Study Guide

TESP 302
Study Guide for Final

Identify and define the categories of students that have exceptionalities. |Autism-means a developmental disability |Multiple disabilities-means concomitant [simultaneous] impairments (such as intellectual disability-blindness, | |significantly affecting verbal and |intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs | |nonverbal communication and social |that they cannot be accommodated in a special education program solely for one of the impairments. The term does not | |interaction, generally evident before age |include deaf-blindness. | |three, that adversely affects a child’s |Orthopedic impairment-means a severe orthopedic impairment that adversely affects a child’s educational performance. | |educational performance. Other |The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, | |characteristics often associated with |bone tuberculosis), and impairments from other causes (e.g.,cerebral palsy, amputations, and fractures or burns that | |autism are engaging in repetitive |cause contractures). | |activities and stereotyped movements, |Other health impairment-means having limited strength, vitality, or alertness, including a heightened alertness to | |resistance to environmental change or |environmental stimuli, that results in limited alertness with respect to the educational environment, that— | |change in daily routines, and unusual |(a) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit | |responses to sensory experiences. The term |hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, | |autism does not apply if the child’s |rheumatic fever, sickle cell anemia, and Tourette syndrome; and | |educational performance is adversely |(b) adversely affects a child’s educational performance. | |affected primarily because the child has an|Specific learning disability-means a disorder in one or more of the basic psychological processes involved in | |emotional disturbance, as defined in #5 |understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, | |below. |think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual| | |disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include| |Deafness-means a hearing impairment so |learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual | |severe that a child is impaired in |disability; of emotional disturbance; or of environmental, cultural, or economic disadvantage. | |processing linguistic information through |Speech or language impairment-means a communication disorder such as stuttering, impaired articulation, a language | |hearing, with or without amplification, |impairment, or a voice impairment that adversely affects a child’s educational performance. | |that adversely affects a child’s |Traumatic brain injury-means an acquired injury to the brain caused by an external physical force, resulting in total| |educational performance. |or partial functional disability or psychosocial impairment, or both,...
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