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70 Cards in this Set
- Front
- Back
increases in HI cases
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-1960's due to rubella
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three common views of deafness
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-disability, disorder, impairment
-logistical problem -social/community culture |
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hearing loss IDEA
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-permanent or fluctuating hearing loss
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deafness in IDEA
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-hearing impairment so severe that child impaired in processing linguistic info through hearing
-with or without amplification |
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Deaf culture characteristics
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-being deaf
-using ASL -attending residential deaf school -deafness not a disability that should be fixed, but an identity |
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number of people with hearing loss
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34 million
-highest among older people -1.5/1000 school age |
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comorbidity with HI
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-33% of HI
-LD, ADHD, MR, EBD |
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when HI happens
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-congenital (loss present at birth)
-acquired or adventitious (after birth) -pre or postlingual more important |
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prelingual HI causes
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-over 50% b/c of genetics, recessive gene (90% deaf kids have hearing parents, even if both parents have the gene only 1/4 chance of deaf child)
-infection/illness -maternal diabetes -prematurity -toxemia during pregnancy (dangerously high blood pressure in mother) -anoxia (lack of oxygen) before, during, or after birth -malformation of ear structures - |
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postlingual HI causes
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-bacterial meningitis
-otitis media (ear infection that affects 3/4 children by age 3) -ototoxic drugs -measles -encephalitis -chicken pox -influenza -mumps -head injury -repeated exposure to loud noise |
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types of hearing loss
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-conductive - out or middle ear problem prevents sound from being conducted to inner ear (not fully developed parts, disease, wax buildup), often improved through hearing aids
-sensorineural - inner ear or nerve pathway -bilateral vs unilateral -fluctuating |
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degrees of hearing loss
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-0-15 normal
-16-25 slight -26-40 mild -41-55 moderate -56-70 moderately severe -91+ profound |
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deaf children with parents who are deaf develop language...
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at same rate as english speaking peers
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cognitive characteristics of HI
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-no different
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academic characteristics of HI
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-depends on language exposure
-reading issues (2nd language - 18 yo's at 4th grade level,words just groups of symbols rather than sounds, parents don't read to them and don't have good ASL vocabulary) -writing - secondary form of linguistic expression to signing, mechanics difficult -math - higher than writing and reading (18 yo's at 6th grade), experiential deficits (don't overhear commercials and conversations about money etc) |
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social/emotional characteristics of HI
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-don't learn by example of incidental learning (fewer interactions, not close friends)
-parents often do things for them rather than try to explain, so they aren't independent |
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behavioral characteristics of HI
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-lag behind in recognizing causes of peer actions
-different understandings and usages of facial muscles |
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evaluation processes for HI
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-audiological
-case history -physical exam of ear -pure-tone audiometry test recorded on audiogram -tests of middle ear function -proper hearing aid -all normal SPED tests |
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eligibility for HI services
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-inability to recognize most words at a conversational level in a quiet room without assistive devices
-significant receptive or expressive language delay -impairment of speech articulation, voice, or fluency -significant discrepancy between verbal and nonverbal performance on intelligence test -sig delay in development of reading skills because of language deficit or overall low academic achievement -inattention or serious behavior problems related to hearing loss |
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determining placement for HI
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-preferred communication needs of the child and family
-linguistic needs -severity of hearing loss and potential for using residual hearing -academic level -social, emotional, and cultural needs, opportunities for peer interactions |
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early childhood services for HI
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-as soon as born
-by state's department of health -educate family, help baby communicate, help become full member of family |
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school services for HI
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-23% in public school but out of classroom for over 60% day
-21% in public school and outside classroom under 21% -only about 15% at private school, and 7 at residential |
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determining private or public school for HI
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-student developing age appropriate communication skills
-making satisfactory academic progress -have friends -access to all components of educational process (lunch, recess, extracurriculars, sports) |
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high school completion for HI
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-better than other disabilities AND nondisabled kids
-also more attend more school, but 71% drop out -if can't find job, Social Security Administration Insurance covers them (53% unemployed 1 yr out of HS, but down to 19% by 10 yrs) -more blue collar jobs and less promotions (even though same cognitive level - must be frustrating!) |
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interventions for HI
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-pre- and post-teaching vocab and activities to clarify and make more concrete
-experiential ladder EMMPCSL (direct experience, tangible materials, models/objects, photos, charts/graphs/maps, simulations, lecture/discussion) -swivel chair -semicircular seating -visual cues for when other student is talking -demonstrate directions -post due dates on board -make models, role play, and art to display understanding -teach units on social topics -rules posted in sight -modify test vocab to match ASL vocab -use IEP goals as grading criteria -visual schedule charts -visual representations of knowledge (graphic organizers, charts, graphs etc) |
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universal newborn screening for HI
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-mandatory in 42 states
-now ID's in first few months rather than 2 yrs -otoacoustic emissions and auditory brainstem response |
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cochlear implants
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-electronic device that directly stimulates hearing nerve in cochlea
-for severe and profound hearing loss -receiver surgically implanted, size of quarter, under skin behind one ear -electrodes - tiny wires surgically inserted into cochlea -small headpiece just behind ear has microphone -speech processor worn on body behind ear or on belt -positive outcomes for children implanted early, with in tact cochlea, and other environmental support -to develop spoken language skills -8 hand-based cues to help distinguish sounds (p from b) -can go wrong and lose more hearing (meningitis) -not accepted in Deaf culture |
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bilingual bicultural approach for HI
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-ASL primary language, english secondary
-incorporating Deaf heritage -helps to be able to fit in with other deaf students -transfer strategies -metalinguistic knowledge of engish -problems: parents not fluent in ASL |
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VI increased in what decades and why?
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-1950's, RLF (retrolental fibroplasia) - incubators first invented for premies, but they had uncontrolled amounts of oxygen, caused underdeveloped blood vessels to grow into the retinas, now called retinopathy of prematurity
-1960's, rubella outbreak caused deaf-blindness |
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majority of VI receive education in...
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public schools
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percent of VI with other disability
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65%
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low vision
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some vision but have difficulty accomplishing tasks, mild to severe
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blind
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no vision or only light perception, profound
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congenital visual impairment
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condition present at or near birth
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adventitious visual impairment
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condition acquired sometime after birth
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IDEA VI
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VI including blindness means impairment in vision that, even with correction, adversely affects child's educational performance. includes both partial sight and blindness
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VI clinical definitions
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-Social security benefits
-federal tax exemption, etc -rarely used for school diagnoses -legal blindness is 20/200 with corrective glasses in better eye -also visual field restrictions of 20* - can't see anything but what's in a dinner plate sized hole at arm's length |
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strabismus, VI
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muscles of eye don't hold them in proper alignment
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amblyopia, VI
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loss of vision from nonuse
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cataract, VI
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cloudy lens
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aniridia
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iris missing, too much light enters eye
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glaucoma, VI
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damage to optic nerve b/c aqueous humor isn't properly flowing
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cortical VI
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damage to part of brain dealing with sight, images not interpreted correctly
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cognitive VI
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-range from gifted to impaired
-lower range and variety of experiences (size, color, spatial limitations, can't touch the stars or fire or insects or mountains) -lack of mobility, can also affect social -interaction with environment - can't scan an environment and make a decision |
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academic VI
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-braille reading rater slower than text (125/min vs 140)
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supplemental materials VI
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-braille
-magnifying glass -closed circuit tv -Kurzweil digicamera that reads |
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social emotional characteristics VI
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-can't observe nonverbal communication, or display it
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behavior VI
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-socially immature, isolated, less assertive
-stereotypic behaviors/self stim |
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VI assessment
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-functional vision assessment (efficiency in using vision)
-learning media assessment (overall approach to using sensory info for learning) -clinical ow vision eval (determine what devices would be helpful) |
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VI young children
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-home based program infants
-center based program preschool |
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VI elementary schooling
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-consultant model - for students requiring few or no direct services (students involved in all gen ed, VI specialist helps teacher plan)
-itinerant teaching model - most widely used (student in gen ed class mostly, gets specialty services from VI specialist regularly) -resource model - for more intense needs (separate room staffed by VI, still in gened as much as possible) -special schools - typical school setting but geared towards needs, offer range of community options, often short placements |
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considering inclusion for VI
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-most students in normal school with peers
-determine on individual basis -need specific and planned instruction from VI professional |
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goals of VI inclusion
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-all materials in appropriate media
-instructed with appropriate devices -specialized instruction for VI -environmental mods -teachers understand needs -modifications in testing -collaborate to get ideas for inclusion -nondisabled student learning about VI |
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VI grad rates, unemployment
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very high grad (75%)
very high unemployment (74%) |
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VI interventions
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-concrete experiences
-unifying experiences -learning by doing |
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autism characteristics
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-inability to relate typically to peers
-delayed speech and language development, failure to use developed language -typical physical growth and development -obsessive insistence on environmental similarity -extreme fascination with objects -stereotypic or repetitive behavior -often think in pictures -uses association |
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when did autism have current knowledge?
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1970's
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IDEA autism
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-developmental disability in verbal and nonverbal and communication and social interaction
-evident before age 3 -repetitive and stereotypic behaviors -unusual responses to sensory experiences |
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autism diagnosis uses...
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-set forth using DSM
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aspergers
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-impairment in social interaction
-speak fluently by age 5 (some problems) -demonstrate interest in others but challenged to act appropriately -same as autism without language issues |
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prevalence of autism
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-.18% of all students
-118,000 total -actually 57/10,000 -same across race -males 4-5x higher chance |
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autism causes
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-not understood
-genes (but degree varies across families, so no single genetic factor) -abnormalities in the cerebellum, which controls motor coordination, balance, and cognition -frontal lobe (social and cognitive) -temporal lobe (facial expressions, social cues, memory) -fewer brain cells, higher cell density, or less volume in these areas -environment can influence severity -MMR shots? |
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cognitive autism
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-well-developed rote memory (mimics comprehension)
-trouble retrieving memory (must be worded in a specific manner) -theory of mind (don't understand that others have different thoughts, difficulty explaining emotions and behaviors, understanding how behavior affects others, predicting others' behavior, distinguishing fact from fiction) -only one problem solving strategy -motivation tough (only interested in small number of rewards, can change on whim) |
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social/emotional autism
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-language development (50% nonverbal)
-proxemics - knowing socially acceptable distance to stand, eye contact -no communicative intent -echolalia - repeating words with no understanding -pronoun reversals, no voice inflection (prosody = singsong voice) -immaturity |
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behavioral autism
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-self-stim behaviors
-generalization difficulties -sensory issues (tactile, vestibular/balance, proprioception/body awareness, visual, auditory, gustatory/taste, olfactory) |
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autism assessment
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-checking for characteristics
-cognitive, academic, adaptive skills -developmental history, behavior observation -psychiatrists use DSM checklists -sensory assessment |
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early childhood autism
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-systematic, individualized, supportive
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where autism educated
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-half primarily away from gened
-moving towards inclusion |
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autism inclusion principles
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-environmental and curricular modifications and gen ed class support
-attitudinal and social support -coordinated team commitment -home-school collaboration |
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autism interventions
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-planned but brief instructional periods
-lots of small group and one on one instruction -visually presented (more processing time, more concrete) -labeling items in classroom -visual schedule, task cards, travel schedule -home base (plan or review events, escape class stress, prevent meltdown, begin and return frequently) -videotaped segments of appropriate behavior -priming (familiarize before) -PDA's for organization and time management -discrete trial training (preschool, teacher prompts, student responds, teacher praises, shaping the behavior) -prompting - cue (physical very intrusive, gestures, verbal, written) -power card strategy for using special interests to facilitate socialization (has script) -social stories -SOCCSS (situation, options, consequences, choices, strategies, simulation) |