Week 5 post

Gifted

Cognitive Disability/Intellectual Disability (formerly Mental Retardation)

Specific Learning Disabilities/Learning Disorders

Emotional/Behavioral Disorders

Autism Spectrum Disorders

Students have an unusually large vocabulary and use complex sentence structure for their age (Common Characteristics of Gifted Individuals).

Characterized by a combination of deficits in cognitive functioning and adaptive behavior (Disability Categories).  

This disorder is lifelong and intrinsic to the student (Definitions for KRS).  

Students have an inability to build or maintain satisfactory relationships with peers and teachers (Who are exceptional learners).

Students often engage in repetitive activities and stereotyped movements (Who are exceptional learners).

Students have deep, intense feelings and reactions—intensities (Common Characteristics of Gifted Individuals).

Students have difficulties with memory recall, task and skill generalization (Disability Categories).

Student does not make sufficient progress in age or grade-level standards (Definitions for KRS).

Students often display a general pervasive mood of unhappiness or depression (Who are exceptional learners).

Students show resistance to environmental changes and changes in daily routine (Who are exceptional learners).

 Students have longer attention spans and intense concentration (Common Characteristics of Gifted Individuals).

 Students have a tendency toward low motivation and learned helplessness (Disability Categories).

 No two students possess the exact same strengths and weaknesses—very heterogeneous group (Disability Categories).

Students have a tendency to develop physical symptoms or fears associated with personal or school problems (Who are exceptional learners).

Significantly affects verbal and nonverbal communication (Definitions for KRS).

Students enjoy solving problems, especially with numbers and puzzles (Common Characteristics of Gifted Individuals).

Students often exhibit deficits in areas such as choice making, problem solving, and goal setting (Disability Categories).

 Students show lack of cognitive strategies necessary for efficient learning (Disability Categories).

Students have a tendency to externalize and/or internalize behavior (Disability Categories).

Abstract topics, such as emotions, are rarely expressed (Disability Categories).

Students learn basic skills quickly and with little practice (Common Characteristics of Gifted Individuals).  

 Students often function well both socially and vocationally (Disability Categories).

Some but not all students have oral language difficulties and written language problems (Disability Categories).  

Problem behaviors and physical aggression often result (Disability Categories). 

Unable to maintain eye contact and use appropriate personal space (Disability Categories).

Students display unusual alertness, even in infancy (Common Characteristics of Gifted Individuals). 

Individuals often become independent and well-adjusted in their adult lives (Disability Categories).

Disability may lead to social deficits for students in some cases (Disability Categories).

Students often experience a number of academic issues. Half of students drop out entirely (Disability Categories).  

In extreme cases, some children can display self-injurious behavior such as biting, scratching, pinching, or hitting their own faces or bodies (Disability Categories).

Communication Disorders

ADHD

Deaf & Hearing Impaired

Blind & Visually Impaired

Other Health Impairments (OHI)

Articulation errors may be related to anatomical or physiological limitations (Disability Categories).

Students are categorized into three categories—inattentive, hyperactive-impulsive, and combined (Disability Categories).

The student is impaired in the processing of linguistic information via the auditory channel either with or without amplification (Definitions for KRS).  

The impact of visual impairment depends on onset, severity, and type (Disability Categories).

Students show limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli (Definitions for KRS).

Students may feel isolated from their peers and the educational environment (Disability Categories).

Students have deficits in executive functioning, which includes the ability to process information, make decisions, and solve problems (Disability Categories).

The impairment adversely affects educational performance and requires specially designed instruction (Definitions for KRS).

There is no one-size-fits-all model for meeting the needs of these students—must be determined based on individual need (Disability Categories).  

The student’s acute or chronic health problem adversely affects his or her educational performance (Definitions for KRS).

Students may require assistive technology, such as computer software (Disability Categories).

Students often experience academic difficulties as a result of ADHD (Disability Categories).

Impairments may occur in either loudness/intensity or frequency/pitch (Disability Categories).

May have sensitivity to light, blind spots, or problems with contrast of certain colors (Disability Categories).  

OHI can include asthma, diabetes, epilepsy, cardiac conditions, and any health impairment that impedes learning (Disability Categories).  

Some students may not speak at all, others may have a very limited vocabulary for their age (Communication Disorders).

Students may exhibit emotional issues, including anxiety disorders (Disability Categories).

Students may not participate in cooperative play or learning activities because of lack of communication (Disability Categories).

Factors such as lighting, the environment, fatigue, and emotional status can impact visual functioning (Disability Categories).

More than 200 other health impairments exist, so characteristics differ based on condition (Comprehensive Overview).

Young children may have problems understanding and formulating words. Older students may have more difficulty understanding or expressing abstract ideas (Communication Disorders).

Students may experience low self-esteem, have difficulty making social connection, etc. (Disability Categories).

Students have normal cognitive abilities. Any learning issues are closely associated with speaking, reading, and writing (Disability Categories).

Must be taught compensatory skills and adaptive techniques in order to acquire knowledge (Disability Categories).

Most other health impairments result from infections, genetic factors, environmental influences, prenatal influences, and postnatal influences (Comprehensive Overview).

 Some children will struggle to understand simple instructions or name basic objects (Communication Disorders).

Students often show high levels of creativity and can stay focused on tasks that are of interest to them (Disability Categories).

Students with more profound impairments are unable to access auditory feedback, impairing the development of speech and language (Disability Categories).

Often results in low motivation to explore the environment, initiate social interaction, and manipulate objects (Disability Categories).  

Students often experience loss of sense of control, lack of understanding about the condition, fear, worry, anxiety, stress, anger, and guilt (Comprehensive Overview).