the classroom.

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For example, hearing devices. Any related services outside of academics will also be included in

the IEP. Special classroom or school accommodations are also addressed within the IEP.

Collaborating with Parents and Families

When it comes to the student’s success, collaboration with the family is important.

Students who have been identified as having hearing impairments will require accommodations

in the educational setting. They also may need to receive services outside of the school setting

such as speech or therapy. Families are able provide important information about the child’s

strengths and weaknesses. They are also able to provide information pertaining to the student

outside of the school environment. When it comes to the success of the child, they are more

likely to succeed when the family and IEP team can effectively work together to make sure the

need of the student is being met.

Educational Approaches and Placement

Hearing impairment students can be challenging. Hearing impairments can cause students

to required extended service other that for hearing. For students with hearing impairment speech

is often needed. Also, other form of communications may be required. Classroom placement is

also important. If a child can thrive in a general education classroom, then special classroom

placement is not needed. Following the accommodations and modifications for a student with

hearing impairment is essential. Receiving the services need for success is important.

Visual Impairments (VI)

Definition and Classification

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According to the Individuals with Disabilities Act (IDEA), Visual Impairments are

defined as an impairment in vision that, even with correction, adversely affects a child’s

educational performance. (IDEA, 2004) Visual impairments include both partial sight and

blindness.

Characteristics

When it comes to visual impairment characteristics there are many. Some characteristics

are motor and developmental delays. Another characteristic would be the inability to mimic cues

and behaviors of peers due to difficulty with visibility. These students may have no desire to

explore objects and or environments.

Causes

There are many causes that can lead to vision impairment. Common causes that lead to

vision impairment are eye injury, infections, underlying medical conditions, or inherited

conditions. Some conditions that can cause visual impairments are glaucoma, cataract, diabetic

retinopathy, cancer of the eyes, and amblyopia.

Prevalence

According to the U.S. Department of Education, less than 1 percent of all students

classified as special education represent Visual Impairments. represents less than 1.0 percent of

all students having a classification in special education. Total number of students with visual

impairments are not represented by this since visual impairment students also may have other

impairments.

Identification & Assessment

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Visual impairment evaluation should include the following: evaluation by an optometrist,

a written functional vision, and media assessment, completed by a licensed teacher of students

with Visual Impairments. This should include observation of visual behaviors of the student in

various environments, educational implications of eye condition based upon information

received from eye report, assessment and/or screening of expanded core curriculum, evaluation

of the student’s reading and writing skills, needs, appropriate reading and writing media.

Planning and Providing Special Education Services

When it comes planning and providing special education services for a student with a

visual impairment it is important to look at the needs of the student. Early intervention is always

important. When the disability is identified, intervention planning should begin. By planning

early, the student will be more likely to be successful. An IEP is beneficial to students with visual

impairments. The IEP will outline and describe the services and needs of the student. The IEP

will also outline accommodations the student will need within the classroom. For example,

device that reads to the students. Any related services outside of academics will also be included

in the IEP, such as a textbook in Braille if needed. If special classroom or school

accommodations are needed, they also will be outlined in the IEP.

Collaborating with Parents and Families

When it comes to the student’s success, collaboration with the family is important.

Students who have been identified as having visual impairments will require accommodations in

the educational setting. They also may need to receive services outside of the school setting such

as speech or therapy. Families are able provide important information about the child’s strengths

and weaknesses. They are also able to provide information pertaining to the student outside of

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the school environment. When it comes to the success of the child, they are more likely to

succeed when the family and IEP team can effectively work together to make sure the need of

the student is being met.

Educational Approaches and Placement

Visual impairment students can be challenging. Visual impairments can cause students to

required extended service other that for vision. Other forms of communication may be required,

such as using Braille to communicate. Classroom placement is also important. Special classroom

placement is needed. This is due to the circumstances surrounding vison. With vision impaired

students’ safety can be an issue in a general education classroom or school setting. Following the

accommodations and modifications for a student with vision impairment is essential. Receiving

the services need for success is important.

Deaf- Blindness (D-B)

Definition and Classification

According to the Individuals with Disabilities Act (IDEA), Deaf- Blindness is defined as

concomitant hearing and visual impairments, the combination of which causes such severe

communication and other developmental and educational needs that they cannot be

accommodated in special education programs solely for children with deafness or children with

blindness. (IDEA, 2004)

Characteristics

Characteristics of students with deaf blindness include, but are not limited to difficulty

with communication, distorted perceptions, difficulty with seeing the whole picture or relating

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one element to the whole, difficulty anticipating what is going to happen. Students may also have

trouble with navigating the environment. Some symptoms of student who are hearing impaired

are lack of response when spoken to, incorrect response to questions asked, difficulty following

spoken directions. Some other characteristics are that they may seem irritable, trouble with ear

pain, fullness, or dizziness, trouble with balance, responses are “what” or “huh”.

Causes

The causes of deaf blindness are usually cause by a syndrome, prenatal, or congenital

complications. Some syndromes that may cause deaf- blindness include but are not limited to

CHARGE Syndrome, Usher Syndrome, Down Syndrome, Stickler Syndrome, and Goldenhar

Syndrome. Some prenatal/congenital complications that may cause deaf- blindness include but

are not limited to Hydrocephalus, Microcephaly, and Congenital Cytomegalovirus (CMV).

Prevalence

According to the U.S. Department of Education, 1 percent of student classified as special

education represent Deaf-Blindness.

Identification & Assessment

An evaluation for both a visual impairment and hearing impairment shall be conducted if

a student is suspected of having deaf- blindness. Visual impairment evaluation should include

evaluation by an optometrist, a written functional vision, and media assessment, completed or

compiled by a licensed teacher of students with Visual Impairments. This should include

observation of visual behaviors at school, home, or other environments, educational implications

of eye condition based upon information received from eye report , assessment and/or screening

of expanded core curriculum, evaluation of the student’s reading and writing skills, needs,

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appropriate reading and writing media, current and future needs for Braille, school history and

levels of educational performance , documentation and assessment of how Visual Impairment

adversely affects educational performance in the classroom or learning environment.

When a student is suspected of a hearing impairment identifying and assessing must be

done correctly to ensure the students is getting the resources needed to be successful. The first

assessment that would need to be done is an audiological assessment, which is done by a

licensed professional audiologist. A statement or assessment of the health of the student would

need to be made available. This statement would describe that type of hearing loss and the

treatment plan. An assessment to see how this disability would affect the student’s learning.

Other assessments and evaluations may be needed.

Planning and Providing Special Education Services

When it comes planning and providing special education services for a student with a

deaf blindness it is important to look at the needs of the student. Early intervention is always

important. When the disability is identified, intervention planning should begin. By planning

early, the student will be more likely to be successful. An IEP is beneficial to students with deaf

blindness. The IEP will outline and describe the services and needs of the student. The IEP will

also outline accommodations the student will need within the classroom. For example, device

that reads to the students. Any related services outside of academics will also be included in the

IEP, such as a textbook in Braille if needed. If special classroom or school accommodations are

needed, they also will be outlined in the IEP.

Collaborating with Parents and Families

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When it comes to the student’s success, collaboration with the family is important.

Students who have been identified as having Deaf- Blindness will require therapy and

accommodations both in and out of the educational setting. Families are able provide important

information about the child’s strengths and weaknesses. They are also able to provide

information pertaining to the student outside of the school environment. When it comes to the

success of the child, they are more likely to succeed when the family and IEP team can

effectively work together to make sure the need of the student is being met.

Educational Approaches and Placement

When it comes to deaf blindness it can be a challenge for the student. The placement for a

student with disability would be a special school placement. They would ensure that the student

is able to receive the services needed for school success. Accommodations and modifications are

needed for students who have deaf blindness. An IEP would be a great roadmap for helping these

students succeed.

Autism

Definition and Classification

According to the Individuals with Disabilities Act (IDEA), Autism is defined as a

developmental disability significantly affecting verbal and nonverbal communication and social

interaction, generally evident before age three, that adversely affects a child’s educational

performance (IDEA, 2004)

Characteristics

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When it comes to characteristics of Autism there is a wide range of characteristics.

Autism usually is found early in life for most children but can be diagnosed later. Some things

that someone with Autism has been difficulty with communication, being fixated on things, and

behaviors. While some children are non-verbal, there are children who are still able to

communicate without assistance.

Causes

When it comes to Autism there is currently no direct link to a direct cause. There are

some suspect factors that can contribute to Autism such as genetics, children born to mothers

over a certain age, and exposure to toxins.

Prevalence

About 1 in 54 children has been identified with autism spectrum disorder (ASD)

according to estimates from CDC’s Autism and Developmental Disabilities Monitoring (ADDM)

Network. (Centers for Disease Control and Prevention, 2020)

Identification & Assessment

Autism is not currently detectable by test. When it comes to evaluation the use of

observations, questionnaires, and assessments are used. When it comes to young children,

developmental screening early on can be used to help determine Autism indicators. Due to

Autism, it is not always possible to determine Autism early on in all young children.

Planning and Providing Special Education Services

Early intervention is a common concept for those with Autism. When Autism is identified

early on, the student can receive service before the student enters school. When a student with

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Autism enters elementary school hey are placed on an IEP. An IEP help the student receives

services needed for the student to academically thrive. With an IEP the student can receive

specialized instruction, accommodations, or modifications. The IEP will provide the student

with accommodations and modifications that will allow them to thrive. In many cases, the IEP

will provide the student with other services. These services include but are not limited to speech

or occupational therapy.

Collaborating with Parents and Families

When it comes to the student’s success, collaboration with the family is important.

Students who have been identified as having Autism will require therapy and accommodations

both in and out of the educational setting. Families are able provide important information about

the child’s strengths and weaknesses. They are also able to provide information pertaining to the

student outside of the school environment. When it comes to the success of the child, they are

more likely to succeed when the family and IEP team can effectively work together to make sure

the need of the student is being met.

Educational Approaches and Placement

Autism has many symptoms and behaviors. Autism students can present classroom

challenges. Behaviors can be caused by several things. One cause could be sensory. Another

cause could be that the student is fixated on something and doesn’t want to stop what he or she is

doing. Due to the challenges that Autism can present in the classroom having a functioning and

up to date IEP is important. Making sure the student is in the correct classroom placement and is

thriving is essential. Placement will depend on the needs of the student, while some students are

able to function in a general education classroom, others need more support to meet their needs.

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According to Exceptional Children: An Introduction to Special Education, 31% of students with

autism were educated in the general education classroom, with 18% served in resource room

programs and 40% in separate classrooms (Heward et al., 2018). When it comes to handling

students with Autism applied behavior analysis is beneficial. ABA provides the support students

and teacher need to deal with challenges.

Intellectual Disability (ID)

Definition and Classification

According to the Individuals with Disabilities Act (IDEA), Intellectual Disability is

defined as significantly subaverage general intellectual functioning, existing concurrently with

deficits in adaptive behavior and manifested during the developmental period, that adversely

affects a child’s educational performance. (IDEA, 2004)

Characteristics

Students with intellectual disability may sit up, crawl, or walk later than other students,

trouble with speaking or learning to speak later than other children. They may find it hard to

remember things. They may also find it hard understanding social rules. They have difficulty

with problem solving. Another characteristic is the decreased learning ability. Thinking logically

can be a difficulty for intellectually disabled students.

Causes

When normal brain development has interference, an intellectual disability can arise.

When it comes to pinpointing a cause, it can only be found two-thirds of the time. The most

common causes of intellectual disability are genetic conditions, problems during pregnancy,

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problems during childbirth, illness, injury, in some cases the cause of intellectual disability is

unknown.

Prevalence

According to the U.S. Department of Education, 7 percent of students classified as

special education represent Intellectual Disabilities.

Identification & Assessment

When it comes to the identifying and assessing for intellectual disabilities assessments

and evaluations are to be completed. For students with intellectual disabilities information is

needed. The information needed but not limited to are student’s grades, observed classroom

behavior, health records, behavior of the student at home, attendance, vison, and hearing

screenings. Other information that may be needed are samples of the student’s work, hobbies,

and interest of the student.

Planning and Providing Special Education Services

When it comes planning and providing special education services for a student with an

intellectual disability it is important to look at the needs of the student. Early intervention is

always important. When the disability is identified, intervention planning should begin. By

planning early, the student will be more likely to be successful. An IEP is beneficial to students

with intellectual disability. The IEP will outline and describe the services and needs of the

student. The IEP will also outline accommodations the student will need within the classroom.

For example, having extra testing time or having a test read to them. Any related services outside

of academics will also be included in the IEP, such as speech and occupational therapy. Special

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classroom or school accommodations are needed they also will be outlined in the IEP. For

example, placement in an inclusion classroom with like peers.

Collaborating with Parents and Families

When it comes to the student’s success, collaboration with the family is important. Students who

have been identified as having intellectual disability will require accommodations in the

educational setting. They also may need to receive services outside of the school setting such as

speech or therapy. Families are able provide important information about the child’s strengths

and weaknesses. They are also able to provide information pertaining to the student outside of

the school environment. When it comes to the success of the child, they are more likely to

succeed when the family and IEP team can effectively work together to make sure the need of

the student is being met.

Educational Approaches and Placement

When it comes to student who have intellectual disability it can be challenging. Student

who has intellectual disability have a hard time retaining information. This can be due to the

difficulty of remembering, when it comes to placement for these students we start with the least

restrictive. For most of these students they can be placed within a general education classroom.

For those who are too severe special classroom placement may be appropriate to ensure the

success of the student. IEP will help to ensure that the student is receiving all services and

accommodations needed for success.

Orthopedic Impairment (OI)

Definition and Classification

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According to the Individuals with Disabilities Act (IDEA), Orthopedic Impairment is

defined as a severe orthopedic impairment that adversely affects a child’s educational

performance. The term includes impairments caused by a congenital anomaly, impairments

caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes

(e.g., cerebral palsy, amputations, and fractures or burns that cause contractures). (IDEA, 2004)

Characteristics

Orthopedic impairments are divided into three main areas, neuromotor impairments,

degenerative diseases, and musculoskeletal disorders. Neuromotor impairments is the

abnormality or damage to the spinal cord, brain or nerves that send impulses to the muscles of

the body. Degenerative diseases are diseases that affect motor movement of the body.

Musculoskeletal disorders are muscles or bones diseases or defects.

Causes

Causes for Orthopedic impairment can be due to a few different reasons. The main reason

for orthopedic impairments includes but are not limited to musculoskeletal disorders, neuromotor

impairments, degenerative diseases, and orthopedic impairments from other causes. Some causes

for orthopedic impairments due to other causes are burns so severe they affect the muscles and

bones, amputation, and injury from an accident.

Prevalence

According to the U.S. Department of Education, 1 percent of all students classified as

special education represent Orthopedic Impairments.

Identification & Assessment

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For students suspected of having an orthopedic impairment evaluation will need to be

completed. The evaluation needed are; medical statement from doctor stating diagnosis, motor

skill assessment, observations written about students by school personnel, progress of the

student’s academic, any information that would help with determining the student’s educational

needs.

Planning and Providing Special Education Services

When it comes planning and providing special education services for a student with an

orthopedic impairment it is important to look at the needs of the student. Early intervention is

always important. When the disability is identified, intervention planning should begin. By

planning early, the student will be more likely to be successful. An IEP is beneficial to students

with orthopedic impairments. The IEP will outline and describe the services and needs of the

student. The IEP will also outline accommodations the student will need within the classroom.

For example, special equipment needed for the student to stand or sit. Any related services

outside of academics will also be included in the IEP, such as physical and occupational therapy,

and adapted physical education. Special classroom or school accommodations are needed they

also will be outlined in the IEP. For example, placement in an inclusion classroom with like peers

if the impairment is too severe to be placed withing a general education classroom. For example,

wheelchair bound.

Collaborating with Parents and Families

When it comes to the student’s success, collaboration with the family is important.

Students who have been identified as having Orthopedic Impairment will require therapy and

accommodations both in and out of the educational setting. Families are able provide important

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information about the child’s strengths and weaknesses. They are also able to provide

information pertaining to the student outside of the school environment. When it comes to the

success of the child, they are more likely to succeed when the family and IEP team can

effectively work together to make sure the need of the student is being met.

Educational Approaches and Placement

When it comes to student with orthopedic impairments placement is important. Making

sure the student is in the least restrictive classroom setting is important. If the student’s

orthopedic impairment does not affect the student academics, then they should be placed withing

a general education classroom. However, if the orthopedic impairment is too severe for a general

education classroom placement, the special classroom accommodation should be made. IEP

services and accommodation ill ensure that the student can thrive in a school setting.

Developmental Delay (DD)

Definition and Classification

Developmental delay is defined as one having a delay in reaching milestones. The delay

in language, fine motor skills, social, and thinking milestones.

Characteristics

The characteristics of developmental delay are difficulty problem solving, delay in

memory, difficulty with processing information, the ability to acquire information, rate of

learning lower than others, and poor organizational skills.

Causes

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The cause for developmental delay is not always known. Some factors that can contribute

are complications during pregnancy, heredity, premature birth. A developmental delay can also

be an underlying symptom to another medical issue. For example, autism, fetal alcohol

syndrome, or genetic disorders.

Prevalence

According To the CDC, Developmental disabilities occur among all racial, ethnic, and

socioeconomic groups. Recent estimates in the United States show that about one in six, or about

17%, of children aged 3 through 17 years have one or more developmental disabilities. (Centers

for Disease Control and Prevention, 2021) At least 25% of hearing loss among babies is due to

maternal infections during pregnancy, such as cytomegalovirus (CMV) infection; complications

after birth; and head trauma. (Centers for Disease Control and Prevention, 2021)

Identification & Assessment

When it comes to identifying and assessing student with developmental delays the

information needed is as followed. The history of the students medical, social, and

developmental are needed. The students should have an observation of the student in the

classroom environment. Testing should be done to see what the student knowns. For these testing

they include but are not limited to cognitive, social, emotional, intellectual, and skills pertaining

to language. A behavior skills assessment may be needed.

Planning and Providing Special Education Services

When it comes planning and providing special education services for a student with a

developmental disability it is important to look at the needs of the student. Early intervention is

always important. When the disability is identified, intervention planning should begin. By

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planning early, the student will be more likely to be successful. An IEP is beneficial to students

with developmental disability. The IEP will outline and describe the services and needs of the

student. The IEP will also outline accommodations the student will need within the classroom.

For example, extra testing time. Any related services outside of academics will also be included

in the IEP, such as speech and occupational therapy. Special classroom or school

accommodations are needed they also will be outlined in the IEP.

Collaborating with Parents and Families

When it comes to the student’s success, collaboration with the family is important.

Students who have been identified as having developmental delay will require accommodations

in the educational setting. They also may need to receive services outside of the school setting

such as speech or therapy. Families are able provide important information about the child’s

strengths and weaknesses. They are also able to provide information pertaining to the student

outside of the school environment. When it comes to the success of the child, they are more

likely to succeed when the family and IEP team can effectively work together to make sure the

need of the student is being met.

Educational Approaches and Placement

Other Health Impairment (OHI)

Definition and Classification

According to the Individuals with Disabilities Act (IDEA), Other Health Impairment is

defined as having limited strength, vitality, or alertness, including a heightened alertness to

environmental stimuli, that results in limited alertness with respect to the educational

environment. (IDEA, 2004) A child’s educational performance is affected. Health issues included

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but not limited to asthma, sickle cell anemia, leukemia, heart condition, lead poisoning, and

diabetes.

Characteristics

Characteristics of other health impairments include but are not limited to fatigue,

difficulty with mobility, difficulty concentrating for long periods of time, difficulty paying

attention, difficulties with coordination, and muscle weakness.

Causes

Other health impairments can be caused by health problems that are acute or chronic.

What this mean is that the problem will last for an extended period (longer than 60 days) or for a

lifetime. They can also be cause by accidents, in which improvement can be expected.

Prevalence

According to the U.S. Department of Education, approximately 12.0 percent of students

having a classification in special education are represented by other health impairments.

Identification & Assessment

If a student is suspected of having an Other Health Impairment, the following evaluation

shall be conducted: a medical statement or a health assessment statement that includes indication

of a diagnosis of a health impairment or a description of the impairment, statement stating that

the student's condition expected to last for more than 60 calendar days or if it is permanent, and

assessments used to determine the impact of the suspected disability, additional evaluations or

assessments which are necessary to identify the educational needs of the student. Additional

assessments may be needed for educational placement.

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Planning and Providing Special Education Services

When it comes planning and providing special education services for a student with

another health impairment it is important to look at the needs of the student. Early intervention is

always important. When the disability is identified, intervention planning should begin. By

planning early, the student will be more likely to be successful. An IEP can be beneficial to

students with other health impairment when their health is affecting their educational

performance. The IEP will outline and describe the services and needs of the student. The IEP

will also outline accommodations the student will need within the classroom and out of the

classroom if needed. For example, special equipment needed for the student. Any related services

outside of academics will also be included in the IEP, such as physical and occupational therapy,

and adapted physical education. Special classroom or school accommodations are needed they

also will be outlined in the IEP. For example, frequent breaks or needing to go to clinic for

medication.

Collaborating with Parents and Families

When it comes to the student’s success, collaboration with the family is important.

Students who have been identified as having Other Health Impairment will require therapy and

accommodations both in and out of the educational setting. Families are able provide important

information about the child’s strengths and weaknesses. They are also able to provide

information pertaining to the student outside of the school environment. When it comes to the

success of the child, they are more likely to succeed when the family and IEP team can

effectively work together to make sure the need of the student is being met.

Educational Approaches and Placement

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For students with other health impairments, it is important to remember least restrictive

placement. With other health impairment students need certain services and accommodations.

These things can be found it the student’s IEP. The IEP will help the student succeed. When it

comes to teaching other health impairment students it is can be challenging. It can be challenging

when you get as student that has an impairment that affects their way of living. For example, a

student with sickle cell anemia. This student can experience pain during a flare- up.

Multiple Disabilities (MD)

Definition and Classification

According to the Individuals with Disabilities Act (IDEA), Multiple Disabilities is

defined as concomitant impairments (such as intellectual disability-blindness or intellectual

disability-orthopedic impairment), the combination of which causes such severe educational

needs that they cannot be accommodated in special education programs solely for one of the

impairments. (IDEA, 2004) Does not include deaf blindness.

Characteristics

When it comes to intellectual disability there are many signs. Some of the signs include,

but are not limited to sitting up, crawling, or walking later than other children, hard time

remembering things, trouble problem solving, hard time seeing the result of their actions, talking

later than peers, or trouble speaking.

Causes

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Some causes for multiple disabilities include genetic disorders, infections, birth

difficulties, premature birth, poor brain or spinal cord development, chromosomal abnormalities,

and injuries from accidents.

Prevalence

According to the U.S. Department of Education, 2.0 percent of all students classified as

special education have multiple disabilities.

Identification & Assessment

Multiple disabilities students shall be evaluated. If a student is suspected of having

Multiple Disabilities, evaluations should be considered. Some evaluations that should be

considered are intellectual ability, speech and language assessments, history of development,

cognition, communication, fine motor, and social and emotional assessments.

Planning and Providing Special Education Services

When it comes planning and providing special education services for a student with

multiple disabilities it is important to look at the needs of the student. Early intervention is

always important. When the disability is identified, intervention planning should begin. By

planning early, the student will be more likely to be successful. An IEP is beneficial to students

with multiple disabilities. The IEP will outline and describe the services and needs of the

student. The IEP will also outline accommodations the student will need within the classroom.

For example, special equipment needed for the student to stand or sit. Any related services

outside of academics will also be included in the IEP, such as physical and occupational therapy,

and adapted physical education. Special classroom or school accommodations are needed they

also will be outlined in the IEP. For example, placement in an inclusion classroom with like peers

DISABILITY RESEARCH PROJECT 33

if the impairment is too severe to be placed withing a general education classroom. For example,

wheelchair bound or walking assistance.

Collaborating with Parents and Families

When it comes to the student’s success, collaboration with the family is important.

Students who have been identified as having Multiple Disabilities may require therapy and

accommodations both in and out of the educational setting. Families are able provide important

information about the child’s strengths and weaknesses. They are also able to provide

information pertaining to the student outside of the school environment. When it comes to the

success of the child, they are more likely to succeed when the family and IEP team can

effectively work together to make sure the need of the student is being met.

Educational Approaches and Placement

Students with multiple disabilities can be challenging. This is due to them having more

than one disability. When dealing with multiple disabilities it is important to remember least

restrictive placement. Making sure the student is in the right classroom placement is important.

The IEP will outline all services and accommodation that the student needs. For example, speech

and occupational therapy.

Traumatic Brain Injury (TBI)

Definition and Classification

According to the Individuals with Disabilities Act (IDEA), Traumatic Brain Injury is

defined as 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

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child’s educational performance. (IDEA, 2004) Can include open or closed injuries which would

result in the impairments of one or more areas. This can include language, cognition, attention,

memory, speech, sensory, motor abilities, reasoning, judgment, thinking (abstract), problem

solving, information processing, physical functions, and psychological behaviors. Does not

include brain injuries that are degenerative or congenital, or brain injuries induces by birth

trauma.

Characteristics

When it comes to the characteristics of Traumatic Brain injury they fall into different

categories. Those categories include, but are not limited to cognitive, behavioral, mood, whole

body, eyes, speech, and visual. For cognitive a few characteristics are amnesia, inability to speak

or understand language, mental confusion, and difficulty concentrating. For behavioral a few

characteristics are aggression, irritability, lack of restraint, impulsivity, and abnormal laughing

and crying. For mood some characteristics are anger, loneliness, and anxiety. When it comes to

whole body they can black out, faint, and become dizzy. They can have trouble speaking and

have blurred vision.

Causes

Some of the common causes of a closed head injury include falls, motor vehicle crashes,

sports injury, being struck by an object, and child abuse. Some of the common causes of a

penetrating injury include being hit by a bullet, being hit by a weapon, injury to head that causes

a bone fragment to penetrate the skull

Prevalence

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TBIs affect the lives of all ages of people. Some groups at greater risk are service

members, veterans, homeless people, racial and ethnic minorities. According to the U.S.

Department of Education, less than 1 percent of students classified in special education represent

Traumatic Brain Injury. TBI is one of the most common cause of disability and death in the

United States. Over one million students receive brain injuries each year.

Identification & Assessment

Identifying a traumatic brain injury is done by neurological evaluation, imaging testing,

and blood test. This is done under the care of a doctor.

Planning and Providing Special Education Services

When it comes planning and providing special education services for a student with a

traumatic brain injury it is important to look at the needs of the student. Early intervention is

always important. When the disability is identified, intervention planning should begin. By

planning early, the student will be more likely to be successful. An IEP is beneficial to students

with traumatic brain injury. The IEP will outline and describe the services and needs of the

student. The IEP will also outline accommodations the student will need within the classroom.

For example, extra time when testing or to complete class work. Any related services outside of

academics will also be included in the IEP, such as physical, speech, and occupational therapy,

and adapted physical education. Special classroom or school accommodations are needed they

also will be outlined in the IEP. For example, placement in an inclusion classroom with like peers

if the impairment is severe to be placed withing a general education classroom.

Collaborating with Parents and Families

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When it comes to the student’s success, collaboration with the family is important.

Students who have been identified as having Traumatic Brain Injury will require therapy and

accommodations both in and out of the educational setting. Families are able provide important

information about the child’s strengths and weaknesses. They are also able to provide

information pertaining to the student outside of the school environment. When it comes to the

success of the child, they are more likely to succeed when the family and IEP team can

effectively work together to make sure the need of the student is being met.

Educational Approaches and Placement

When teaching a child with a traumatic brain injury can be challenging. There are many

symptoms for children with this disability. One can be that the student is intellectual disabled

because of injury. Another could be that the student is no longer able to walk due to injury. When

it comes to student with traumatic brain injuries it is important to make sure you are keeping up

with the goals listed in the IEP. Making sure the student is receiving all service and

accommodations will help ensure that the student is able to thrive in the classroom. If the injury

was too severe alternative placement may be needed. This all depend on the needs of the student.

Deafness

Definition and Classification

According to the Individuals with Disabilities Act (IDEA), Deafness is defined as a

hearing impairment that is so severe that the child is impaired in processing linguistic

information through hearing, with or without amplification, that adversely affects a child’s

educational performance. (IDEA, 2004)

Characteristics

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Common symptoms of deafness are ringing in the ears, speech delay in child, hearing

problem, sensitivity to sound, and social isolation. Difficulty with oral expression, social/

emotional or interpersonal skills, and following verbal directions.

Causes

Some of the many causes of hearing loss include but are not limited to trauma, diseases

hereditary disorder, loud noises (gun shots or explosions), prenatal exposure to disease, genetic

disorders, and other causes (such as expose to chemicals).

Prevalence

About 2 to 3 out of every 1,000 children in the United States are born with a detectable

level of hearing loss in one or both ears. (U.S. Department of Health and Human Services, 2021)

Thirteen percent of people in the United States aged 12 years or older has hearing loss in both

ears, based on standard hearing examinations. When it comes to men and women, men are twice

as likely as women to have hearing loss in adults aged 20-69. More than 90 percent of deaf

children are born to hearing parents. (U.S. Department of Health and Human Services, 2021)

Identification & Assessment

When a student is suspected of a hearing impairment identifying and assessing must be

done correctly to ensure the students is getting the resources needed to be successful. The first

assessment that would need to be done is an audiological assessment, which is done by a

licensed professional audiologist. A statement or assessment of the health of the student would

need to be made available. This statement would describe that type of hearing loss and the

treatment plan. An assessment to see how this disability would affect the student’s learning.

Other assessments and evaluations may be needed.

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Planning and Providing Special Education Services

When it comes planning and providing special education services for a student with

deafness it is important to look at the needs of the student. Early intervention is always

important. When the disability is identified, intervention planning should begin. By planning

early, the student will be more likely to be successful. An IEP is beneficial to students with

deafness. The IEP will outline and describe the services and needs of the student. The IEP will

also outline accommodations the student will need within the classroom. Any related services

outside of academics will also be included in the IEP, such as speech and occupational therapy.

Special classroom or school accommodations are needed they also will be outlined in the IEP.

For example, special accommodation when testing. For example, placement in an inclusion

classroom with like peers if the impairment is severe to be placed withing a general education

classroom.

Collaborating with Parents and Families

When it comes to the student’s success, collaboration with the family is important.

Students who have been identified as having Deafness will require therapy and accommodations

both in and out of the educational setting. Families are able provide important information about

the child’s strengths and weaknesses. They are also able to provide information pertaining to the

student outside of the school environment. When it comes to the success of the child, they are

more likely to succeed when the family and IEP team can effectively work together to make sure

the need of the student is being met.

Educational Approaches and Placement

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When it comes to teaching student with deafness it can be challenging. This can be due to

the student not being able to hear. Students who are not able to hear have other issues that arise

from not being able to hear. For example, speaking. For some student who have deafness they

also have speech and language impairments. This is due to not being ablet o hear sounds and

being able to hear to mimic others. When it comes to these students the IEP is important as with

any other disability. Withing the IEP the strengths and weakness of the student are addressed.

Way to help the student thrive in a classroom setting are also addressed. For student who have

deafness alternate school placement is needed. This is so the student can receive the appropriate

services and have the appropriate trained professionals needed for them to be successful in

school.

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Bibliography

Centers for Disease Control and Prevention. (2020, September 25). Data & statistics on autism

spectrum disorder. Centers for Disease Control and Prevention. Retrieved November 29,

2021, from https://www.cdc.gov/ncbddd/autism/data.html.

Centers for Disease Control and Prevention. (2021, September 13). Facts about developmental

disabilities. Centers for Disease Control and Prevention. Retrieved from

https://www.cdc.gov/ncbddd/developmentaldisabilities/facts.html.

HEWARD, W. I. L. L. I. A. M. L. (2018). Exceptional Children: an introduction to special

education. UPPER SADDLE RIVER: PEARSON

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

U.S. Department of Health and Human Services. (2021, March 25). Quick statistics about

hearing. National Institute of Deafness and Other Communication Disorders. Retrieved from

https://www.nidcd.nih.gov/health/statistics/quick-statistics-hearing.