| A | B |
|---|
| cerebral palsy | Permanent disorder of voluntary movement and posture,Little relation between impairment and intellectual development,and Classified according to muscle tone and motor movement |
| spina bifida | Congenital malformations of the brain, spinal cord ;Can result in paralysis below affected vertebra |
| muscular dystrophy | Progressive weakening and degeneration of the muscles;Little relation between impairment and intellectual development |
| epilepsy | seizure disorder caused by abnormal electrical activity in the brain |
| ocuupational and physical therapists | Intervention often involves the collaboration of an interdisciplinary team |
| goal of all special ed programs involve generalization | Facilitate the generalized use of skills |
| positive behavioral support | Use of functional assessment methodologies to support student’s placement and guide the development of behavior support |
| Maker's Problem Solving | Role of the teacher is to facilitate high achievement by making curriculum modifications |
| Maker's problem Solving gifted philosophy | High intelligence and creativity and excellent problem solving skills |
| anoxia | significantly low levels of oxygen |
| ADHD | The essential feature of ADHD is a persistent pattern of inattention and/or hyperactivity-impulsivity;Two treatment approaches that are widely used with children with ADHD are drug therapy and behavioral intervention; usually classified as OHI |
| continuum of services | For no other group of exceptional learner is the continuum of educational services more relevant than the ADHD student |
| children with AIDS | Children afforded legal protection under Section 504 |
| HIV | confidentiality is issue |
| functional skills | ADLS-activities of daily living skills |
| legal definition of blindness | •Visual acuity of 20/200 or worse in the better eye with corrective lenses and/or •Visual field restriction to 20 degrees diameter or less (tunnel vision) in the better eye. |
| Autism Spectrum Disorder Definition | deficits in three core areas: social skills, communication, and behaviors and/or interests |
| Executive function | high-level abilities that influence basic abilities like attention,memory and motor skills |
| PARC | creates and provides lifelong opportunities for people with disabilities to achieve success |
| causes/characteristics of EBD | (1) the student exhibits social, emotional or behavioral functioning that so departs from generally accepted, age appropriate ethnic or cultural norms that it adversely affects a child's academic progress, social relationships, personal adjustment, classroom adjustment, self-care or vocational skills; (2) the behaviors are severe, chronic, and frequent, occur at school and at least 1 other setting, and the student exhibits at least 1 of 8 characteristics or patterns of behavior indicative of EBD; (3) the IEP team used a variety of sources of information including observations and has reviewed prior, documented interventions; and, (4) the IEP team did not identify or refuse to identify a student as EBD solely on the basis of another disability, social maladjustment, adjudicated delinquency, dropout, chemically dependency, cultural deprivation, familial instability, suspected child abuse, socio-economic circumstances, or medical or psychiatric diagnostic statements. |
