Second Blog Post: Part III: Learning from others

The second disability category I learned about from the blog post is different/similar from my original category in the following ways:
a. Definition
b. Developmental characteristics
c. Classroom strategies, needs, strengths.


A. Some similarities between Rett Syndrome and Learning Disabilities-Writing, that I noticed was that in the definition it states: “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, think, speak, read, write…” A person who has Rett’s Syndrome problems can be seen in communication and social skills when they start falling behind their peers. Both of these disabilities seem to have problems with speech and language. Differences I noticed were that with learning disabilities-writing, it does not state that they lose their social and communication skills that they already have; which is said to happen with children who have Rett Syndrome.

B. A developmental characteristic of a learning disabilities-Writing is that: “Many times a person with a writing disability has another learning disability…” Most girls that have Rett Syndrome also have mental retardation. Both of these disabilities can be paired with another disability along with the one that they have. A person who has Rett’s syndrome or a writing disability can have problems with handing writing skills. A difference is that a person who has Rett’s Syndrome can experience some physical disabilities, like decelerating head size, or shaking or coordination problems.

C. Classroom strategies I noticed were the same were the following: both of us would use the IEP as a foundation on how to teach the student and aid the student in the best way we could in the classroom. We both used a lot of the same sources such as parents, and other teachers. A difference that I noticed was that I talked about introducing myself to the student before school starts, I do not think that was absolutely necessary for a child with a writing disability, but for someone who has Rett’s Syndrome it is. We both found great websites that would help a teacher who taught the child who had the disability. Knowing a lot about the disability before you have the child in your classroom is extremely important and she listed great sources not only to learn about the disability but to stay engaged and up to date about it and what is going on the special education field.

Blog #2 Mental Retardation: Down Syndrome

The first disability that I researched was under “Chronic Illnesses”, “Asthma” and the second disability is Mental Retardation, “Down Syndrome.”

The definition of Asthma is a lot different than the definition of Down syndrome. With Down syndrome, the child is “cognitively impaired” which means people with Down syndrome have a significantly below average general cognitive functioning. With asthma, it does not affect the child’s cognitive abilities. Asthma affects more physically than cognitively, whereas a child with Down syndrome is affected both physically and cognitively.

For Developmental characteristics, there are numerous differences between a child with Down syndrome and a child with Asthma. A child with Down syndrome is affected by physical characteristics and mental characteristics, i.e. facial characteristics, and mental abilities. One thing that is similar between asthma and Down syndrome is that they can be both affected emotionally. A child with Down syndrome might have a hard time emotionally when dealing with big changes in their lives; a child with asthma can also be affected emotionally because they might not be able to participate in everything that they would like to, to the full extent, because of their illness and it can get very frustrating.

For both disabilities, asthma and down syndrome, it is important for a teacher to understand the disability or illness. Teachers should be knowledgeable about the certain child’s IEP and their strengths and weaknesses because every child is different. Teachers should be extremely knowledge about their child’s disability because it will help to be able to learn different ways to teach and what to expect. Teaching strategies might be a little different depending on the severity of the child’s disability, whether it is asthma or Down syndrome. However, strategies differ between disabilities, whereas for a child with Down syndrome, a teacher must be sure to instruct in a step by step method with repeating reinforcement, while never overwhelming the child. For a child who has asthma, the teacher does not have to differentiate instruction as much, per se, however the teacher has to be more patient because the child will most likely be absent from school a lot due to his/her illness. For both disabilities, the teacher should always be in contact with the parents. The parents are the best resources for getting to know a student and getting to understand them and their disabilities to their full extent.

Respone to Social and Emotional Disorders (internalizing)

Brianne Krakovsky
Comparing Deaf and Social and Emotional Disorder (internalizing)

When looking at both definitions, deaf and social and emotional disorders, I can find a few comparisons as well as differences. I realize that although deaf and social & emotional disorders are different from each other, when considering the effects both disorders have in school, they are the same. If a student had either one of these disorders, then it can adversely affect their educational performance. Of course, a student who is deaf will be weak in areas that are different from a student who is dealing with a social or emotional disorder. The main difference that I observed between these two disorders is that being deaf is a sensory disorder, whereas having a social or emotional disorder involves the mind. Students who suffer from a social or emotional disorder are not able to build or maintain social interactions with people. Also, those who suffer are generally unhappy. With someone who is deaf, they are able to socialize and maintain happy moods. Finally, when considering the two definitions, it occurred to me that a student who is deaf could probably develop a social and emotional disorder. Depending on the way that they lost their hearing and the type of situation they are experiencing.
The developmental characteristics of both disorders differ from each other. The main thing that I noticed is that those who are suffering from social and emotional disorders tend to isolate themselves completely from other human interaction. Consequently, those people who are deaf may isolate themselves from certain people, but they tend to draw themselves close to others who are experiencing things that they are experiencing (Deaf community). Again, I would imagine that those who are deaf could, giving their situation, develop all of the characteristics possessed by someone who has a social and emotional disorder.
The same instructional strategies would be taken by a teacher when dealing with these disabilities. Teachers will be monitoring the students work, look for off pattern characteristics, offer support, and make modifications to name a few. What is different is that these strategies will be aimed towards either a child who is deaf, or to a child who has a social and emotional disorder. A teacher who is monitoring a deaf child’s work will be looking for different things compared to a child who has a social and emotional disorder. Also, the accommodations and modifications that a student will use will be different for the two disorders. In the eyes of education, both of these disorders are not seen as a weakness, or a lack of knowledge. Rather, it is seen as students having to learn in different ways. We as teachers need to make this happen.

Response to School Phobia

Response to Social & Emotional Disorders-School Phobia

Question 1: How is your disability defined by the federal and state laws?
Learning Disabilities- Organizational Skills- According to Congress, “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, which may manifest itself in an imperfect ability to listen, think, 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 term does not include children who have learning problems which are primarily the result of visual, hearing, or motor handicaps, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.”
A learning disability is a condition that causes significant learning problems, most often related to reading and writing. It is a disability of unexpected underachievement that is typically resistant to treatment. Learning disabilities often begin with a language problem at a young age and soon evolve into a reading disability.

Social & Emotional Disorders- School Phobia- An inability to learn that cannot be explained by intellectual, sensory, or health factors; an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; inappropriate types of behavior or feelings under normal circumstances; a general pervasive mood of unhappiness or depression; or a tendency to develop physical symptoms or fears associated with personal or school problems.

Question 2: What are the developmental characteristics of persons with this disability?
Learning Disorder Characteristics— Learning disabilities may lead to various characteristics that are: academic, social, behavioral, or all three. Some examples of academic characteristics are unexpected underachievement, inability to solve problems, uneven academic abilities, inactive learning style, poor basic language skills, poor basic reading and decoding skills, inefficient information processing abilities, and inability to generalize. Some examples of social characteristics are: immature, socially unacceptable, misinterprets social and nonverbal cues, makes poor decisions, victimized, unable to predict social consequences, unable to follow social conventions (manners), rejected, naïve, shy, withdrawn, insecure, and dependent. Lastly, here are some examples of behavioral characteristics: inattentive, distractible, hyperactive, impulsive, poorly coordinated, disorganized, unmotivated, and dependent.

Social & Emotional Disorder Characteristics—Some characteristics of school phobia are not wanting to attend school, creating excuses no to attend, being absent a lot, complaints about not feeling well, headaches, stomach pains, and nausea or dizziness.

Classroom Strategies, Needs, and, Strengths- There are several things teachers can do to accommodate a student in their class with special needs. For example, if a student has a learning disability the teacher can teach organizational skills to help students overcome or reduce their learning disability. Teachers should target the right skills, set goals and expectations high, use validated instructional procedures, and support students as much as possible. Doing these simple things can make a difference in the student’s education. Educators should also begin teaching the foundations of reading, sound-symbol awareness; phonological awareness; letter fluency; and phonics for example, during preschool years. This can easily decrease a child’s learning disability before it becomes severe. Early intervention is extremely important. The preschool years are very important because this is when the foundation for learning is set. During their preschool years, children begin learning to develop basic skills naturally. However, some children need help, so it is important that an educator is actively involved.
If a child has school phobia, his or her teacher can find the source, devise a plan, monitor the situation, and set up a meeting with that particular child and their parents, or if it was a problem at home a pediatrician or psychologist may need to set up a meeting with the child. Then, the teacher could encourage the child, by planning fun activities that they might like, so they would see school is fun to attend. If the child was embarrassed because he or she was not doing well in the classroom I would schedule and day to have he or she tested for special education services.

Reading Disability and Asperger's Syndrome

The first disability category that I learned about was Reading Disability under Learning Disabilities.
The second disability category I learned about is Asperger’s Syndrome under Pervasive Developmental Disorders. Asperger’s Syndrome is different/similar from my original category in the following ways:

1. Definition: Reading disability and Asperger’s Syndrome have different definitions. Asperger’s Syndrome is characterized under “Autism” according to the federal government’s definition, and reading disability is characterized under learning disabilities. They say that Asperger’s Syndrome can be seen as early as age three, whereas with a reading disability, you may not know until that child really begins reading which could not happen until third or fourth grade. Asperger’s Syndrome is a level of Autism on the spectrum and a reading disability is not categorized as anything besides a learning disability. Students with Asperger’s may need extra assistance and aids in the classroom for speech or behavioral problems, whereas with a reading disability the need for an extra care aid is not as necessary. According to IDEA and the federal government, Asperger’s syndrome is a behavioral disorder that affects the student in every part of their life, and a reading disability is a learning disability that affects the student more on an academic level.

2. Developmental Characteristics: Once again, the developmental characteristics of Asperger’s Syndrome and reading disability are more different than they are similar. When a student has Asperger’s Syndrome their interests are narrowed and they exclude activities when they become fixated with just one. A student with a reading disability embraces other activities and may only exclude reading since that is the area in which they struggle the most. Asperger’s Syndrome also causes the student to struggle socially with their peers and may exude unacceptable behavior according to others, but someone with a reading disability does not struggle as much socially and their behavior in public and around others is not considered unacceptable; they can still maintain friendships and relationships. Once again, it comes down to the fact that the disabilities differ in the fact that one is more behavioral and the other is more academic and learning-based.

3. Classroom, strategies, needs, and strengths: In this category, Asperger’s Syndrome and reading disabilities differ again but there are also say strategies for the teacher to use that are the same. Starting with the commonalities, it is recommended for Asperger’s Syndrome that the teacher try to keep a daily routine for the student and block off different subjects for them so they do not get overwhelmed. In the same kind of way, for a student with a reading disability, the time for reading needs to be blocked out for the student and they need to keep a daily routine of reading and answering comprehension questions so they do not give up because it’s too hard. As for the differences, it says that for Asperger’s the teacher should give time limits on the students work so they know what needs to be done and they get it done, but for a reading disability, when the student is having trouble reading or needs to reading something in class it is better to not give them a time limit because it would simply frustrate them and they would give up. The point is to make reading seem fun and exciting to the student and not a chore. Positive feedback is key to both Asperger’s Syndrome and a reading disability because the student needs to know that trying their best and doing what is asked is all the teacher really wants; they do not have to do everything perfectly.

Socialized Aggression & PKU

The first disability category that I learned about is Socialized Aggression under Social and Emotional Disorders (Externalizing). The second disability category I learned about is Phenylketornuria (PKU) under Mental Retardation. PKU is different/similar from my original category in the following ways:

a. Definition: Socialized Aggression and PKU have different definitions. Socialized Aggression is categorized under the federal government’s definition of Emotional Disturbance, whereas PKU is categorized under the federal government’s definition of Mental Retardation. Socialized Aggression refers to youth who build or join a community of peers who are involved in a delinquent act, ‘wilding’ truancy, tagging, theft, bullying others with acts of violence or threats to life or property. Socialized aggression is associated with antisocial behavior and gang membership. PKU is a rare genetic disorder causing high levels of phenylalanine, an enzyme, to be produced in the blood. PKU can cause mental retardation if left untreated. Socialized Aggression is mostly caused by external factors (peers) whereas PKU is caused by genetic factors.

b. Developmental Characteristics: Socialized Aggression and PKU have similar developmental characteristics. Both Socialized Aggression and PKU are characterized by uncontrollable behavior problems. Socialized Aggression causes children to have uncontrollable behavior problems such as persistent lying or stealing, recurring difficulties with the law, tendency to violate the rights and boundaries of others (property, physical, sexual, emotional, legal), substance abuse, aggressive, often violent behavior; prone to getting involved in fights, a persistent agitated or depressed feeling (dysphoria), inability to tolerate boredom, disregard for the safety of self or others, lack of remorse for hurting others, superficial charm, impulsiveness, a sense of extreme entitlement, inability to make or keep friends, lack of guilt, recklessness, impulsivity. PKU, if left untreated, will cause children to have developmental delays in their first year of life. PKU can also cause children to have uncontrollable behavior problems and irritable effects due to damage in the brain.

c. Classroom Strategies, Needs, and Strengths: The classroom strategies, needs, and strengths for Socialized Aggression and PKU have similarities. Socialized Aggression and PKU require the teacher to engage in individualized attention. Since Socialized Aggression and PKU deal with behavioral problems, it would be beneficial for a teacher to use strategies to prevent problems. A strategy that would work for both Socialized Aggression and PKU would be to establish clear consequences for inappropriate behavior. A teaching strategy that would be beneficial for both Socialized Aggression and PKU would be to keep the work load short and time limit short. However, PKU also requires a teacher to be conscious of a child’s diet and to make sure that he/she adheres to it.

Blog #2 Conduct Disorder and Asperger's Syndrome

My category I first researched was Pervasive Developmental Disorder—Asperger’s Syndrome and the second disability category is Social and Emotional Disorders (Externalizing Disorders)—Conduct Disorder. The second disability category I learned about from the blog post is different/similar from my original category in the following ways:
a) Definition:
With both disabilities children are born with them, neither disability is acquired throughout life. They both affect social, academic, and behavioral skills whereas children with Asperger’s Syndrome have more problems with daily living skills. Children with Conduct Disorder have more of an emotional disturbance and including schizophrenia.
b) Developmental Characteristics:
Both Asperger’s Syndrome and Conduct Disorder deal with behavior and socialization issues. While a child with Conduct Disorder will behave more aggressively in a social situation, a child with Asperger’s Syndrome may act more unnatural as opposed to aggressive. A child with Asperger’s may be more awkward and take part in recurring routines while a child with Conduct Disorder will participate in destruction of property. Regardless, both disorders have poor relationships with other people.
c) Classroom Strategies, Needs, Strengths:
In a classroom with a child with Conduct disorder a teacher is more worried about changing the child’s poor behaviors and developing new ones, while a teacher with a student with Asperger’s Syndrome tries to create a more comfortable environment for the student. Teachers in both situations can use the child study team when helping a child, or speak to previous teachers to see what worked for the child and what did not. There are also a multitude of books and accredited websites for each disorder that a teacher would be able to use.

Response to Mental Retardation: Prader Willi Syndrome

Alyssa Forte
Professor Alfano
CPSY 1001
3 December 2007

The original disability that I wrote about was writing disabilities. The second disability category that I was assigned was Prader Willi Syndrome. Prader Willi Syndrome differs from a writing disability because Prader Willi Syndrome is classified as genetic based mental retardation and a writing disability is classified as a learning disability. Prader Willi Syndrome is caused by an abnormality on chromosome 15. There is no specific cause for a writing disability. Prader Willi Syndrome can lead to cognitive disabilities, such as a writing disability so the two disabilities are connected in a cause and effect relationship. Prader Willi can also lead to physical disabilities, such as low muscle tone, an uncontrollable appetite, and a person who has this will be shorter in height than others. A writing disability does not cause any physical disabilities. Both are similar in the fact that people with Prader Willi Syndrome and writing disabilities are more likely to have other disabilities than people who do not have either of these.
Developmental characteristics for people with Prader Willi Syndrome are more physical while they are more educational / learning related for people with writing disabilities. Developmental characteristics of people with Prader Willi Syndrome include speech delay, learning disabilities, poor physical coordination, overeating, obesity, diabetes, scoliosis, skin which easily bruises, oversleeping, learning delays, delayed motor development, and infertility. Developmental characteristics of people with writing disabilities include problems developing spelling skills, illegible handwriting, forming letters incorrectly, and reversing letters. Other difficulties people with writing disabilities have are with word and letter spacing, phonics, and differentiating between the singular and plural forms of a word. Both disabilities affect a person academically and people with both disabilities will need extra help in the classroom.
Being a teacher of any student with a disability requires many accommodations and modifications. Both students with Prader Willi Syndrome and writing disabilities will have IEPs, which all teachers should be familiar with. Students with Prader Willi Syndrome should be seated in the front of the room to prevent them from falling asleep or being distracted. Students with Prader Willi Syndrome also should not be tempted with food because they overeat, so using food as a reward would not be good for them. Students with writing disabilities would benefit from a reduced amount of note taking and reinforced learning of how letters are formed. Both students with PWS and writing disabilities would have more time on tests and different kinds of tests, such as not having them do essay tests. Both students with PWS and writing disabilities would be incorporated into whatever classroom they are assigned to by working in groups with classmates. Using assistive technology would help all students with disabilities as well as students who do not have them.

Response to Eating Disorders (Social and Emotional Disorders)

Social and emotional disorders (eating disorders in particular) are very different from Attention Deficit Disorder (ADD). Emotional and psychological problems are generally the cause of an eating disorder. ADD is a developmental disorder that is neurobiological and research suggests that it may be genetic. Despite the different origins of eating disorders and ADD, the two disorders share many common characteristics. People with either disorder can have depression, low self-esteem, and the inability to concentrate, and neither disorder is connected with intelligence. However, where there are behavioral and medicinal treatments for ADD there are only behavioral and therapeutic treatments for eating disorders, though antidepressants can be prescribed. Eating disorders are also harder to notice in a classroom setting. A child with ADD exhibits behavioral characteristics at school like restlessness, whereas a child with an eating disorder may appear to behave normally, or if anything seem shy or depressed, a characteristic of many disorders which would make it more difficult to pinpoint and diagnose an eating disorder. Therefore, there is less that a teacher can do in the classroom to help a student with an eating disorder other than create a safe, nonjudgmental environment in school where the student will feel comfortable. A child with ADD may need extra time to complete tasks in school, but since many people do not inform schools of their children’s eating disorders (and some parents do not inform schools if their children have ADD either) it can be difficult for a teacher to provide help. Any teacher can help students with concentration problems by refocusing them during tasks and repeating directions for them. These techniques would help both students with eating disorders and students with ADD, even if the teacher is unaware that the student has either disorder. Both disorders can make it difficult for children to function at school, have good relationships with peers and/or teachers, and concentrate, whether due to ADD or an eating disorder. Teachers should foster a caring classroom where bullying is not allowed so that students with or without a disorder feel comfortable, making it more likely that they will be able to learn. Luckily, there is a lot of research on both disorders, many trained professionals, and many resources for students and families who deal with these disorders.

Response to ADHD-Danielle Blair

1. Attention Deficit Hyperactivity Disorder (ADHD) is a mental health disorder that affects a student’s ability to function and focus with everyday activities, including activities in the classroom. People with ADHD have an imbalance in the attention and activity part of the brain that affects their ability to focus. As a result, people have a hard time focusing academically and socially. ADHD is similar to Learning Disabilities in Mathematics because of the type of behaviors they represent. They are both mental health disorders that effect a person’s academically and socially. Students with learning disabilities in mathematics specifically struggle with all aspects of mathematics including organization, similarly students with ADHD have trouble focusing and socializing which also has an effect on a students organizational skills.
2. There are a wide range of developmental characteristics which all stem from the part of the brain that controls attention and activity in a person. Since the brain lacks control over attention and activity in a person, a person cannot control their impulses to act on certain behaviors. Therefore, if a person as an impulse to call out or hit someone they will act on it because the brain is not cautioning them to stop and think about their actions. Consequently, in school students diagnosed with ADHD are constantly reprimanded and corrected for their behavior. While ADHD is usually diagnosed during childhood, people who do not show symptoms until later can be diagnosed during their teenage years or as late as adulthood. The symptoms that are associated with ADHD include difficulty paying attention, trouble finishing or completing assignments on time, loss or forgetfulness of homework assignments, easily distracted, lack of attention with details and makes careless mistakes, trouble with organization, impatient, restless immature social behavior, and excessive talking. The developmental characteristics differ between ADHD and mathematic learning disabilities because math learning disabilities focus mainly on difficulties concerning math such as difficulty mastering number facts whereas, ADHD mainly affects a persons ability to focus and maintain on task. However, both disabilities can affect one another. For example, if a student has ADHD and have difficulty with their organization skills and are easily distracted, this can affect a student’s ability to excel in mathematics because they lack the ability to focus and therefore retain the information.
3. There are many ways to accommodate and support a student with ADHD in and outside of the classroom. Communication between the parents and teacher is important when dealing with a student with ADHD. For example, if the parents feel comfortable sharing with the school/teacher that the child is on medication this helps the teacher in particular recognize specific behaviors the student displays on and off medication and can accommodate the student based on those observations. In conjunction with the home, teachers can send home weekly reports to the parents to keep them informed about their child’s accomplishments and struggles in school. In the classroom, the teacher can utilize simple strategies such as placing the student’s seat in the front of the classroom near the teacher, where there are less distractions and more teacher student interaction. Teachers can also extend time on assignments for the student and help strengthen the student’s organization skills by helping them list in a planner all academic and extracurricular activities to organize their day. Shorter tests with direct questions or extended time on tests will allow the student to focus more and complete the test to the best of their ability because they are not pressured to complete the assignment with the rest of the class. If necessary, an aid can be present in the classroom for further assistance. The strategies and accommodations to support a student with ADHD are similar to those associated with a student that has a learning disability in mathematics. Both students require extended time on assignments and tests, assistance organizing their work, and daily/weekly progress reports documenting their growth. Communication between parents is also important as well as the classroom set-up and where the child is seated.

My Response to a Math Learning Disability.

Samantha Woodhull
Conduct Disorder & Mathematical Learning Disorder

The two disabilities I have been assigned are very different. My first disability was Conduct Disorder which is classified under Social and Emotional Disorders and Externalizing Disorders. My second disability is a Math Learning Disability. This is classified under Learning Disabilities.
The definition of Conduct Disorder is a condition which exhibits certain characteristics such as an inability to learn that cannot be explained intellectual, sensory, or health factors, an inability to form proper social relationships, a general moos of depression, and a tendency to develop physical symptoms related to feats associated with personal or school problems. The definition of a Mathematics Learning Disability is a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written … to do mathematical calculations, including conditions such a perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
The developmental characteristics of Conduct Disorder are aggression to people and animals, destruction of property, lying or stealing, and violation of rules. They also have higher rates of depression, learning troubles, higher rates of injury, and poor relationships with other people. The developmental characteristics of a Mathematical Learning Disorder are incomplete mastery of number facts, conceptual weakness, difficulty transferring knowledge, incomplete understanding of language of math, and difficulty comprehending the visual and spatial aspects and perceptual difficulties.
The classroom strategies a teacher would need to support a student with Conduct Disorder are a series of steps described in behavioral disorders: focus on change. As a teacher, you need to focus on behaviors that need to be changed, identify new behaviors that need to be developed, provide opportunities to practice new behavior, treat social deficits as errors in learning, and teach students to take responsibility for their own learning. The classroom strategies a teacher would need to support a student with a Mathematical Learning Disorder are being able to openly communicate with the student’s parents, past teachers, and other professionals who have worked with the student to gain knowledge about the students learning ability and strength and weaknesses that will benefit the support. Another important strategy is being able to openly communicate with the child. It is also important to create a classroom atmosphere where all students feel comfortable.