Axia College Material

Final Project Matrix

Using information from the correlating chapters in Special Education for Today’s Teachers: An Introduction, complete the appropriate sections of
the matrix as you proceed through the course.

Classification criteria and Associated Additional

Exceptionality Definition Prevalence information
characteristics educational practices

Learning Disability A disorder in one or Low achievement Controversy has Service delivery Many students with
(Week Two more of the basic Inattention/distractibility surrounded the Early intervention learning disabilities
CheckPoint) physiological Information-processing identification of Classroom also have
process involved in deficits students with interventions difficulty with oral
understanding or in Social-skills deficits learning disabilities expression, written
using language, Poor motivation because many expression,
spoken or written A heterogeneous category professionals contend And mathematics.
which disorder might There are 4 criteria used to that the primary Students with learning
manifest itself in the identify students with criterion used disabilities also often
imperfect ability to disabilities, severe to identify these have
listen, think, speak, discrepancy, exclusion clause, students (i.e., the cognitive difficulties
read, write, spell or response to intervention, and severe in areas such as
do math. the demonstration of the discrepancy) is not memory,
student who needs the special educationally attention, and met
education. meaningful and that cognitive skills and
Children must wait to problems with
fail before being Social skills.
identified.
An alternative
approach to the
identification of
students with
learning disabilities,
called response-to
intervention,
is being used in
several states and

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 offers
much promise for
improving
identification
practices
For students with
learning disabilities.
Controversy exists
regarding the extent
to which
students with
learning disabilities
should be included
in general education
classrooms.
Available evidence
suggests that most
students with
learning disabilities
should spend most of
the school
day in general
education classrooms
with appropriate
Support.

Mild Intellectual The primary characteristics of Approximately Students with mild

Disability Two major definitions students with mild 0.71% of the school- intellectual disabilities
(Week Two are used for intellectual intellectual disabilities relate age population, benefit
CheckPoint)) disabilities, one from to significant delays in the or one student in from being taught using
IDEA 2004 and the development of academic, every six general direct, explicit,
other from cognitive, and social education teacherdirected
the American Skills. classrooms, is instruction.
Association on All academic skills tend to be identified with a mild An instructional approach
Intellectual and delayed. Cognitive skills intellectual that has proven to be
Developmental that are delayed include Disability. highly effective for
Disabilities (formerly attention, memory, and African American students with mild
AAMR). Generalization skills. students tend to be intellectual
The primary criteria Delays in developing social significantly Disabilities is Direct
used to identify skills seem to be related, overrepresented in Instruction (DI).

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 students with at least to some degree, to the mild intellectual Peer tutoring and the use
mild intellectual delays in developing disabilities of technology to support
disabilities are Language and cognitive skills. Category. instruction are also
significantly Students with mild intellectual Mild intellectual effective instructional
sub average disabilities have disabilities persist approaches for these
functioning in general difficulty interacting with through school students.
intellectual peers and may need to be And into adulthood.
development and Directly taught social skills. While some adults
adaptive behavior with mild
(including intellectual
practical and social disabilities struggle
skills that students use greatly, others are
in their relatively successful
Everyday lives). and generally
satisfied with
Their lives.

Emotional and Children and youth Children with EBD show The official Typical interventions for Approximately one
Behavioral whose behavioral aggression, rule breaking, prevalence of students with EBD third are educated in
Disabilities and emotional anxiety, depression, social students with EBD is include general education
(Week Three responses are so skills deficits, social withdraw less behavioral techniques, facilities but are
Exercise) different from and attention deficits. than 1%, yet most instruction in self-control, outside of general
appropriate age, believe that up to 6% and education classes 60%
cultural, or ethic of students social skills, as well as of
norms that their require special life-space interviews. the day.
education education services. Students transitioning to Students with EBD
performance is Students with EBD the world of work often are four times more
affected. are underidentified, require vocational likely than all others
yet there is education,work with disabilities to be
considerable concern experience, and educated in separate
that certain groups, supported employment. facilities.
particularly For students with Common methods
African American extreme, used for identification
students, are pervasive, and include direct,
overrepresented in multifaceted behavior systematic
the disability problems observation of
category. Students community services and specific behaviors and
with EBD have supports are coordinated commercially
dismal post school and delivered in a prepared behavior

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outcomes, “wraparound”fashion. rating scales.
with almost 50% Functional behavioral
unemployed 3 to 5 assessments provide
years after the most useful
leaving school. information for
Many theories are instructional and
used to explain EBD, behavioral planning.
including Approximately one
biophysical, third are arrested
psychodynamic, during their school
familial/home, years.
societal, Approximately one
and even school half are unemployed 3
factors. Still, EBD is to 5 years after
more a function leaving school.
of interrelated,
interacting factors
rather than any
single cause.

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 Children with ADHD Children with ADHD show: ADHD is the most Extensive research has 3 to 7% of school-age
manifest “a persistent Impulsivity common behavior demonstrated that children (between 1.9
pattern of Hyperactivity disorder. Its stimulant and 4.5 million
inattention and/or Inattention prevalence has been medication is the most students) are
hyperactivity- Coexisting conduct problems estimated as 3 to 7% effective intervention for identified with
impulsivity that is Coexisting academic of the reducing the symptoms of ADHD.
more problems school-age population. ADHD for most students Approximately 2 to
frequently displayed The characteristics of students Significantly more Medication should be 4% receive stimulant
and more severe than with ADHD often boys than girls are closely monitored to medication.
is typically lead to difficulty getting along identified ensure Fewer than 1% are
observed in individuals with others at school, with ADHD. that the appropriate identified under
at a comparable level and a significant proportion of Many students with medication is used to IDEA as other health
of development” these students ADHD are also reduce the impaired.
develop behavior problems identified with symptoms of ADHD. Approximately 75%
(e.g., oppositional-defiant another disability most Behavioral interventions, are male.
disorder, anxiety disorder, commonly a learning such as the use of 53% of students
Attention Deficit conduct disorder). disability or behavior identified with
Hyperactivity The symptoms of ADHD emotional/behavioral modification, a token ADHD under IDEA
Disorder often influence the disorder. economy, and teaching spend
(Week Three academic achievement of selfregulation, most of the day in
Exercise) these students, as the are effective interventions general education
impulsive, inattentive, and to support the classrooms.
hyperactive behaviors students in learning Placement settings are
cause difficulty in learning appropriate classroom similar to those for
academic material, and behaviors and make students with
may develop into a learning progress learning learning disabilities.
disability over time. academic Approximately 30%
content. have no symptoms of
A combination of ADHD as adults.
medication and Approximately 25%
behavioral have conduct
interventions has proven disorders that
the most effective continue as
approach adults.
for most students with Approximately 25%
ADHD. develop major
depression as adults.

Autism Spectrum Immediate Deficiency when 2-20 cases per Intercessions zero in In addition to

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 occurance of interacting with others 10,000 in the USA on classrooms standard
negative activities; Lack of verbal abilities 3.4% in the most syllabus, speech, and education, career
Unable to listen or Predictable or habitual recent 1000 tested peer interaction; education is
to articulate; activities Easy to understand offered, job
Stubborn; Inability to speak clearly, rules opportunities are
Repetition of to understand and to Environmental increased and
Disorders
limited set of utilize analogy modifications to supported life
(Suggested in
activities or improve behavior strategies are
Week Four)
pursuits Lessons in necessary offered
behavior
Use verbal and
auditory cues to
educate more
advance students

Language or Child has difficulty in 20% of the student Intercession for

speech problems understanding auditory population extended time frames
communication or Short time frame
forming proper speech milestones
Communication Activities, language,
Disorders intellectual, and peer
(Suggested in interaction using
Week Four) knowledge handling
methods
Technology use
depending on the
student

Severe These people IQ significantly below 0.5 to 1% of all Modified milestone

Intellectual require aid average students in the monoriting
Disability continuously so Lack of learning capacity USA or 10% of Simplified class
(Suggested in that life is Distributing activity sets the SPED students syllabus
Week Four) relatively normal Balanced

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 intervention
Individualized
educational strategies

People with Observed problems with Modified milestone

cognitive and grades, motor skills, or monitoring
Multiple physical deficits environmental awareness Simplified class
Disabilities syllabus
(Suggested in Balanced
Week Four) intervention
Individualized
educational strategies

Youths with Students that can’t see 10,000 blind Special agencies
deficiencies in and or hear 42,000 deaf Special
Sensory environmental This includes students 52,000 deaf and environmental
Impairment awareness that have reduced vision blind with in the conditions at school
(Week Five or hearing USA
Exercise)

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 Youths with Inability to focus and .03% of public SPED
obvious head show interest in class school students in
trauma that causes studies the United States
malfunctioning Inabilities to recall and
Traumatic Brain
mental process implement activities
Injury
Difficulty conferring
(Week Five
with peers
Exercise)
Intellectual, verbal,
recall, focus, cognition,
motor and environmental
awareness difficulties

Musculoskeletal Hereditary abnormalities, Of all of the USA Usually located at

issues or physical disabilities as a result of public school School
Physical issues in general illness, physical issues students, only Educators know
Disabilities due to a variety of 0.11% about the risks
(Week Five different reasons involved with
Exercise) incorporating the
students into the
classroom

Health Children with less Sensitive to sensory Of all of the USA Usually located at
Impairments than adequate inputs from immediate public school school
(Week Five awareness; surroundings students, only Educators know
Exercise) Children that are Exhibits breathing 0.59% about the risks
physically difficulties ADD, involved with
compromised ADHD, diabetes, incorporating the
epilepsy, cardiac students into the
disorders, cancer, or classroom
anemia

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Talented and
Gifted
(Suggested in Week
Six)

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