Educating Special Needs Students

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EDUCATING SPECIAL NEEDS STUDENTS

Educating Special Needs Students
Katy J. Kaldenberg
Grand Canyon University: SPE-226 Educating the Exceptional Learner Wednesday, December 14, 2011

Educating Special Needs Students
It can be a difficult task to teach the typical child who has the ability to grasp concepts effectively. The task of teaching children with disabilities can be even more challenging. One of the most challenging tasks that a teacher today may have to preform is effectively teaching children with disabilities. There are several types of disabilities a child may have including but not limited to intellectual disability, autism, severe disabilities, and multiple disabilities. Intellectual Disability

According to the American Association on Intellectual and Developmental Disabilities (AAIDD), an intellectual disability is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills and originates before the age of 18 (American Association on Intellectual and Developmental Disabilities (AAIDD), 2011). In the United States, about one in ten families are affected by Intellectual disabilities (American Association on Intellectual and Developmental Disabilities (AAIDD), 2011). The severity of a child’s intellectual disability can be very slight ot a severe problem (American Association on Intellectual and Developmental Disabilities (AAIDD), 2011). Some issues intellectual disabilities in children can cause include slowed learning and development as well as a more difficult time expressing wants and needs (American Association on Intellectual and Developmental Disabilities (AAIDD), 2011). A child with an intellectual disability may also have a harder time learning to speak, walk, and even eat (American Association on Intellectual and Developmental Disabilities (AAIDD), 2011). Intellectual disability can be the result of an injury, disease, or brain issue (American Association on Intellectual and Developmental Disabilities (AAIDD), 2011). Often the cause of a child’s intellectual disability is unknown. Some of the signs of intellectual disability include sitting, crawling, walking, and learning to talk later than other children, issues remembering things, social awkwardness, and trouble solving problems (American Association on Intellectual and Developmental Disabilities (AAIDD), 2011). All children can and do learn. Some children may develop and learn more slowly than other children learn. A child’s intellectual disability is often defined by an intelligence quotient (IQ), or by the types and amount of support, they require (American Association on Intellectual and Developmental Disabilities (AAIDD), 2011). The curriculum for a child with intellectual disabilities may need to be modified to ensure their success academically. Some modification could include added visuals, mnemonics, and slower paced assignments. Autism

Autism is quickly becoming one of the most publicized disabilities today that affects children. According to the American Academy of Pediatrics, autism has increased from one in 10,000 just 20 years ago to the current rate of one in 91 (Autism Society of America, 2011). The rate for boys is even more alarming at a rate of one in 58 (Autism Society of America, 2011). According to estimates, over 1 million people in the United States are living with autism (Volkmar FR, et al., 2009). Autism is a combination neurological and biological disorder that is usually detected between the ages of 18 months and 5 years of age (Volkmar FR, et al., 2009). Like that of an intellectual disorder, autism also affects children differently and at different levels of severity (Autism Society of America, 2011). Most often autism affects children in the following five areas: non-verbal and verbal communication, social skills, behaviors, learning, and medical issues (Volkmar FR, et...
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