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ExceptionalityChart1

(Remember to include your title page) EXCEPTIONALITY CHART EXCEPTIONALITY  & DEFINITION CRITERIA FOR SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/ INSTRUCTIONAL STRATEGIES/ TECHNOLOGY Autism Spectrum Disorder “A variety (or spectrum) of related disorders that affect a child’s social development and ability to communicate and that include unusual behavioral manifestations such as repetitive motor movements” (Kirk, et al, 2015, p.143). DSM-5 An individual must meet criteria A, B, C, and D: Persistent deficits in social communication and social interaction across contexts, not accounted for by general developmental delays. Restrictive, repetitive patterns of behaviors, interests, or activities. Symptoms must be present in early childhood (but may not become fully manifest until social demands exceed limited capacities). Symptoms together limit and impair everyday functioning. (Kirk, et al, 2015, p146) Lack of Theory of the Mind (the ability of human beings to understand the thinking and feelings of other people that’s necessary for understanding, predicting, and shaping the behavior of others). Acting out or aggressive behavior due to limited ability to communicate. Hypersensitivity to sensory stimuli Trouble with important thinking skills like decision-making, problem solving, executive function, and the more complex mental processes of reasoning and evaluation. Difficulty with a range of motor skills such as gross motor, fine motor, and motor planning. (Kirk, et al, 2015, pp. 148-150) Early intervention and early diagnosis Naturalistic intervention Peer-mediated instruction and intervention Social narratives of social stories; Comic strip conversations Prompting; visual supports Creating Structure Improving Social Skills Functional Behavior Assessment Assistive Technology (voice output communication aids) Focused Intervention Practice Comprehensive Treatment Models (TEACCH, EIBI) (Kirk, et al, 2015, pp. 154-161) Emotional/Behavioral Disability  
EXCEPTIONALITY CHART EXCEPTIONALITY  & DEFINITION CRITERIA FOR SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/ INSTRUCTIONAL STRATEGIES/ TECHNOLOGY Hearing Impairment/Deaf Intellectual Disability                                             EXCEPTIONALITY CHART EXCEPTIONALITY  & DEFINITION CRITERIA FOR SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/ INSTRUCTIONAL STRATEGIES/ TECHNOLOGY Learning Disability Developmental Delay EXCEPTIONALITY CHART EXCEPTIONALITY  & DEFINITION CRITERIA FOR SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/ INSTRUCTIONAL STRATEGIES/ TECHNOLOGY Multiple Disabilities “Concomitant impairments (such as intellectual and developmental disabilities—blindness or intellectual and developmental disabilities—orthopedic impairment) that result in severe educational needs that require special services” (Kirk et al, 2015, p.423).
Orthopedic Impairment “A severe orthopedic impairment that adversely affects a child’s educational performance (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures)” (Kirk et al, 2015, p.423)     EXCEPTIONALITY CHART EXCEPTIONALITY  & DEFINITION CRITERIA FOR SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/ INSTRUCTIONAL STRATEGIES/ TECHNOLOGY Other Health Impairment  
“Limited strength, vitality, or alertness, including heightened alertness to environmental stimuli, that are due to chronic or acute health problems such as asthma, attention deficit disorders, diabetes, epilepsy, cystic fibrosis, ,heart conditions, hemophilia, lead poisoning, leukemia, nephritis, ulcerative colitis and Crohn’s disease, rheumatic fever, sickle cell anemia, or Tourette syndrome and that require special educational services”  (Kirk et al, 2015, p.423).
  Speech-Language Impairment EXCEPTIONALITY CHART EXCEPTIONALITY  & DEFINITION CRITERIA FOR SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/ INSTRUCTIONAL STRATEGIES/ TECHNOLOGY Traumatic Brain Injury  “An acquired injury caused by an external physical force, resulting in total or partial functional disability and/or psychosocial impairment that requires special educational services” (Kirk et al, 2015, p.423).
  Visual Impairment, including Blindness and Deafblindness Deafblindness: “Concomitant hearing and visual impairments, the combination of which causes severe communication, developmental, and other educational needs that require special services” (Kirk et al, 2015, p. 423). EXCEPTIONALITY CHART EXCEPTIONALITY  & DEFINITION CRITERIA FOR SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/ INSTRUCTIONAL STRATEGIES/ TECHNOLOGY Developmental Delays 
“In the United States, defined by each state, and can occur in any of the five critical domains: cognitive, communicative, social-emotional, motor, and adaptive development” (Kirk, et al, 2015, p.79).   Cognitive Functioning/Impairment EXCEPTIONALITY CHART EXCEPTIONALITY  & DEFINITION CRITERIA FOR SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/ INSTRUCTIONAL STRATEGIES/ TECHNOLOGY Language Developmental Disorder   “This disorder involves difficulties with any combination of spoken, written, and symbol systems used to share ideas and messages. Language disorders may impact understanding and use of (a) language form (phonology, morphology, syntax), (b) language content (semantics), or (c) language function (pragmatics)” (Kirk, et al, 2015, p.293).   Social Developmental Disorder EXCEPTIONALITY CHART EXCEPTIONALITY  & DEFINITION CRITERIA FOR SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/ INSTRUCTIONAL STRATEGIES/ TECHNOLOGY Cultural/Ethnic/Socioeconomic Factors/ELL 
“Many students for whom English is a second language have difficulty learning in American schools and may be referred to special education as a result” (Kirk et al, 2015, p.57).
The criteria for services should be the same for the exceptionality of a student with English as the primary language as it is for a student with English as a second language. Students who fall under the characteristics of a specific disability, but also who have other cultural/ethnic/socioeconomic factors or variables. Test students with nonbiased assessment that include the use of interpreters, “culture fair” tests, and separate norms. (Kirk et al, 2015, p.56).
Mindful interpretations of the tests. “The RtI model Tier II, which allows for additional support for learning short of referral to special education” (Kirk et al, 2015, p.57).
Medical Aspects/Major Health Impairments A broad range of exceptionalities that involve medical attention/care. “When children are dealing with serious health problems, their life and education will be impacted. The support needed for each child will depend on the range and severity of the problem…medical experts take the lead on the diagnosis and planning medical interventions, while the general education teacher takes responsibility for needed daily supports and for knowing the appropriate protocols for initial response in an emergency” (Kirk et al, 2015, p.427).
A wide variety of medical health impairments that could include: Asthma Cancer Sickle Cell Anemia HIV/AIDS Acquired Diseases “Advances in medicine have led to lifesaving interventions for children with physical disabilities and health impairments. As medical interventions have improved, the life expectancy for children with severe disabilities has been extended. Improved medical interventions are also increasing the survival rate for soldiers who have been wounded…medical supports also can enhance the quality of individuals who have lost limbs regain functioning, new blood sugar monitors can maintain a continuous check to help regular diabetes, improvements in surgical procedures for infants allow doctors to repair heart defects, and new treatments for cancer have led to nearly 80 percent survival rates for children” (Kirk et al, 2015, p.421).
ReferencesKirk, S., Gallagher, J., & Coleman, M. (2015). Educating exceptional children (14th ed.). Stamford, CT: Cengage. ISBN: 9781337065733.