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CHPTR One Inclsvns
CHPTR One Inclsvns
• A child’s special educational need should not define the whole child.
Important and Basic Terminologies
Impairment:
• Refers to any loss or lack of psychological, physiological, or anatomical
structure or function.
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Degree of hearing loss PTA (dB HL)
Normal 0-25
Mild 26-40
Moderate 41-55
Severe 71-90
profound 91+
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Specific Learning Disability (SLD)
• Students with SLD are students who are experiencing significant difficulties with at
least one area of their learning at school.
• IDEA 2007 Definition;
• Specific learning disability means a disorder in one or more of the basic
psychological processes involved in understanding or in using language, spoken or
written, that may manifest itself in an imperfect ability to listen, 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 apply to children who have learning problems that are primarily
the result of visual, hearing, or motor disabilities, of intellectual disability, of
emotional disturbance, or of environmental, cultural, or economic disadvantage.
Types of LD
• Scholars in the area classify LD into two.
• Language can be defined as a socially shared code or system of conventions that represents
and expresses ideas through symbols and rules.
• Language can be spoken, written, or signed.
• Communication is the transfer of knowledge, ideas, opinions and feelings which is usually
accomplished through the use of language.
• Generally, communication is the broadest of the three terms, includes both speech and
language.
Communication Disorder Cond…
• Any deviation from using language and speech in the formal system of
communication leads an individual to language or speech disorder which is
known as communication disorder.
• Communication disorders fundamentally include disorders of speech
and language.
Speech disorders
• Disordered speech is significantly different from the usual speech of
others, and it detracts from the communicative abilities of the speaker.
Speech
is abnormal when it is unintelligible, unpleasant or interferes with
communication.
3. Fluency disorders – are interruptions in the flow, rate, and/or rhythm of verbal expressions.
• The two most common developmental deviations of fluency are stuttering and stammering.
Language Disorder
• a language disorder is ‘‘the impairment or deviant development of comprehension
and/or use of a spoken, written, and/or other symbol system’’
American Speech-Language-Hearing Association
(ASHA)
• It is difficulty or inability to master the various systems of rules and language
which then interferes with communication.
• The disorder may involve the form of language, the content of language and, or,
the function of language as a communication tool.
Language Disorder Cond…
• The disorder may involve any of the following elements of language:
1. Language form: - includes phonology, morphology and syntax application.
Phonology: the sound system of a language and the rules that cover sound
combinations.
Morphology: the structural system for words and word construction in a language
Syntax: the system in a given language for combining words to form sentences.
English sentences typically put the subject first, then the verb, then the direct
object, and so on.
Language disorders contd.
2. Language Content: - focuses on the meaning
Semantics: the meaning of words and sentences in a language.
Skill in semantics includes the ability to visualize or interpret what someone has said
or what you have read and to understand it.
3. Language function: -
Pragmatics: the ability to combine form and content to communicate functionally
and in socially acceptable ways.
• The term autism does not apply if the child‘s educational performance is
adversely affected primarily because the child has an emotional disturbance.
• Early speech or behavioral interventions can help children with autism gain
self-care, social, and communication skills.
• An autistic culture has developed, with some individuals seeking a cure and
others believing autism should be accepted as a difference and not treated
as a disorder.
Emotional and Behavioral Disorders (EBD)
• EBD means a condition exhibiting one or more of the following characteristics over a
long period of time and to a marked degree, which adversely affects educational
performance.
• Inability to learn which cannot be explained by intellectual, sensory and health factors;
• Physical disability is a disability category that comprises hundreds of conditions and diseases
having high incidence disabilities.
• Physical disabilities place some limitation on a person’s ability to move about, use their limbs or
hands or control their own movement.
• It is the most obvious disabilities, as a rule, although there are some conditions that limit
movement and mobility in less obvious or inconsistent ways (e.g., epilepsy, cystic fibrosis,
Classification
• In a broad sense, all physical disabilities and health related impairments may fall
into four main categories:
(1) Neurological based disorders,
• Models have often been defined as human-made tools for understanding and
human-made guidelines for action.
• The Medical Model places the source of the problem within a single person
with impairment,
• People with impairments are disabled by the fact that they are excluded from
participation within the mainstream of society as a result of physical,
environmental and attitudinal barriers which prevent them from gaining
equal access to education, employment, information, housing, public
transport, leisure opportunities, and so on.
Functional Models of Disability
• The functional model of disability theorizes that the functions of the
individual influence the definition of disability.
e.g. The loss of one finger would probably not be considered a disability for
most people, and yet, because of the impairment in occupational functioning
for the concert pianist, the amputation would be a life-changing disability.
Ecological Models of Disability
• In this model the disability or ability is defined as the interaction between the person and
their environment.
• Ability and disability do not exist as two separate entities, but as a spectrum that is
dependent on the interaction between person and environmental factors.
• E.G. if an individual has the physical potential to see, but there is no light in
his/her environment, then the person-environment interaction creates a
disability.
• If the same person has 20/20 vision, yet is unable to view bacteria, the addition
of a microscope creates ability.
• Therefore, the ability or disability is not inherent in the person or the environment, but a
dynamic interaction between these two factors.