Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7359-4.ch003
T. Guthrie
The other health impairment (OHI) disability category refers to a condition that causes limited strength, vitality, or alertness, including heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment due to a chronic or acute health problem and adversely affects a child's educational performance. This disability category, as explored in this chapter, may include one or a combined type of attention-deficit hyperactivity disorder, asthma, diabetes, epilepsy, a heart condition, kidney disease, sickle cell anemia, and Tourette's syndrome. As a result of the child's other health impairment, as described above, the child is prevented from receiving reasonable educational benefit from general education.
{"title":"Other Health Impairment (OHI) Disabilities Category and an In-Depth Look at the Most Common Neurobiological Condition for Students","authors":"T. Guthrie","doi":"10.4018/978-1-7998-7359-4.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-7359-4.ch003","url":null,"abstract":"The other health impairment (OHI) disability category refers to a condition that causes limited strength, vitality, or alertness, including heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment due to a chronic or acute health problem and adversely affects a child's educational performance. This disability category, as explored in this chapter, may include one or a combined type of attention-deficit hyperactivity disorder, asthma, diabetes, epilepsy, a heart condition, kidney disease, sickle cell anemia, and Tourette's syndrome. As a result of the child's other health impairment, as described above, the child is prevented from receiving reasonable educational benefit from general education.","PeriodicalId":433338,"journal":{"name":"Advising Preservice Teachers Through Narratives From Students With Disabilities","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122420745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7359-4.ch001
Charlotte Fontenot, J. Spoede, Tara L. Conley, Kisha L. Walker
This chapter is a collection of case studies, discussion questions, and enrichment activities addressing each of the 13 disabilities covered under the Individuals with Disabilities Education Act (IDEA), in addition to the disability categories of dyslexia and developmental delay. These case studies, questions, and enrichment activities address services that occur in a wide variety of public school settings. The purpose of this chapter is to serve as a supplemental text to courses in special education, psychology, counseling, nursing, and social work. Currently, there are scarce supplemental application resources available to instructors who are conducting teacher preparation courses and other disability-related courses.
{"title":"Individuals With Disabilities Education Act (IDEA) Disability Categories","authors":"Charlotte Fontenot, J. Spoede, Tara L. Conley, Kisha L. Walker","doi":"10.4018/978-1-7998-7359-4.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-7359-4.ch001","url":null,"abstract":"This chapter is a collection of case studies, discussion questions, and enrichment activities addressing each of the 13 disabilities covered under the Individuals with Disabilities Education Act (IDEA), in addition to the disability categories of dyslexia and developmental delay. These case studies, questions, and enrichment activities address services that occur in a wide variety of public school settings. The purpose of this chapter is to serve as a supplemental text to courses in special education, psychology, counseling, nursing, and social work. Currently, there are scarce supplemental application resources available to instructors who are conducting teacher preparation courses and other disability-related courses.","PeriodicalId":433338,"journal":{"name":"Advising Preservice Teachers Through Narratives From Students With Disabilities","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117087771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7359-4.ch008
William C. Clark III, Matt O'Nesti, Pam L. Epler
This chapter is designed to inform and educate the reader about the trials and tribulations of two young men with disabilities. Their journey through the K–16 educational system is discussed, as are their triumphs and struggles as they learn to survive in a nondisabled world. The chapter relates the two men's scenarios to the theory of social justice as well as breaks down the most common myths and misconceptions about people with exceptionalities. The chapter concludes by conveying instructional strategies developed by the University of Michigan School of Education's Teaching Works and the University of Florida's CEEDAR Center and the Council for Exceptional Children that can be used by any teacher to get to know their students well and develop successful intervention strategies.
{"title":"Creative Empathy","authors":"William C. Clark III, Matt O'Nesti, Pam L. Epler","doi":"10.4018/978-1-7998-7359-4.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-7359-4.ch008","url":null,"abstract":"This chapter is designed to inform and educate the reader about the trials and tribulations of two young men with disabilities. Their journey through the K–16 educational system is discussed, as are their triumphs and struggles as they learn to survive in a nondisabled world. The chapter relates the two men's scenarios to the theory of social justice as well as breaks down the most common myths and misconceptions about people with exceptionalities. The chapter concludes by conveying instructional strategies developed by the University of Michigan School of Education's Teaching Works and the University of Florida's CEEDAR Center and the Council for Exceptional Children that can be used by any teacher to get to know their students well and develop successful intervention strategies.","PeriodicalId":433338,"journal":{"name":"Advising Preservice Teachers Through Narratives From Students With Disabilities","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128185600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7359-4.ch007
Ronnie Manis
Research shows that ELL students are at a greater risk of being misdiagnosed with a learning disability. This chapter will discuss the experiences of a seasoned educator and the pitfalls of not implementing protocols with fidelity. Key terminology is introduced as well as universal methodology designed to increase engagement in English proficiency. Current research is presented as well as suggested classroom engagement prompts designed to challenge the critical thinking of preservice educators.
{"title":"Is It a Disability?","authors":"Ronnie Manis","doi":"10.4018/978-1-7998-7359-4.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-7359-4.ch007","url":null,"abstract":"Research shows that ELL students are at a greater risk of being misdiagnosed with a learning disability. This chapter will discuss the experiences of a seasoned educator and the pitfalls of not implementing protocols with fidelity. Key terminology is introduced as well as universal methodology designed to increase engagement in English proficiency. Current research is presented as well as suggested classroom engagement prompts designed to challenge the critical thinking of preservice educators.","PeriodicalId":433338,"journal":{"name":"Advising Preservice Teachers Through Narratives From Students With Disabilities","volume":"214 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133772233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7359-4.ch011
Beverly Sande
In this chapter, the author will highlight some of the hurdles students with disabilities (SWDs) face in institutions of higher education (IHEs) and share some recommendations on how best faculty and staff can support SWDs matriculating through their programs and graduate on time with a baccalaureate degree. The author addresses concepts such as resilience, deficit models, instructional roles (instructor versus facilitator), myths, and misconceptions of working with SWDs, social justice, advocacy, public policy reform, and inclusive models for IHEs. In this chapter, the author approaches these concepts by illustrating the social justice notions related to identity and access to IHE as experienced by SWDs. The author considers whether institutions perceive some programs as unsuitable for some SWDs or whether SWDs perceive some courses as inaccessible, hence not worth pursuing.
{"title":"Inclusive Practices in Institutions of Higher Education","authors":"Beverly Sande","doi":"10.4018/978-1-7998-7359-4.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-7359-4.ch011","url":null,"abstract":"In this chapter, the author will highlight some of the hurdles students with disabilities (SWDs) face in institutions of higher education (IHEs) and share some recommendations on how best faculty and staff can support SWDs matriculating through their programs and graduate on time with a baccalaureate degree. The author addresses concepts such as resilience, deficit models, instructional roles (instructor versus facilitator), myths, and misconceptions of working with SWDs, social justice, advocacy, public policy reform, and inclusive models for IHEs. In this chapter, the author approaches these concepts by illustrating the social justice notions related to identity and access to IHE as experienced by SWDs. The author considers whether institutions perceive some programs as unsuitable for some SWDs or whether SWDs perceive some courses as inaccessible, hence not worth pursuing.","PeriodicalId":433338,"journal":{"name":"Advising Preservice Teachers Through Narratives From Students With Disabilities","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134145750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7359-4.ch002
M. Sofologi, G. Kougioumtzis, M. Efstratopoulou, Efthalia Skoura, Savvoula Sagia, Styliani Karvela, Panagiota Myrto Salli, Evangelia Makri, E. Bonti
Children with specific learning disorders (SLDs) exhibit academic difficulties disproportional to their intellectual capabilities. A significant percentage of school-aged children worldwide are diagnosed with specific learning disabilities, with dyslexia being the most common. In Greece, epidemiological data propose that 50% of children in special education schools are diagnosed with learning disabilities, and 80% with reading difficulties. Children with SLD exhibit both internalized, such as depressive and anxiety disorders, self-esteem issues, eating and sleep difficulties, and externalized problems, including difficulties in socializing, developing friendships, and delinquent behavior. Moreover, research has shown that children with learning disabilities have an average (or above average) intelligence, and their poor academic performance is due to their lack of effective learning strategies. Concerning cognitive deficiencies, research suggests that no specific deficit is to fault; however, common deficits in children with SLDs are phonological processing and working memory.
{"title":"Specific Learning Disabilities and Psychosocial Difficulties in Children","authors":"M. Sofologi, G. Kougioumtzis, M. Efstratopoulou, Efthalia Skoura, Savvoula Sagia, Styliani Karvela, Panagiota Myrto Salli, Evangelia Makri, E. Bonti","doi":"10.4018/978-1-7998-7359-4.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-7359-4.ch002","url":null,"abstract":"Children with specific learning disorders (SLDs) exhibit academic difficulties disproportional to their intellectual capabilities. A significant percentage of school-aged children worldwide are diagnosed with specific learning disabilities, with dyslexia being the most common. In Greece, epidemiological data propose that 50% of children in special education schools are diagnosed with learning disabilities, and 80% with reading difficulties. Children with SLD exhibit both internalized, such as depressive and anxiety disorders, self-esteem issues, eating and sleep difficulties, and externalized problems, including difficulties in socializing, developing friendships, and delinquent behavior. Moreover, research has shown that children with learning disabilities have an average (or above average) intelligence, and their poor academic performance is due to their lack of effective learning strategies. Concerning cognitive deficiencies, research suggests that no specific deficit is to fault; however, common deficits in children with SLDs are phonological processing and working memory.","PeriodicalId":433338,"journal":{"name":"Advising Preservice Teachers Through Narratives From Students With Disabilities","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134298079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7359-4.ch009
Kimberly D. Cassidy
This chapter is a case study about a 4th grade student who has some exceptionalities. His mother has requested he be tested for many years, but school personnel will not agree to provide any screenings because Ethan is not a problem child, and his work is average. Ethan complains of a stomachache often, and his mother notes that she struggles to get him to do his work. There are multiple key statements in the scenarios that should provide data for preservice teachers to use when making an informed decision about the needs of Ethan. There are also questions and activities to aid the preservice teacher in recognizing and avoiding bias, finding resources to support Ethan's exceptionalities, and advocating for his/her students.
{"title":"Social/Emotional Trauma and Trauma-Informed Strategies for Exceptional Students","authors":"Kimberly D. Cassidy","doi":"10.4018/978-1-7998-7359-4.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-7359-4.ch009","url":null,"abstract":"This chapter is a case study about a 4th grade student who has some exceptionalities. His mother has requested he be tested for many years, but school personnel will not agree to provide any screenings because Ethan is not a problem child, and his work is average. Ethan complains of a stomachache often, and his mother notes that she struggles to get him to do his work. There are multiple key statements in the scenarios that should provide data for preservice teachers to use when making an informed decision about the needs of Ethan. There are also questions and activities to aid the preservice teacher in recognizing and avoiding bias, finding resources to support Ethan's exceptionalities, and advocating for his/her students.","PeriodicalId":433338,"journal":{"name":"Advising Preservice Teachers Through Narratives From Students With Disabilities","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125052497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7359-4.ch006
Cheryl Irish
Students with disabilities are choosing post-secondary educational options at increasing rates. While students with learning disabilities are endeavoring to earn degrees, many have typically struggled to meet the academic requirements. Research findings suggest that appropriate academic support tailored to individual needs and provided throughout the course of study can be effective in assisting students to attain a bachelor's degree. Effective supports for college students with learning disabilities include strategies that allow for multiple means of engagement, representation, and expression. This chapter will explore the college journey of a young man with nonverbal learning disabilities. The characteristics of NVLD and how those characteristics were expressed in his life will be reviewed. The student and a professor from the university discuss specific supports that lessened the effects of deficient executive function and information processing. The author also shares how the ongoing supports provided in college facilitated the student's attainment of a bachelor's degree.
{"title":"Hidden Disabilities","authors":"Cheryl Irish","doi":"10.4018/978-1-7998-7359-4.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-7359-4.ch006","url":null,"abstract":"Students with disabilities are choosing post-secondary educational options at increasing rates. While students with learning disabilities are endeavoring to earn degrees, many have typically struggled to meet the academic requirements. Research findings suggest that appropriate academic support tailored to individual needs and provided throughout the course of study can be effective in assisting students to attain a bachelor's degree. Effective supports for college students with learning disabilities include strategies that allow for multiple means of engagement, representation, and expression. This chapter will explore the college journey of a young man with nonverbal learning disabilities. The characteristics of NVLD and how those characteristics were expressed in his life will be reviewed. The student and a professor from the university discuss specific supports that lessened the effects of deficient executive function and information processing. The author also shares how the ongoing supports provided in college facilitated the student's attainment of a bachelor's degree.","PeriodicalId":433338,"journal":{"name":"Advising Preservice Teachers Through Narratives From Students With Disabilities","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121753062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7359-4.ch010
C. Kemp
Understanding one of the major purposes of a student's individual education program (IEP), the postsecondary transition planning section, is key for preservice teachers. Though federal guidelines mandate the transition plan to start by age 16, many states require the development of the plan much earlier. The author believes that for some students, the transition plan is completed too late to have full effect. The chapter will give the preservice teacher the knowledge needed to understand the component of the transition plan and offer some resources and suggestions for assessments to develop the transition plan.
{"title":"Postsecondary Transition Planning","authors":"C. Kemp","doi":"10.4018/978-1-7998-7359-4.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-7359-4.ch010","url":null,"abstract":"Understanding one of the major purposes of a student's individual education program (IEP), the postsecondary transition planning section, is key for preservice teachers. Though federal guidelines mandate the transition plan to start by age 16, many states require the development of the plan much earlier. The author believes that for some students, the transition plan is completed too late to have full effect. The chapter will give the preservice teacher the knowledge needed to understand the component of the transition plan and offer some resources and suggestions for assessments to develop the transition plan.","PeriodicalId":433338,"journal":{"name":"Advising Preservice Teachers Through Narratives From Students With Disabilities","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130142053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7359-4.ch005
Jamie L. Sibole
Many factors are important when planning and implementing strategies for teaching in the multiple disability/cross-categorical classroom. No two students' needs are alike; however, two areas are invariably a topic of discussion and lead many of the decisions being made in the individual's educational program: communication and presumed competence. The following chapter includes student narratives for a child with multiple disabilities as well as a child with autism spectrum disorder. Each child exhibits a significant communication delay and is considered to be non-verbal. The narratives along with strategies used to support the students have been included. Common misconceptions about augmentative and alternative communication use and presumed competence among students with significant communication needs are examined as well as research and theory concerning these areas.
{"title":"Communication and Competence","authors":"Jamie L. Sibole","doi":"10.4018/978-1-7998-7359-4.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-7359-4.ch005","url":null,"abstract":"Many factors are important when planning and implementing strategies for teaching in the multiple disability/cross-categorical classroom. No two students' needs are alike; however, two areas are invariably a topic of discussion and lead many of the decisions being made in the individual's educational program: communication and presumed competence. The following chapter includes student narratives for a child with multiple disabilities as well as a child with autism spectrum disorder. Each child exhibits a significant communication delay and is considered to be non-verbal. The narratives along with strategies used to support the students have been included. Common misconceptions about augmentative and alternative communication use and presumed competence among students with significant communication needs are examined as well as research and theory concerning these areas.","PeriodicalId":433338,"journal":{"name":"Advising Preservice Teachers Through Narratives From Students With Disabilities","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132153834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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