Chapter 10
Needs and Giftedness-The following descriptions of children with special needs as defined in IDEA (34 Code of Federal Regulations, Section 300.7) clarify those who need special programs. If a student in a classroom fits into any of the following categories, special services should be provided.
- Autism. A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3.
- Deafness. A hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification.
- Deafness–blindness. Simultaneous hearing and visual impairments, the combination of which causes such severe communication and other developmental and education problems that a child cannot be accommodated in special-education programs solely for children who are deaf or for children who are blind.
- Hearing impairment. An impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but is not included under the definition of deafness.
- Mental disabilities. Significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period, which adversely affects a child’s educational performance. Another term used is cognitive disabilities. The term “mental retardation” is derogatory and should no longer be used.
- Multiple disabilities. Simultaneous impairments (such as mental challenges and blindness or mental challenges and orthopedic impairment), the combination of which causes such severe educational problems that the child cannot be accommodated in a special education program solely for one of the impairments. The term does not include children with deafness–blindness.
- Orthopedic impairment. A severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly (e.g., clubfoot or absence of a limb), impairments caused by disease (e.g., poliomyelitis or bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, or fractures or burns that cause contractures).
- Other health impairment. Having limited strength, vitality, or alertness, due to chronic or acute health problems—such as a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle-cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, or diabetes—that adversely affects a child’s educational performance. According to the Office of Special Education and Rehabilitative Services’ clarification statement of September 16, 1991, eligible children with Attention Deficit Disorder may also be classified under “other health impairment.”
- Tourette’s syndrome. A neurological disorder that includes repetitive, involuntary movements or tics. The average age of onset is 7 to 10 years of age. Vocal tics include sniffing, snorting, and barking. Involuntary motor movements include self-harm, such as punching oneself. The movements become worse when there is a high degree of excitement (National Institute of Neurological Disorders and Stroke, 2006).
- Emotional disturbance.
- A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree and that adversely affects educational performance: (a) an inability to learn that cannot be explained by intellectual, sensory, or health factors; (b) an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; (c) inappropriate types of behavior or feelings under normal circumstances; (d) a general pervasive mood of unhappiness or depression; or (e) a tendency to develop physical symptoms or fears associated with personal or school problems.
- The term includes children who have schizophrenia. The term does not include children who are socially maladjusted, unless it is determined that they have an emotional disturbance.
- Specific learning disabilities. A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include children who have learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental or cognitive disabilities, of emotional disturbance, or of environmental, cultural, or economic disadvantage (Hallahan & Kauffman, 2006; NICHCY, 2002).
- Speech or language impairment. A communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.
- Traumatic brain injury. 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 educational performance. The term does not include brain injuries that are congenital or degenerative, nor does it include brain injuries induced by birth trauma.
- Visual impairment, including blindness. A visual impairment that, even with correction, adversely affects a child’s educational performance. The term includes both children with partial sight and those who are completely blind (Hallahan & Kauffman, 2006; NICHCY, 1997).
Visually impaired children and youth shall be identified as those whose limited vision interferes with their education and/or developmental progress. Four divisions for the visually impaired shall be made:- Partially sighted indicates some type of visual problem has resulted in a need for special education.
- Low vision generally refers to a severe visual impairment, not necessarily limited to distance vision. Low vision applies to all individuals with sight who are unable to read the newspaper at a normal viewing distance, even with the aid of eyeglasses or contact lenses. They use a combination of vision and other senses to learn, although they may require adaptations in lighting or the size of print and sometimes Braille.
- Legally blind indicates that a person has less than 20/2000 vision in the better eye or a very limited field of vision (20 degrees at its widest point).
- Totally blind students learn via Braille or other nonvisual media.
- Pervasive developmental disorders (PDD). A delay in social/language/motor and/or cognitive development. The child may have social development delays and delays in one or more other categories. PDD is a category of delays in different magnitudes and different domains (Council for Exceptional Children, 2011)
- Daily log, newsletters, letters, Facebook and Twitter are ways to reach parents.
Family Reactions to Disabilities
- Parents’ Initial Response
- Denial.-Parents who deny the existence of a child’s disability feel threatened. They are defending their egos or self-concepts.
- Projection of Blame-Some blame the situation on something or someone else.
- Fear-Parents who are not acquainted with the cause or characteristics of the disability ma have unfounded suspicions or erroneous information that causes anxiety or fear.
- Guilt-Parents feel like they should have done something differently or believing the disability is retribution for a misdeed.
- Grief-Parents who have not been able to accept their child as having a disability may become grief stricken.
- Withdrawal.-Being able to withdraw and collect oneself is a healthy, necessary response. It is when one begins to shun others, avoid situations, and maintain isolation that is becomes potentially damaging.
- Rejection-Some forms of rejection are failing to recognize positive attributes, setting unrealistic goals, escaping by desertion, or presenting a favorable impression to others while inwardly rejecting the child.
- Acceptance-Parents accept that the child has a disability, which is acceptance of the child and of themselves.