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Week 1 Electronic Resource Categories of Disability Under IDEA The nation’s special education law is called the Individuals with Disabilities Education Act, or IDEA. As part of making special education and related services available to children with disabilities in the public schools, IDEA defines the term “child with a disability.” That definition includes specific disability terms, which are also defined by IDEA, as this webpage describes The IDEA’s disability terms and definitions guide how States in their own turn define disability and who is eligible for a free appropriate public education under special education law. The definitions of these specific disability terms from the IDEA regulations are shown beneath each term listed below. Note, in order to fully meet the definition (and eligibility for special education and related services) as a “child with a disability,” a child’s educational performance must be adversely affected due to the disability. 1. Autism: means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term autism does not apply if the child’s educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in #5 below. A child who shows the characteristics of autism after age 3 could be diagnosed as having autism if the criteria above are satisfied. 2. Deaf; Blindness: means concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness. 3. Deafness means a hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance. 4. Developmental Delay: for children from birth to age three (under IDEA Part C) and children from ages three through nine (under IDEA Part B), the term developmental delay, as defined by each State, means a delay in one or more of Week 1 Electronic Resource Categories of Disability Under IDEA Page 2 the following areas: physical development; cognitive development; communication; social or emotional development; or adaptive [behavioral] development 5. Emotional Disturbance: means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: (a) An inability to learn that cannot be explained by intellectual, senso.
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24 Optometry & Vision Development Article Dyslexia: An overview* SO Wajuihian,a BSc(Hons)Optom OD(Benin) MOptom(UKZN) PGCertMod L/ Vision(City Univ London) and KS Naidoo,a,b BSc BOptom(UDW) MPH(Temple) OD(PCO) PhD(UNSW) aAfrican Vision Research Institute (AVRI) University of KwaZulu-Natal bInternational Center for Eye Care Education This paper, Wajuihiana SO, Naidooa KS. Dyslexia: An overview. S Afr Optom 2011 70(2) 89-98, has been reprinted with the kind permission of the editor of the South African Optometrist journal, Professor A. Rubin. Although Optometry & Vision Development (OVD) usually does not reprint articles, exceptions are occasionally made. This article is being reprinted here because South African Optometrist, Sam Wajuihiana, will be publishing a series of articles related to learning problems in OVD over the next few issues and this particular article is considered the beginning of this sequence of related articles. Also, since COVD’s membership may not have ready access to the original article, reprinting it in OVD eliminates any accessibility issues. I wish to thank Dr. Rubin for allowing OVD to reprint this article and Mr. Sam Wajuihiana for considering OVD as an appropriate vehicle for publishing his work. Dominick M. Maino, OD, MEd. Editor OVD. AbstrAct Dyslexia is a neuro-developmental disorder characterized by difficulties in learning to read despite conventional instruction, adequate intelligence and a balanced sociocultural background. Dyslexia is the most common type of learning disorder. Reading difficulties affect a child’s academic achievement. As primary eye care practitioners, optometrists have a role in attending to patients who may present with symptoms indicative of dyslexia, therefore an understanding of dyslexia will be beneficial to the optometrist. This paper presents an overview of dyslexia and discusses its prevalence, aetiology, classifications, neural pathways involved in reading, theories, neuro-imaging techniques and management options. The role of optometry in the multidisciplinary management of dyslexia is discussed. Keywords: dyslexia and optometry, learning disability, reading difficulties Introduction Some children find it difficult to learn to read despite having normal intelligence, appropriate educational opportunities and absence of emotional disorders. These children have a reading age that is two or more years behind their chronological age and have dyslexia. The term dyslexia is used synonymously as developmental dyslexia and as specific reading disability (specific indicating that development is normal except for reading).1-3 It is derived from the Greek words: ‘dys’ meaning hard or difficult and ‘lexia’ from the word ‘lexicos’ which means pertaining to words; so dyslexia means a difficulty with words.4 brief Historical Perspective Historical accounts on dyslexia vary but dyslexia was originally described as ‘word blindness’.5 Bu.
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INTRODUCTION TO EXCEPTIONALITIES
SPED 23000 INSTRUCTOR: BRIAN FRIEDT Students with physical disabilities
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