Human Exceptionality Midterm PDF

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KEAN UNIVERSITY ID 2052 Fall 2020 Midterm Exam Each student will complete all six questions of the midterm thoughtfully, providing specific examples that demonstrate your understanding. Make sure that your answers are grammatically correct and key terms are spelled correctly. Use quotes from the text to support your answers and reference these quotes. For example, this answer is supported by the statement “ xxxxxxxx” (Heward, 2017, p20). Midterm exams should not exceed 8 pages. Exams must be submitted in a Google Doc format and shared in edit mode with me. Completed exams are due by midnight October 30, 2020. Exams will only be graded after the final submission date of October 30 . th

Question 1: Pl 94-142 and its successor, IDEIA, provide vital services and protections for students with disabilities. Explain what the law provides and the safeguards that are built into the law. Be sure to include FAPE and LRE in your answer. Chapter 1 Powerpoint IDEA is the Individuals with Disabilities Education Act. IDEIA is a mandated free appropriate public education for all children with disabilities ages 6 – 21. This law provides protected rights to children with disabilities and their parents. The law requires the creation of an IEP for each child with a disability. As well as educational services in a least restrictive environment. (PG 109) This law ensures that all children obtain free appropriate public education available to them. This ensures that the rights of children with disabilities and their parents are protected. This allocates assistance from state and local educational agencies in providing for the education of children with disabilities One of the goals is to assist States in the implementation of a statewide, comprehensive interagency system of early intervention This ensure the necessary tools are available to improve educational results for children with disabilities.The ultimate goal is to assess, and ensure the effectiveness of, efforts to educate children with disabilities. A LRE is an effective method to treat the disability. LRE creates a learning environment suitable for the student to meet their needs. ( My response to question 1 was supported by Hewerd, PG 109-112) (60-64) Question 2: Upon learning that a parent has a child with disability, the literature indicates that parents go through a series of stages/emotions before they are able to accept and advocate for their child. Discuss the stages that parents go through and what the term resilience means.

There are 5 stages a family endures before they are able to accept and pursue further action for their child. Stage 1- Identification of disability. For some cases there are periods of disbelief and denial. This creates sadness and disappointment in the uncertainty of the future. Stage 2 Self Education The family learns about disability then identifies the child's strengths and limitations. The parents also learn about needed services and they reach out for professional help Stage 3 Reflection about self and family Recognition of own strengths and coping skills. This often creates disappointment and anger. This leads to racing out to informal support networks and obtaining professional support. Stage 4 Advocacy and empowerment Grows in resilience, participates in school and team settings. As well as the allocation of appropriate services. As well as obtaining knowledge of legal rights and the negotiation of resources across professional agencies. Stage 5 Resilience Model Resilience proves the capacity to recover quickly from difficulties and toughness.This model targets the experience and tasks for parents as they move from learning about their child's disability through acceptance and appreciation. This model was developed by Kochar -Bryant. This was based on parents and family members being the best sources of knowledge about their child. A parents resilience may be immediately appreciated but should be identified and supported. Parents are engaged in a continuous adjustment process that can be facilitated by sensitive caring professionals. Having a child with a disability changes the plan and has a negative impact or response which brings challenges and stress.. Early research on parents responses to having children with disabilities identified mostly negative outcomes as parents went through three stages of adjustment. This is a grief cycle in which confronting, adjusting and accepting occurs. Parents experience a period of emotional crisis in which shock,denial and disbelief occur. FOllowed by a period of alternating feelings of depression, anger, shame and rejection of the child is witnessed. This leads to the third step where the parents accept and adapt their child's disability. (PG 76) ( My response to question 2 was supported by Hewerd, PG 52-57)(PG 76-78) Question 3: In providing special services for children, both IDEiA and the Early Childhood Special Education law call for the development of an IEP and/or an IFSP. Explain what is contained in the IEP. How does this compare with an IFPS?

The use of an IEP is critical in establishing what motives of protocol the child needs. What is used in an IEP is measurement of appropriate diagnostic instruments or procedures, in 1 or more of the areas of cognitive development, physical development, communication development, social or emotional development, or adaptive development.The use of a comprehensive system of therapies, educational, nutritional, childcare, and family supports, all designed to reduce the effects of disabilities or prevent the occurrence of learning and developmental problems later in life for children presumed to be at risk for such problems.While an IFSP is a plan that addresses the needs of the child and family and is developed by a multidisciplinary team. The IFSP defines the family as being the recipient of early intervention services/The IFSP must be evaluated once a year and reviewed at six-month intervals. This gives the parents and the teacher a better sense of improvement because a child's needs can change rapidly and the evaluation can be managed on a regular basis. While an IEP meets only once a year. The IFSP manages the child needs on a more consistent basis.Inside a IFSP is a statement of present levels of development (physical, cognitive, communication, social, emotional, adoptive . Inside an IEP and an IFSP includes entitlement of specific early intervention services necessary to meet the needs of the child including, frequency, intensity and method of delivering services. This allows the parents and the faculty a plan of action to meet the child’s needs. Inside of the IEP has information to which services will not be provided in the natural environment. As well as projected dates which services will start and end, length, duration and frequency of services. This is a great gameplan in creating a format for the child to learn and grow over a select period of time. Including the Identification of the service coordinator who will be responsible for implementing the plan. This also gives the parent and the teacher to see what worked or what did not work when the parent and faculty meet on their arranged date. I believe that the IFSP is more productive than an IEP because the program revolves around the child's needs and allows around a family system. The IFSP allows the family to receive the services necessary instead of just the child in an IEP. The IFSP focuses on the naturalistic environment where the child and family live. School is just a part of the day. The environment placed in the households. The child's home environment has a very large influence on their learning environment. Both the IEP and the IFSP share the use of interventions and services provided by health and human services ( My response to question 3 was supported by Hewerd, PG 106-113) Question 4: Students who are identified as Intellectually Disabled are required to have an IQ score of 70 or less. What is IQ? Differentiate between mild, moderate, severe and profound forms of the disability by IQ. What does the definition in IDEIA identify as key components of the disability? How do these students present cognitively? behaviorally? What teaching strategies work best with this population? An IQ is a test given by a school psychologist or another trained professional. The test contains a series of questions, problem solving activities, memory,and other terms to require certain degrees of intelligence to solve correctly.These tests are considered standardized and norm referenced tests. This means that the test is administered to a large group of people elected at random from the population to whom the test is intended to.

The classification of IQ. Classification for students with disabilities are based on scores ranging from 70-25. Inside of these scores identifies what classification the student falls under. Mild 50-55 to 70. Imposes an additional and significant limitation of function Moderate 35-40 to 50-55. Students who classify within this group have delays in developmental facets in their learning. Severe 20-25 to 35-40. Identified brink of moderate but extensive support is needed for daily activities. Profound - below 20-25- This area are students with genetic disorders and require support needed for every aspect of daily routines. (PG 110) Identification of cognitive and behavioral areas are as listed below Conceptual- The use of language for speaking, reading, and writing. Social-Working well with others. Solving social issues, and following rules. Practical- Activities include daily living activities. Following class schedules. Intellectual disability involves problems with general mental abilities that affect functioning in two areas: ( My response to question 4 was supported by Hewerd, PG 117-121)

Question 5: Learning Disabilities is the largest category of children identified with special needs in our schools. What are the features of the definition from IDEIA? Based on the FAT CITY video, what are some of the common problems we see students struggling with in schools. Can students outgrow learning disabilities? IDEA- Intellectual Disability as significantly subaverage general intellectual functioning. Existing with deficits in adaptive behavior during the developmental period that affects a child's educational performance. (PG 109) The three criteria for diagnosis for an intellectual disability 1.Significant subaverage intellectual intellectual functioning must be demonstrated. A score of 2 or more standard deviations below the mean of an IQ test 2. “An individual must have significant difficulty with tasks of everyday living.” This is known as adaptive behavior. 3. Deficits in intellectual functioning and adaptive behavior must occur during the developmental to help distinguish intellectual disability. Common problems we see with students struggling in school include being easily distracted, frustrated, difficulty staying on task, taking longer than normal to complete written work,

difficulty following directions, and not being able to handle social situations. From viewing these anecdotes we can get a sense of what is going on with a student. As well as behavior towards other students in the classroom. Fat City Common problems we see students struggling with in schools include frustration, anger and tension,processing,motivation, perception, cognitive processes, Auditory and visual capabilities Ways we can help students with processing issues is at the teachers own time and the students' time both can speak to one another. The teacher can say to the student having the issue that he will not call on her unless he is standing in front of her. This gives the student the opportunity to actually process the information and not be anxious about thinking that the teacher will call on her. This makes the student feel safer with their learning environment and improvement will most likely occur. Motivation is one of the most misunderstood concepts in education. Many people believe that motivation is the answer to all disabilities but it is not. Motivation is doing something to the best of their ability. While learning about learning disabilities I obtained knowledge that we can manage, and adapt to the surroundings within their condition can be aided with appropriate support and intervention, people with learning disabilities can achieve success in school, at work, in relationships, and in the community. As educators we can help students manage and correct issues that the disabilities present within and outside of school. ( My response to question 5 was supported by Hewerd, PG 109-113and the Fat City Video) .h t t p s : / / www. y o u t u b e . c o m/ wa t c h ? v = Q3 UNd b x k 3 x s &t = 3 1 3

References Heward, William L., et al. Exceptional Children: an Introduction to Special Education. Pearson India Education Services Pvt. Ltd., 2019. .h t t p s : / / www. y o u t u b e . c o m/ wa t c h ? v = Q3 UNd b x k 3 x s &t = 3 1 3 s( Fat City Video)...