Educating Special Needs Students and the Exceptional Learner

The following article will determine intellectual disability, autism, severe disabilities, and

multiple disabilities, their triggers, and the impact of the disabilities on the education of

the student with intellectual disability. Also, identifying areas of curriculum necessary for

students with severe disabilities and describe why. The article will discuss the areas of

curriculum and the guidelines, techniques, and programs for the training of students with

intellectual impairment, autism, severe and multiple disabilities.

Today, students are diagnosed with different kinds of disabilities. Some of these

disabilities are: intellectual impairment, autism, severe disabilities and multiple disabilities. An

intellectual impairment is a disability that affects a person limitations in a number of areas of

cognitive function that interferes with the individual everyday living. Also, the average person has

problems with four types of intellectual operations: abstraction, sequencing, understanding social

contexts, and also read the mental says of others. Intellectual disability make a difference an

individual's recollection, learning and problem dealing with. Individuals who have an intellectual

disability have a slight intellectual disability. An intellectual performing level IQ is below 70-

75. An intellectual impairment is seen before the student becomes 18. The reason for intellectual

disability can be caused by head damage, heart stroke, meningitis, brain abnormality and disease. The

intellectual disability can occur before the child is born or it can happen during years as a child. For

some children, the cause of the intellectual impairment is not known. There are some known causes

of intellectual disabilities these are: Down symptoms and fetal alcoholic beverages syndrome. These known

causes happen prior to the child's birth. There are other causes that happen before a kid a

genetic condition called Prader-Willi syndrome. You may still find other notable causes of intellectual

disabilities that do not happen until the child become more mature. The definition of Autism is a

developmental disorder that shows within the first three years of life of a person. Autism

shows prior to the child is 3 years old. Just how that autism works it impacts the brain's normal

development of communal and communication skills. The cause of Autism is a physical condition

that is linked to unusual biology and chemistry in the brain. The precise of the irregular biology

and chemistry in the brain is not known. But, there are a few factors that can result in autism they

are: hereditary and environmental factors. Autism appears to have a number of genes involved. Some

of the genes make a child more prone to having autism. Some health issues are caused by

both hereditary and environmental factors. These factors could also cause autism. Severe disabilities

are defined as a person with extreme disabilities that operating and accomplishment is

unusually difficult for the person. The sources of severe disabilities are: hereditary, biological and

environmental factors. Multiple disabilities are defined as a person who has impairments

like: mental retardation, physical freedom, learning, speech, visible and hearing. The complexities of

multiple disabilities are from one of the impairments.

The impact of the disabilities on the training of the student with intellectual impairment is

that the student can do well but, the college student will need a person education plan. The

determination of how much help is need depends of the intellectual impairment. The areas of

curriculum essential for students with severe disabilities are: including students with intellectual

disability into basic education curriculum. The students with disabilities should use the same

curriculum used by their peers who do not have disabilities. The reason general education

curriculum is necessary is basically because it can provide students usage of learn the same curriculum as

their peers. The overall education curriculum can increase student's communal skills and preparation

for their mature life. Another portion of curriculum is adaptive skills. Adaptive skills are essential for

students with severe disabilities because there are skills individuals need to live on, work, and being

able to operate in society. You will find other areas of curriculum that should be included

language and communication and electric motor skills. These skills are necessary skills to help students

to function. Changeover planning should be included with individuals with disabilities. The reason

is because a plan is needed to prepare students forever.

The Mobile County College has district guidelines, steps and programs for the

education of students with intellectual disability, autism, and severe and multiple disabilities.

The Alabama Scholar Assessment Program the program requires that students to participate

in the Alabama University student Diagnosis Program. The analysis program requires all students must

be included in all assessments. Also, students must have their results included in the state

accountability system. The assessments are done in English. All students, including students with

limited English, must take status assessments as written in English. An Individualized Education

Program Team talks about the referral, paperwork on treatment strategies and determine if

the college student will be assessed for special education services. The Individualized Education

Program Team can determine should a child be examined for special education services, a written

notice, that complies with the notice requirements. The rules must be given to the parents and the child

must be referred to the Building Founded Student Support Team (BBSST). The IEP Team

determines that the learner should be assessed for special education services, the company must

have the parent's written consent for the evaluation. The public agency must develop and

implement procedures to identify and assess children suspected of experiencing a disability that

affects their educational performance and who may need special education, designed instruction

and related services. Experiencing and Eyesight screenings must be first evaluations conducted for all

children suspected of having a disability. A child who is discovered possessing a developmental

delay, has to be reevaluated prior with their ninth birthday. Students for special education services,

at age group nine, can no longer meet the requirements in the region of developmental hold off. Students can continue

special education services, the kid must also be eligible in another area of disability.

Conclusion

Today, there are many types of disabilities and there is information defining the

disability, their causes and their impact of the disabilities on the education of the student

with intellectual impairment. There are areas of regions of curriculum necessary for students

with severe disabilities. You will find policies, techniques and programs for the education of

students with intellectual disability, autism, and severe and multiple disabilities.

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