Study Guide for Exam #2

Important!

For each of the chapters from the text that will be covered on this exam, you should be familiar with the following

Chapter 7: Communication Disorders

• Describe the communication process. Discuss speech and language disorders using the model of communication discussed in class. What are the most frequent types of speech and language disorders?
• Given that there is a significant increase in the number of young children from culturally and linguistically diverse backgrounds, how you distinguish language differences from language disorders?
• Since the majority of students who have communication disorders as their primary disability are placed in general education, what can classroom teachers do to support their language development
• What are some of the reasons for early intervention for children with speech-language impairments? How can assistive technology (e.g., augmentative and alternative systems) be helpful in improving the communication abilities of students with speech/language impairments?

Chapter 3: Giftedness and Creativity

• Compare and contrast the perspectives on giftedness, according to: Terman, Renzulli,, and Gardner. How does each one influence prevalence figures?
• Identify the special subgroups of children who are gifted. Which groups are typically underrepresented in programs for students with gifts/talents? How can eligibility criteria be modified to better identify individuals from underrepresented groups?
• Discuss the different approaches to education for students who are gifted/talented. What types of classroom modifications might be appropriate for this group of students?
• As a classroom teacher, how might Gardner's view of multiple intelligences influence the way you design and implement instruction for all students?
• What is your perspective on the integration of students with gifts in general education? Given your perspective, which educational option(s) do you think is(are) best for students who are gifted and talented? Explain your answer, and support your reasons with material from readings and class discussions.

Chapter 6: Behavioral Disorders and Emotional Disturbance

• What are the characteristics of students with behavior disorders and emotional disturbance? What do you see as the major differences between the IDEA definition of emotional disturbance and the new one proposed by the National Mental Health and Special Ed. Coalition?
• Compare externalizing behavioral disorders with internalizing behavioral disorders. Give examples of each.
• Discuss the following models for treatment of children with BD/ED: Behavioral approach, psycho-educational approach, ecological approach, and social cognitive approach.
• What do you see as major considerations related to inclusion for students with ED/BD?

Chapter 11: Mental Retardation

• Discuss the concept of intelligence. Address and explain the concept of the normal curve in your discussion.
• Paraphrase the current AAMR definition of mental retardation. What key differences exist between this definition and earlier ones? What are the four assumptions on which this new definition is based? Explain each one.
• Describe the four levels of intensities of support included in the 1992 AAMR definition of mental retardation.
• What are some common causes of mental retardation? Which ones are preventable and how can they be prevented?
• What are the major considerations related to inclusive schools for students with developmental disabilities? What are the potential benefits of inclusive services? For whom? How can potential barriers to success be addressed?
   
   

Chapter 12: Autism

• What are the characteristics of children with autism? What is the current explanation related to causes of autism?
• What educational challenges are likely to be faced by students in very low-incidence categories? What special education principles can be helpful in planning interventions for these students?
• What do you see as the major issues related to inclusion of students with low incidence disabilities? In view of the relatively small numbers of students involved, how can schools effectively balance considerations related to integration vs. the specialized services that may be needed?

Chapter 8: Hearing Impairments

• Define the following types of hearing losses: prelingual, postlingual, conductive and sensorineural.
• Define the five levels of hearing loss (Table 8.1; p. 289). Discuss five myths related to deafness and hearing loss.
• Discuss the impact of deafness on cognitive and language development for deaf infants/toddlers. What are potential differences in this regard between having hearing vs. deaf parents?
• Discuss the controversy between oral and manual communication approaches to deaf education. What are the issues underlying each position?
• What factors should be considered in placement and educational planning for students who are deaf or hard of hearing?
• How can classroom teachers accommodate students with hearing loss in integrated settings? (Tables 8.6 to 8.8 are helpful as summaries).

Chapter 9: Visual Impairments

• What is meant by the functional definitions of low vision and blindness?. Is the concept of legal blindness a functional definition? Explain.
• What is the impact of blindness on a child's development in the following areas: sensory-motor, cognition, speech-language, and social skills? How does age at onset impact development?
• What specialized educational needs do students with low vision or blindness have? How can these needs be accommodated in the general classroom (assume that studentís cognitive functioning is not affected).
• What are the issues related to inclusion for students with low vision or blindness? What do you see as the role of special schools for the blind and visually impaired, in providing services for people with low vision or blindness? Take into account the readings as well as the comments by our guest speaker on this topic.

Chapter 10: Physical Disabilities and Other Health Impairments

• Define physical disabilities and health impairments. What are the two types of impairments within each of these categories? Be able to name 3-4 conditions under each category.
• Discuss ways in which physical disabilities and health impairments have an impact on the quality of life for people with any of these conditions. Include societal/cultural factors, expectations, and/or stereotypes that may particularly affect this group.
• Identify 3-4 ways in which the ADA guidelines address accommodations and access for people with physical disabilities. What are the major issues related to access and inclusion for people with health impairments and physical disabilities?
• What educational considerations are important for effectively including students with physical disabilities or health impairments in general education classroom? Explain why.
• List at least three ways in which teachers can (or should not!) provide first aid if a student has a seizure.
• Discuss the team approach with respect to providing services for students with physical disabilities and other health impairments.

Chapter 15: Transition from School to Adulthood

• What are the major issues related to the development and use of Individualized Transition Plans for high school students with disabilities?
• What are the steps in the transition process? (see figure 15.2). What are the components that must be included by law in the ITP? List at least five of the 10 transition goals that should be considered when developing an ITP (see Susan's ITP)
• Discuss supported work options for individuals with disabilities (p. 588)