Educating Special Needs Students and the Exceptional Learner

Educating excess Needs scholars and the Exceptional LearnerThe following screen will define mind disability, autism, severe disabilities, and duple disabilities, their causes, and the impact of the disabilities on the procreation ofthe student with intellectual disability. Also, identifying atomic number 18as of plan necessary forstudents with severe disabilities and explain why. The essay will discuss the atomic number 18as ofcurriculum and the policies, procedures, and programs for the preparation of students withintellectual disability, autism, severe and multiple disabilities.Today, students are diagnosed with different types of disabilities. around of thesedisabilities are intellectual disability, autism, severe disabilities and multiple disabilities. Anintellectual disability is a disability that affects an individual limitations in several areas ofcognitive process that interferes with the individual everyday life. Also, the individual has line of works with four typ es of intellectual processes abstraction, sequencing, understanding fondcontexts, and be able to read the emotional states of others. Intellectual disability foot affect anindividuals memory, learning and problem solving. Individuals who have an intellectualdisability have a mild intellectual disability. An intellectual functioning take IQ is below 70-75. An intellectual disability is seen forward the student turns 18. The cause of intellectualdisability fuck be caused by head injury, stroke, meningitis, brain abnormality and disease. Theintellectual disability can authorize before the child is born or it can happen during childhood. For nearly children, the cause of the intellectual disability is non know. There are some known causesof intellectual disabilities they are Down syndrome and fetal alcohol syndrome. These knowncauses happen before the childs birth. There are other causes that happen before a child a hereditary condition called Prader-Willi syndrome. There are sti ll other causes of intellectualdisabilities that do not happen until the child become older. The definition of Autism is adevelopmental disorder that shows within the first three eld of life of an individual. Autismshows before the child is three years old. The way that autism works it affects the brains normaldevelopment of mixer and colloquy skills. The cause of Autism is a physical conditionthat is linked to abnormal biology and chemistry in the brain. The exact of the abnormal biologyand chemistry in the brain is not known. But, there are some factors that can lead to autism theyare genetic and environmental factors. Autism seems to have a number of genes involved. Someof the genes refer a child more prvirtuoso to having autism. Some health problems are caused byboth genetic and environmental factors. These factors may also cause autism. Severe disabilitiesare defined as an individual with original disabilities that functioning and achievement isunusually difficult for the person. The causes of severe disabilities are genetic, biological andenvironmental factors. Multiple disabilities are defined as an individual who has impairmentslike mental retardation, physical mobility, learning, speech, visual and hearing. The causes ofmultiple disabilities are from one of the impairments.The impact of the disabilities on the education of the student with intellectual disability isthat the student can do swell but, the student will need an individual education plan. Thedetermination of how much help is need depends of the intellectual disability. The areas ofcurriculum necessary for students with severe disabilities are including students with intellectualdisability into general education curriculum. The students with disabilities should use the analogouscurriculum used by their peers who do not have disabilities. The reason general educationcurriculum is necessary is because it can give students access to learn the same curriculum astheir peers. The general e ducation curriculum can increase students social skills and preparationfor their adult life. Another area of curriculum is reconciling skills. Adaptive skills are necessary forstudents with severe disabilities because there are skills individuals need to live, work, and beingable to function in society. There are other areas of curriculum that needs to be includedlanguage and communication and motor skills. These skills are necessary skills to help studentsto function. Transition planning should be included with individuals with disabilities. The reasonis because a plan is needed to prepare students for life.The Mobile County School has district policies, procedures and programs for theeducation of students with intellectual disability, autism, and severe and multiple disabilities.The Alabama Student Assessment Program this program requires that all students to participatein the Alabama Student Assessment Program. The assessment program requires all students essentialbe included i n all assessments. Also, students mustiness have their results included in the stateaccountability system. The assessments are done in English. All students, including students with restrain English, must take state assessments as written in English. An Individualized EducationProgram team up looks at the referral, documentation on intervention strategies and determine ifthe student will be pass judgmentd for special education services. The Individualized EducationProgram Team determines should a child be evaluated for special education services, a writtennotice, that meets the notice requirements. The rules must be given to the parents and the childmust be referred to the Building ground Student Support Team (BBSST). The IEP Teamdetermines that the student should be evaluated for special education services, the agency musthave the parents written consent for the evaluation. The public agency must develop andimplement procedures to identify and evaluate children suspected of hav ing a disability thataffects their educational performance and who may need special education, designed masteryand related services. Hearing and Vision screenings must be first evaluations conducted for allchildren suspected of having a disability. A child who is identified having a developmentaldelay, has to be reevaluated prior to their ninth birthday. Students for special education services,at age nine, can no longer be eligible in the area of developmental delay. Students can continuespecial education services, the child must also be eligible in some other area of disability.ConclusionToday, there are many types of disabilities and there is information defining thedisability, their causes and their impact of the disabilities on the education of the studentwith intellectual disability. There are areas of areas of curriculum necessary for studentswith severe disabilities. There are policies, procedures and programs for the education ofstudents with intellectual disability, autis m, and severe and multiple disabilities.