Chapter 7 (Friend)

Chapter  7      Students with high incidence disabilities

-high-incidence disabilities – speech or language disabilities, learning disabilities, ,emotional disturbances, or mild intellectual disabilities  http://www.sonoma.edu/users/p/phelan/433/chap3.htm

-3 important characteristics of students with high-incidence disabilities

               1. often hard to distinguish w/o disabilities

               2. often exhibit a combination of behavioral, social, and academic problems

              3. they benefit from systematic, explicit, highly structured instructional interventions

-communication is the exchange of ideas, opinions, and facts between people

-speech articulation- the ability to produce sounds correctly at the age where they would normally be expected to develop  http://www.asha.org/public/speech/development/

-stuttering- speech impairment in which an individual involuntarily repeats a sound or word, resulting in a loss of speech fluency

-language is a system of symbols that we use to communicate feelings, thoughts, desires, and actions.

-receptive language- an individual’s ability to understand what people mean when they speak

-expressive language- and individual’s ability to communicate meaning clearly through speech

-accommodations  for students with communication disorders

              -create an atmosphere of acceptance

             - encourage listening and teach listening skills

             - use modeling to expand students language

            - provide many meaningful contexts for practicing speech and language skills

-Learning disabilities – condition in which a student has dysfunction in processing information typically found in language-based activities, resulting in interference with learning
-mild intellectual disabilities – condition in which students have some difficulty meeting the academic and social demands of general education classrooms due in large part to below-average intellectual functioning

-emotional disturbances- condition in which an individual has significant difficulty in the social and emotional domain, so much so that it interferes with learning.

-academic survival skills – skills needed to succeed in school, including regular and punctual attendance, motivation, and appropriate social skills

-learned helplessness- characteristics of some students with disabilities in which they see little relationship between their own efforts and  school or social success, often resulting in a belief they cannot perform challenging disabilities.   http://www.unfetteredmind.org/articles/helplessness.php

-Behavior contract- agreement between a teacher and student that clearly specifies student performance expectations, consequences of not meeting the expectations, consequences of not meeting expectations, and the time frame for which the agreement is valid

-social skills training – strategies for improving students’ social interaction skills through modeling and guided and independent practice with feedback

-self-control training- a strategy in which students who lack self-control are taught to redirect their actions by talking to themselves

-Attribution retraining- teaching program that increases student task persistence and performance by convincing them that their failures are due to effort and can therefore be overcome.

-Ways to enhance student self-image:

                  -set reasonable goals

                  -provide specific feedback contingent on student behavior

                 - give students responsibilities

                - teach students to reinforce themselves

                - give students a chance to show their strengths