Characteristics+Group+Grid

**Be sure to provide citation information and references!**
Learning disabilities is defined as a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which 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 handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The federal government suggests that approximately 2.71 million individuals between the ages of 6 and 21 are identified as learning disabled. Out of that staggering number, 4 percent are students. These were estimates that were collected by the U. S. Department of Education in 2008. Although the etiology of learning disabilities is unknown, there are 4 basic factors that contribute to the learning disabilities. The four factors include acquired trauma, environmental issues, biochemical abnormalities and genetic/hereditary influences. Signs that your child might have a motor coordination disability include problems with physical abilities that require hand–eye coordination, like holding a pencil or buttoning a shirt'. **Health Issues** -There are many physical health factors associated with developmental disabilities. For some specific syndromes and diagnoses, these are inherent (such as poor heart function in people with Down syndrome); however lack of access to health services and lack of understanding by medical professionals is also a major contributing factor. People with severe communication difficulties find it difficult to articulate their health needs, and without adequate support and education might not recognize ill health.Epilepsy, sensory problems (such as poor vision and hearing), obsesity and poor dental healthe are over-represented in this population.Life expectancy among people with developmental disabilities as a group is estimated at 20 years below average, although this is improving with advancements in adaptive and medical technologies, and as people are leading healthier, more fulfilling lives, and some specific diagnoses do not impact on life expectancy. ||  ||
 * == **Learning Disabilities** == ||
 * ** Federal Definition of the Disability – Major Components, Including Incidence and etiology **- ||
 * **Typical Physical Characteristics of the Disability**- 'Motor difficulty refers to problems with movement and coordination whether it is with fine motor skills (cutting, writing) or gross motor skills (running, jumping). A motor disability is sometimes referred to as an “output” activity meaning that it relates to the output of information from the brain. In order to run, jump, write or cut something, the brain must be able to communicate with the necessary limbs to complete the action.
 * **Typical Physical Characteristics of the Disability**- 'Motor difficulty refers to problems with movement and coordination whether it is with fine motor skills (cutting, writing) or gross motor skills (running, jumping). A motor disability is sometimes referred to as an “output” activity meaning that it relates to the output of information from the brain. In order to run, jump, write or cut something, the brain must be able to communicate with the necessary limbs to complete the action.
 * **Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning** ==Preschool==
 * Speaks later than most children
 * Pronunciation problems
 * Slow vocabulary growth, often unable to find the right word
 * Difficulty rhyming words
 * Trouble learning numbers, alphabet, days of the week, colors, shapes
 * Extremely restless and easily distracted
 * Trouble interacting with peers
 * Difficulty following directions or routines
 * Fine motor skills slow to develop

Grades K-4

 * Slow to learn the connection between letters and sounds
 * Confuses basic words (//run//, //eat//, //want//)
 * Makes consistent reading and spelling errors including letter reversals (//b/////d//), inversions (//m/////w//), transpositions (//felt/////left//), and substitutions (//house/////home//)
 * Transposes number sequences and confuses arithmetic signs (+, -, x, /, =)
 * Slow to remember facts
 * Slow to learn new skills, relies heavily on memorization
 * Impulsive, difficulty planning
 * Unstable pencil grip
 * Trouble learning about time
 * Poor coordination, unaware of physical surroundings, prone to accidents

Grades 5-8

 * Reverses letter sequences (//soiled/////solid//, //left/////felt//)
 * Slow to learn prefixes, suffixes, root words, and other spelling strategies
 * Avoids reading aloud
 * Trouble with word problems
 * Difficulty with handwriting
 * Awkward, fist-like, or tight pencil grip
 * Avoids writing assignments
 * Slow or poor recall of facts
 * Difficulty making friends
 * Trouble understanding body language and facial expressions

High School Students and Adults
http://en.wikipedia.org/wiki/Developmental_disability#Physical_health_issues http://www.ldonline.org/ldbasics/signs || Garguilo, R.M & Metcalf, D. (2010). //Teaching in Today’s Inclusive Classroom: A Universal Design for Learning Approach.// Belmont: Wadsworth. Companion Website: __[|www.cengage.com/education/gargiulo]__ Emotional /Behavioral || Health Issues - ||  || Deaf/Hard of Hearing ||||  ||
 * Continues to spell incorrectly, frequently spells the same word differently in a single piece of writing
 * Avoids reading and writing tasks
 * Trouble summarizing
 * Trouble with open-ended questions on tests
 * Weak memory skills
 * Difficulty adjusting to new settings
 * Works slowly
 * Poor grasp of abstract concepts
 * Either pays too little attention to details or focuses on them too much
 * Misreads information ||  ||
 * ** Common Communication and/or Behavior Issues & Needs **- they are less social than their peers. The behavior may be very aggressive and hostile. They often want to be by themselves. Overall, the behavioral issues makes it much more difficult to convey thoughts and ideas, misinterpret social cues. People with learning disabilities often isolate themselves from others without even realizing it. ||  ||
 * ** References **-http://helpguide.org/mental/learning_disabilities.htm#signs
 * Federal Definition of the Disability – ||  ||
 * Typical Physical Characteristics of the Disability
 * Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning- ||  ||
 * Common Communication and/or Behavior Issues & Needs ||  ||
 * References ||  ||
 * The word "deaf" by federal definition means a hearing loss which adversely affects educational performance and that is so severe the child is impaired in processing linguistic (communication) information through hearing, with or without amplification (hearing aids). The term "hard of hearing" means a hearing loss, whether permanent or fluctuating, that adversely affects a child's educational performance but that allows the child access to some degree of communication with or without amplification (CEC). The incidence of deafness is approx 1 in 68 or 1.47% or 4 million people in USA.(CEC) The etiology of deafness is very vast. , another pregnancy-related cause, was cited as being responsible for 1.8% of the pregnancy-related cases nationally. Genitic or syndromic factors were cited in the 2004-2005 report as being responsible for 22.7% of the genetic or syndromic cases. The 2006-2007 report actually showed a slight increase in genetic causes to 23%. Down syndrome was the most common syndromic cause, at 8.7% of the cases of genetic or syndromic hearing loss. Finally, in the 2004-2005 report, the remainder of the cases were due to unknown causes (approximately 54% of cases). The 2006-2007 report saw an increase in unknown causes, to 57% of the cases of deafness. The following statistics were given by a medical review board (Berke). ||   ||
 * Berke, J. (2010, July 4). //Hearing loss and children//. Retrieved from []
 * Berke, J. (2010, July 4). //Hearing loss and children//. Retrieved from []
 * Berke, J. (2010, July 4). //Hearing loss and children//. Retrieved from []
 * Berke, J. (2010, July 4). //Hearing loss and children//. Retrieved from []

CEC, Initials. (n.d.). //Deafness and hard of hearing//. Retrieved from http://www.cec.sped.org/AM/Template.cfm?Section=Deafness_Hard_of_Hearing&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=37&ContentID=5865 ||  ||   || Health Issues ||  || Blind/Vision || Health Issues ||  || Mental Retardation (mild/moderate) || Health Issues There are various physical characteristics and health issues related to mental retardation. Some physical characteristics may include, “//Williams syndrome, Kleinfelter’s syndrome, Turner’s syndrome, thyroxine deficiency, rubella, Rh blood incompatibility, Down syndrome, environmental pollution, Fetal alcohol syndrome, Fragile X syndrome, iodine deficiencies, left handedness, Phenylketonuria, and Praeder Willi syndrome//” Berk, L. E. (2002). Other characteristics may include cerebral palsy, epilepsy, and vision and hearing impairment, poor muscle coordination and limited communication. ||  || A main characteristic of the effects of mental retardation on development and learning is that an individual is significantly behind his peers in areas of development and in academics. Characteristics widely noted in individuals with mental retardation indicate that they “ **// are likely to need only intermittent to limited support; typically do not "look" different from their non-disabled peers; often have only mild or moderate developmental delays, except in academics, which is often the major area of deficit, therefore, they are often not identified until they enter the school setting, where their cognitive disability is most apparent //**** “ Sass, E. J., (2001). Penn State Children’s Hospital (2006) states that, “//As they get older their scores on standardized intelligent quotient (IQ) tests are low and they have difficulties with daily life skills, called adaptive skills. Adaptive skills include basic communication, self-care, social, safety, and work skills//.” It is evident that mental retardation greatly impacts one’s ability to learn and develop at a “typical pace”. However, this disability does not prohibit or limit and individual with mental retardation from being exposed to daily life activities, academics, social interactions and making progress in areas of development. ** ||  ||
 * Federal Definition of the Disability – Major Components, Including Incidence and etiology ||  ||
 * Typical Physical Characteristics of the Disability
 * Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning ||  ||
 * Common Communication and/or Behavior Issues & Needs ||  ||
 * References ||  ||
 * Federal Definition of the Disability – Major Components, Including Incidence and etiology ||  ||
 * Typical Physical Characteristics of the Disability
 * Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning ||  ||
 * Common Communication and/or Behavior Issues & Needs ||  ||
 * References ||  ||
 * Federal Definition of the Disability – Mental retardation is defined by PL 101-476 as one having " //significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects"// one's //"educational performance// " (Eric Digest) and is defined by AAMR (American Association for Mental Retardation) as " //substantial limitations in present functioning. It is characterized by significantly subaverage intellectual functioning, existing concurrently with related limitations in two or more of the following applicable adaptive skills areas: Communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure and work. Mental retardation manifests before age 18"// (Eric Digest). The etiology of mental retardation varies, some causes are unknown and others are genetically or environmentally linked. "Just one missing or faulty gene or chromosome can cause a birth defect" Penn State Children's Hospital (2006) such as Fragile X syndrome, Down syndrome, and Phenylketonuria (PKU) and the current incidence of individuals having mental retardation is at the rate of " //2.5// - //3%// " Penn State Children's Hospital (2006). There are different levels of mental retardation based on IQ scores, which are mild, moderate, severe and profound. The level of mental retardation is assessed through various developmental tests, screenings, and professional and parent observation and input. ||   ||
 * Typical Physical Characteristics of the Disability
 * Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
 * Common Communication and/or Behavior Issues & Needs
 * There are communication and behavior issues that impact an individual with mental retardation. ** ** The American Speech-Language-Hearing Association (2005) has established principles in supporting and serving individuals with mental retardation and developmental disabilities, highlighting communication as a principle, which states, “ ****// Greater communication demands are apparent as persons with MR/DD reside in the community and interact with peers. Functional communication skills are necessary to establish and maintain an adequate quality of life within the variety of community-based settings now being used as least restrictive environments //**** ”. Behaviors of self-injury, aggression, and withdrawal are all common in individuals with mental retardation. ** ||  ||
 * References
 * American Speech-Language-Hearing Association. (March 14, 2005). //Principles for Speech-Language Pathologists Serving Persons With Mental Retardation/Developmental Disabilities//. Technical Report. doi:10.44/policy.TR2005-00144. **


 * Berk, L. E. (2002). //Infants, Children and Adolescents// (4th ed.). Boston, MA: Allyn & Bacon. **


 * Hawkins-Shephard, C. (1994). //Mental Retardation//. Eric Clearinghouse on Disabilities and Gifted Education Reston VA. Retrieved from []. **


 * Penn State Children’s Hospital. (October 31, 2006). //Mental Retardation//. Retrieved from [|www.hmc.psu.edu/childrens/healthinfo/m/mentalretardation.htm] **

TBI || Health Issues ||  || Health Issues Some physical characteristics of Autism include, “… low facial muscle tone. This lack of muscle tone makes it difficult to smile, laugh and make eye contact, may have large eyes, due to excessive pupil dilation. They may have pale skin from staying indoors and impaired motor skills” Flaten, J. (2010). Other physical characteristics included the stereotypical behaviors closely linked with identifying Autism, repetitive movements, echolalia, obsessions, sensory issues, and emotional disturbances. ||  ||
 * Sass, E. J. (February 15, 2001). //Teaching about Intellectual Disabilities/Mental Retardation Ideas for Classroom Activities//. Retrieved from [|www.cloudnet.com/~edrbass/mrcharacteristics.htm]. ** ||  ||
 * Federal Definition of the Disability – Major Components, Including Incidence and etiology ||  ||
 * Typical Physical Characteristics of the Disability
 * Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning ||  ||
 * Common Communication and/or Behavior Issues & Needs ||  ||
 * References ||  ||
 * Autism ||
 * Federal Definition of the Disability – A federal definition outlined by the State of Massachusetts Department of Elementary and Secondary Education (2000) states that, “Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a child's educational performance.” Currently the incidence of Autism is on the rise and more prevalent in males. According the research done by the AutismSpeaks organization (2010), “Autism effects 1 in 110 children, 1 in 70 boys and the prevalence figures are growing”. The causes of Autism continue to be relatively unknown, but conceived as a result of multiple factors. Factors such as genetics and the environment impact the incidence of one having Autism. Lisa J. Rudy (2009) suggest that, “ Autism has a genetic basis of some sort”, and also stated that, “Some researchers have found differences between the autistic brain and the typical brain. Autistic individuals seem to have larger brains. They also seem to process information differently; in other words, [|their brains are "wired" differently.] Research on this issue is ongoing at The University of Pittsburgh.” ||   ||
 * Typical Physical Characteristics of the Disability
 * Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning ||  ||
 * Common Communication and/or Behavior Issues & Needs ||  ||
 * References ||  ||

Autism Speaks Organization. (2010). //Autism//. Retrieved from [|www.autismspeaks.org.]
 * References

Flaten, J. (2010). //Physical Characteristics of Autism//. Retrieved from [|www.life123.com/parenting/toddlers/autism/physical-characteristics-of-autism.shtml].

** = Massachusetts Department of Elementary and Secondary Education. (10/30/2000). //Special Education/Disability Definitions and Related Links/Autism.// Retrieved from [|www.doe.mass.edu/sped/definitions.html]. = Rudy, L. J. (March 11, 2009). What Causes Autism? Retrieved from []. ** || ||