Characteristics+Group+Grid

**Be sure to provide citation information and references!**
Learning Disabilities - Rebecca Blick ||
 * Federal Definition of the Disability – Major Components, Including Incidence and etiology || IDEA defines a specific learning disability as "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, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. However, learning disabilities do not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage" (NICHCY, 2004).

Many times the cause of a learning disability remains unknown. It is important to point out that "the cause of an individual's learning difficulties is often of little educational relevance" (Gargiulo & Metcalf, 2010, pg.63). Therefore, researchers have documented "four basic categories for explaining the etiology of learning disabilities, which include central nervous system dysfunction, genetic/hereditary influences, biochemical abnormalities, or environmental possibilities" (Gargiulo & Metcalf, 2010, pg.63).

"Learning disabilities are by far the largest category of special education, accounting for slightly less than one-half (45%) of all individuals receiving services" (Gargiulo & Metcalf, 2010, pg.62). || Health Issues || There are no physical characteristics related to this disability. ||
 * Typical Physical Characteristics of the Disability
 * Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || "No two students possess the identical profile of strengths and weaknesses" (Gargiulo & Metcalf, 2010, pg.63) when it comes to their learning disability. However, a contemporary list of learning and behavioral characteristics of individuals with learning disabilities includes, "disorders of attention, poor motor abilities, psychological process deficits and information-processing problems, lack of cognitive strategies needed for efficient learning, oral language difficulties, reading difficulties, written language problems, quantitative disorders, and social skills deficit" (Gargiulo & Metcalf, 2010, pg.63-64). ||
 * Common Communication and/or Behavior Issues & Needs || *Behavioral characteristics were mentioned above with learning characteristics. ||
 * References || Gargiulo, R. M., & Metcalf, D. (2010). //Teaching in Today's Inclusive Classrooms: A Universal Design for Learning Approach// (1 ed.). Belmont, CA: Wadsworth Publishing.

The National Dissemination Center for Children with Disabilities, NICHCY. (January 2004). Learning Disabilities. Retrieved from []. || Emotional /Behavioral - Brandy Cherry || || Health Issues || Some results of emotional/ behavioral disorders are typically developed through fears associated with personal, school, and social fears or anxiety problems. As a result there is sometimes an occurence of severe unhappiness, depression, or fatigue. However physical characteristics are not typically the main problems associated with this disorder, but instead occur as side effects of the emotional strain on the individual. || Deaf/Hard of Hearing - Karin Jadney || Health Issues || There are no physical characteristics related to this disability. ||
 * Federal Definition of the Disability – Major Components, Including Incidence and etiology || A condition exhibiting one or more of the following characteristics, displayed over a long period of time and to a marked degree that adversely affects a child's educational performance:
 * An inability to learn that cannot be explained by intellectual, sensory, or health factors
 * An inability to build or maintain satisfactory interpersonal relationships with peers or teachers
 * Inappropriate types of behavior or feelings under normal circumstances
 * A general pervasive mood of unhappiness or depression
 * A tendency to develop physical symptoms or fears associated with personal or school problems.
 * Typical Physical Characteristics of the Disability
 * Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || Students with emotional or behavioral issues can include a wide range of individuals from gifted to mentally retarded. Findings show however that students with these disorders consistently score in the low-average range on measures of intelligence. Many of the students typically perform two or more years below grade level expectations in math, reading, and spelling. Approximately one half of the students with emotional/behavioral issues leave school before graduation which is the highest dropout rate among students with disabilities. ||
 * Common Communication and/or Behavior Issues & Needs || Characteristics are highly diverse within this particular disorder. Students are very unique and don't display the same tendencies as all others with similar disorders. The most prevalent and common social characteristic of any students within the range of this disorder is the inability to build and maintain satisfactory relationships with peers and adults. These individuals are less socially skilled and may even display signs of aggression towards others. ||
 * References || Gargiulo, R. M., & Metcalf, D. (2010). //Teaching in Today's Inclusive Classrooms: A Universal Design for Learning Approach // (1 ed.). Belmont, CA: Wadsworth Publishing. ||  ||   ||   ||
 * Federal Definition of the Disability – Major Components, Including Incidence and etiology: || Hearing Impairment/Deafness can be defined as, “A hearing loss that is so severe that the individual experiences difficulty in processing linguistic information, with or without amplification.” (Gargiulo & Metcalf, 2010). According to our text, approximately 72,600 students between the ages 6 and 21 were identified with having a hearing impairment making up 1.2% of students with disabilities and 0.11% of the total school-age population. Some of the major causes of a hearing impairment include infections like cytomegalovirus and otitus media, which is an infection in the middle ear as well as low birth weight, prematurity and noise pollution (Gargiulo & Metcalf, 2010). ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Typical Physical Characteristics of the Disability
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || Typically, this impairment effects the student’s development and learning in regards to speech and language development. Reading is the primary subject area that is affected in a negative way due to this disability. Socially, students with a hearing impairment have trouble forming friendships and interacting with other students in an inclusive classroom setting. Since people of deaf community think of themselves as their own culture with their own language and values, private schools for the deaf are often the better choice to avoid feelings of isolation and depression for the child (Gargiulo & Metcalf, 2010). ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs || Sign language is the primary form of communication of people in the deaf community. Sign language and finger reading are examples of the manual approaches that hard of hearing students can use. An oral approach, to include lip reading, utilizes the limited hearing they have to communicate with others. The author of the text “Educational Psychology,” states the following in regards to the benefits of each approach: “Research indicates that children who learn some manual method of communicating perform better in academic subjects and are more socially mature than students who are exposed only to oral methods.” (Woolfolk, 2009). ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">References || Gargiulo, R. M., & Metcalf, D. (2010). //Teaching in Today's Inclusive Classrooms: A Universal Design for Learning Approach// (1 ed.). Belmont, CA: Wadsworth Publishing.

Woolfolk, Anita E.. //Educational Psychology (11th Edition) (MyEducationLab Series)//. 11 ed. Alexandria, VA: Prentice Hall, 2009. Print. || <span style="font-family: 'Arial','sans-serif';">Blind/Vision || Health Issues ||  || <span style="font-family: 'Arial','sans-serif';">Mental Retardation - Abigail Sanders (mild/moderate) ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Federal Definition of the Disability – Major Components, Including Incidence and etiology ||  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Typical Physical Characteristics of the Disability
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning ||  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs ||  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">References ||  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Federal Definition of the Disability – Major Components, Including Incidence and etiology || IDEA defines ‘mental retardation as a “significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behaviors and manifested during the developmental period that adversely affects a child’s educational performance” (p.54).

AAMR defines ‘mental retardation’ as “a disability characterized by significant limitations both in intellect functioning and in adaptive skills. This disability originates before age 18” (p.55).

Major components of ‘mental retardation’ range enormously. There are prenatal Contributions, Perinatal Contributions, and Postnatal Contributions. Classification levels include mild retardation (55-70 IQ), moderate retardation (40-55 IQ), severe retardation (25-40 IQ), and profound retardation (<25).

Determining the etiology of ‘mental retardation’ is a difficult process. “Generally speaking, the less severe the retardation, the greater the likelihood that a particular cause cannot be determined” (p.58). The etiology is of little educational relevance. || Health Issues || Many individuals who suffer from 'mental retardation' have unique physical traits. Some individuals, such as those who suffer from Down Syndrome, are short of stature, or possess unique facial characteristics associated with their individual disability.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Typical Physical Characteristics of the Disability

However, other individuals who suffer from 'mental retardation' have perfectly normal appearances, and an outsider would never be able to notice their disability by mere appearance. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || First, it is very important to remember that students with ‘mental retardation’ are “more like their nonretarded classmates than they are different” (p.58). Many students who are ‘mentally retarded,’ especially those with mild retardation, learn in the same way as the average or typical student.

The most defining characteristic of someone who is considered ‘mentally retarded’ is impaired cognitive development. The impact of a lower IQ typically influences “an individual’s ability to learn, acquire concepts, process information, and apply knowledge in various settings such as school, home, and community” (p.58). ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs || Many common behaviors and issues of students with 'mental retardation' vary. According to MentalHelp.net, they become easily frustrated, and sometimes even aggressive. This may cause them to engage in self-injurious behavior. While some students who suffer from 'mental retardation' are impulsive, stubborn, and immature. others are passive and pleasant.

In order to address the needs of a student who is 'mentally retarded,' it is important to focus on their attention, their memory, and motivate them. This will improve their generalizations, language development, academic development, and social development (p.60). ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">References || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt; letter-spacing: 0.75pt;">Dombeck, M., & Reynolds, T. (2006, August 24). <span style="font-family: Arial,sans-serif; font-size: 9pt; letter-spacing: 0.75pt;">//<span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt; letter-spacing: 0.75pt;">Mental retardation associated traits // <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt; letter-spacing: 0.75pt;">. Retrieved from http://www.mentalhelp.net/poc/view_doc.php?type=doc&id=10324&cn=208

Gargiulo, R.M., & Metcalf, D. (2010). //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt; letter-spacing: 0.75pt;">Teaching in today's inclusive classrooms // <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt; letter-spacing: 0.75pt;">. Belmont, CA: Wadsworth. || <span style="font-family: 'Arial','sans-serif';">TBI - Rebecca Blick ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Federal Definition of the Disability – Major Components, Including Incidence and etiology || Traumatic Brain Injury is “an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychological impairment, or both, that adversely affects educational performance” (Gargiulo & Metcalf, 2010, pg.102).

"The term does not apply to brain injuries that are congenital or degenerative, or brain injuries induced by birth trauma" (Gargiulo & Metcalf, 2010, pg.102).

"A traumatic brain injury has the potential for causing life long disabilities across physical, cognitive, social, behavioral, health, and sensory domains" (Gargiulo & Metcalf, 2010, pg.105). || Health Issues || "Most traumatic brain injuires result from car accidents and falls, therefore, the effects of the injury will differ depending on the cause" (Gargiulo & Metcalf, 2010, pg.105). || <span style="font-family: 'Arial','sans-serif';">Autism - Abigail Sanders ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Typical Physical Characteristics of the Disability
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || TBI “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; psychological behavior; physical functions; information processing; and speech” (Gargiulo & Metcalf, 2010, pg.102). ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs || "Moderate and severe cases of TBI typically require hospital stays and rehabilitation services" (Gargiulo & Metcalf, 2010, pg.105) due to loss of motor skills and higher-level cognitive skills, which take quite some time to regain after being in a coma state. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">References || Gargiulo, R. M., & Metcalf, D. (2010). //Teaching in Today's Inclusive Classrooms: A Universal Design for Learning Approach// (1 ed.). Belmont, CA: Wadsworth Publishing. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Federal Definition of the Disability – Major Components, Including Incidence and etiology || IDEA describes Autism (ASD) as a “developmental disability significantly affecting verbal and nonverbal communication and social interaction, usually evident before age 3, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routine […]” (p.98).

Diagnostic and Statistical Manual of Mental Disorders describes Autism (ASD) as one of the five childhood disorders that fall under the category of pervasive developmental disorders (PDD).

Investigators do not know the precise cause of ASD. However, “Biomedical research has focused on abnormalities in brain development, structure, and neurochemical functioning” (p.99). Poor and ineffective parenting does not caused ASD, which can be a common misconception. || Health Issues || There are no physical characteristics an outsider would recognize in a student with ASD. However, though it is not purely physical, one of the most notable features of Autism is language acquisition (Gardner). Most children with Autism are delayed in language growth by 12 months.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Typical Physical Characteristics of the Disability

Also, in children with Autism, the right hemisphere brain is a little more responsive than the left (Gardner). || Gargiulo, R.M., & Metcalf, D. (2010). // Teaching in today's inclusive classrooms //. Belmont, CA: Wadsworth. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || Because of most students with Autism have a unique profile of characteristics, generalizations are hard to make. However, there are three defining characteristics typical of learners with ASD: "impaired social interaction, impaired communication skills, and repetitive and restrictive behaviors" (p.100) ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs || A full range of intellectual abilities are possible in students with ASD, but their concentration is impaired. They are known to have self-injurious behaviors, eating abnormalities, sleep disorders, abnormalities of mood of affect, and sensory perception deficits. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">References || Gardner, A. (2010, May 19). New hope for early detection of autism. Retrieved from http://www.mentalhelp.net/poc/view_doc.php?type=news&id=128453&cn=20