Chapter 12 - Human Exceptionality

Significant disabilities/impairments in intellectual physical (motor) and.or social functioning that is significantly below the norm and identified after birth

an organization that advocates people with significant disabilities and support needs are most at risk for being excluded in the society

affects cognition, communication, social skills development, motor-mobility, and activities of daily living

concomitant impairments, the combination of which causes severe educational needs that cannot be accomodated in sped programs solely for one of the impairments

concomitant hearing and visual impairments that causes severe communication and other developmental and educational needs that they cannot be accommodated in sped programs solely for children with deafness or children with blindness

ID, OHI, MD, Autism, TBI, DB

• Slow acquisition rates for learning new skills
• Poor generalization and maintenance of newly learned skills
• Limited communication skills
• Impaired physical and motor development
• Deficits in self-help skills
• Infrequent constructive behavior and instruction
• Stereotypic and challenging behavior

performance of skill in settings or under conditions defferent from those in which the skill was learned intially

continued use of skill after instruction has been terminated

biological conditions that may occur before birth, during birth, or after birth

• brain dysgenesis
• brain damage

abnormal brain development

caused by influences that alter the structure or function of the brain that had been developing normally up to that point

acquired injury to the brain caused by external force, resulting in total or partial functional disability or psychosocial impairment or bothe that adversely affects a child's educational performances

result of penetration of the skull, such as that caused by a bullet or a forceful blow to the head with a hard or sharp object

head hits a stationary object with such force that the brain slams against the inside of the cranium

a mild brain injury, is a brief loss of consciousness

accompany a moderate brain injury and consists of bruising, swelling, and bleeding

occurs when blood vessels in the brain rupture

a severe head trauma

loss of oxygen to the brain for a period of time during a severe brain injury

• Physical and sensory changes
• Cognitive impairment
• Social, behavioral, and emotional problems

activities of daily living skills needed now and in the future

• Functional skills
• Age-appropriate skills
• Communication skills
• Literacy
• Recreation and leisure skills
• Making choices
• Access to gen ed curriculum

• Precisely assess the student's current level of performance (determine what needs to be taught)
• Clearly define the skill to be taught
• Break down skills into smaller steps
• Determine how the learner can actively participate
• Provide a clear response prompt or cue to the child
• Gradually withdraw response prompt
• Provide immediate feedback
• Use strategies that promote maintenance and generalization
• Directly and frequently assess the student's performance

"teachable moment" when a student demonstrates an interest in something, great time to teach them a related skill

• Mand
• Mand-prompt
• Model

verbal instruction that cues students to perform a behavior that they may know how to perform but do not do

teacher mands, as stated above, but also prompts a student

student can perform a behavior but hesitates to do so, teacher may dispense with mands and just model the correct behavior for students to imitate

individuals with severe disabilities can be taught to perform selected components or an adapted version of the task

Use of functional assessment methodologies to support student's placement and guide the development of positive behavior support plans

determines environmental variable that cue and maintain undersirable behavior

• integrated schools are more meaningful instructional environments
• parents and families have greater access to school activities
• students with severe disabilities are more likely to develop social relationships with students without disabilities if they are included at least aprt of the time in the regular classroom