Liberty University Autism Spectrum Disorder Exceptionality & Definition HW Instructions are attached and the chart. thank you so much! if you would like th

Liberty University Autism Spectrum Disorder Exceptionality & Definition HW Instructions are attached and the chart. thank you so much! if you would like the rubric I can send that also. (Remember to include your title page)
EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION
Autism Spectrum Disorder
“A variety (or spectrum) of related
disorders that affect a child’s social
development and ability to
communicate and that include
unusual behavioral manifestations
such as repetitive motor
movements” (Kirk, et al, 2015,
p.143).
CRITERIA FOR
SERVICES
DSM-5
An individual must meet criteria A, B,
C, and D:
A. Persistent deficits in social
communication and social
interaction across contexts, not
accounted for by general
developmental delays.
B. Restrictive, repetitive patterns
of behaviors, interests, or
activities.
C. Symptoms must be present in
early childhood (but may not
become fully manifest until
social demands exceed limited
capacities).
D. Symptoms together limit and
impair everyday functioning.
(Kirk, et al, 2015, p146)
Emotional/Behavioral Disability
CHARACTERISTICS
•
Lack of Theory of the Mind
(the ability of human beings to
understand the thinking and
feelings of other people that’s
necessary for understanding,
predicting, and shaping the
behavior of others).
• Acting out or aggressive
behavior due to limited ability
to communicate.
• Hypersensitivity to sensory
stimuli
• Trouble with important
thinking skills like decisionmaking, problem solving,
executive function, and the
more complex mental
processes of reasoning and
evaluation.
• Difficulty with a range of
motor skills such as gross
motor, fine motor, and motor
planning.
(Kirk, et al, 2015, pp. 148-150)
GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
•
Early intervention and early
diagnosis
• Naturalistic intervention Peermediated instruction and
intervention
• Social narratives of social stories;
Comic strip conversations
• Prompting; visual supports
• Creating Structure
• Improving Social Skills
• Functional Behavior Assessment
• Assistive Technology (voice output
communication aids)
• Focused Intervention Practice
• Comprehensive Treatment Models
(TEACCH, EIBI)
(Kirk, et al, 2015, pp. 154-161)
EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION
Hearing Impairment/Deaf
Intellectual Disability
CRITERIA FOR
SERVICES
CHARACTERISTICS
GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION
Learning Disability
Developmental Delay
CRITERIA FOR
SERVICES
CHARACTERISTICS
GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION
Multiple Disabilities
“Concomitant impairments (such as
intellectual and developmental
disabilities—blindness or intellectual
and developmental disabilities—
orthopedic impairment) that result in
severe educational needs that require
special services” (Kirk et al, 2015,
p.423).
Orthopedic Impairment
“A severe orthopedic impairment that
adversely affects a child’s
educational performance (e.g.,
cerebral palsy, amputations, and
fractures or burns that cause
contractures)” (Kirk et al, 2015,
p.423)
CRITERIA FOR
SERVICES
CHARACTERISTICS
GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION
Other Health Impairment
“Limited strength, vitality, or
alertness, including heightened
alertness to environmental stimuli,
that are due to chronic or acute health
problems such as asthma, attention
deficit disorders, diabetes, epilepsy,
cystic fibrosis, ,heart conditions,
hemophilia, lead poisoning,
leukemia, nephritis, ulcerative colitis
and Crohn’s disease, rheumatic fever,
sickle cell anemia, or Tourette
syndrome and that require special
educational services” (Kirk et al,
2015, p.423).
Speech-Language Impairment
CRITERIA FOR
SERVICES
CHARACTERISTICS
GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION
Traumatic Brain Injury
“An acquired injury caused by an
external physical force, resulting in
total or partial functional disability
and/or psychosocial impairment that
requires special educational services”
(Kirk et al, 2015, p.423).
Visual Impairment, including
Blindness and Deafblindness
Deafblindness: “Concomitant hearing
and visual impairments, the
combination of which causes severe
communication, developmental, and
other educational needs that require
special services” (Kirk et al, 2015, p.
423).
CRITERIA FOR
SERVICES
CHARACTERISTICS
GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION
Developmental Delays
“In the United States, defined by each
state, and can occur in any of the five
critical domains: cognitive,
communicative, social-emotional,
motor, and adaptive development”
(Kirk, et al, 2015, p.79).
Cognitive Functioning/Impairment
CRITERIA FOR
SERVICES
CHARACTERISTICS
GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION
Language Developmental Disorder
“This disorder involves difficulties
with any combination of spoken,
written, and symbol systems used to
share ideas and messages. Language
disorders may impact understanding
and use of (a) language form
(phonology, morphology, syntax), (b)
language content (semantics), or (c)
language function (pragmatics)”
(Kirk, et al, 2015, p.293).
Social Developmental Disorder
CRITERIA FOR
SERVICES
CHARACTERISTICS
GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION
CRITERIA FOR
SERVICES
CHARACTERISTICS
Cultural/Ethnic/Socioeconomic
Factors/ELL
“Many students for whom English is
a second language have difficulty
learning in American schools and
may be referred to special education
as a result” (Kirk et al, 2015, p.57).
The criteria for services should be the
same for the exceptionality of a
student with English as the primary
language as it is for a student with
English as a second language.
Students who fall under the
characteristics of a specific disability,
but also who have other
cultural/ethnic/socioeconomic factors
or variables.
Medical Aspects/Major Health
Impairments
A broad range of exceptionalities that
involve medical attention/care.
GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/
TECHNOLOGY
•
•
•
“When children are dealing with
serious health problems, their life and
education will be impacted. The
support needed for each child will
depend on the range and severity of
the problem…medical experts take the
lead on the diagnosis and planning
medical interventions, while the
general education teacher takes
responsibility for needed daily
supports and for knowing the
appropriate protocols for initial
response in an emergency” (Kirk et al,
2015, p.427).
A wide variety of medical health
impairments that could include:
• Asthma
• Cancer
• Sickle Cell Anemia
• HIV/AIDS
• Acquired Diseases
Test students with nonbiased
assessment that include the use of
interpreters, “culture fair” tests, and
separate norms. (Kirk et al, 2015,
p.56).
Mindful interpretations of the tests.
“The RtI model Tier II, which
allows for additional support for
learning short of referral to special
education” (Kirk et al, 2015, p.57).
“Advances in medicine have led to lifesaving
interventions for children with physical
disabilities and health impairments. As
medical interventions have improved, the life
expectancy for children with severe
disabilities has been extended. Improved
medical interventions are also increasing the
survival rate for soldiers who have been
wounded…medical supports also can
enhance the quality of individuals who have
lost limbs regain functioning, new blood
sugar monitors can maintain a continuous
check to help regular diabetes, improvements
in surgical procedures for infants allow
doctors to repair heart defects, and new
treatments for cancer have led to nearly 80
percent survival rates for children” (Kirk et
al, 2015, p.421).
References
Kirk, S., Gallagher, J., & Coleman, M. (2015). Educating exceptional children (14th ed.). Stamford, CT: Cengage. ISBN:
9781337065733.
EDUC 521
EXCEPTIONALITY CHART INSTRUCTIONS
Students will complete the remaining sections of the Exceptionality Chart, using information
found in the Kirk, et al text and other credible sources. The completed sections are there for
review, as well as to set an example for the content and formatting of the entire chart.
Students are encouraged to work on this chart throughout this course and leading up to the due
date at the end of Module/Week 5.
Submit the Law Analysis Part II by 11:59 p.m. (ET) on Sunday of Module/Week 5.

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