EXCEPTIONALITY CHART

Posted: September 10th, 2024

EXCEPTIONALITY CHART

EXCEPTIONALITY
& DEFINITION CRITERIA FOR SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

Emotional/Behavioral Disability

“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” (U.S. Department of Education, 2022, p. 1). According to the Individuals with Disabilities Education Act (IDEA), a student must exhibit one or more of the following characteristics:

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.
A tendency to develop physical symptoms or fears associated with personal or school problems.
The condition must persist over an extended period and significantly impact educational performance (Mississippi Department of Education, 2022). • Difficulty regulating emotions and behaviors
• Struggles with social interactions and relationships
• Poor academic performance unrelated to cognitive abilities
• Frequent mood swings or persistent negative emotions
• Inappropriate responses to typical situations
• Anxiety or fear related to school or personal issues
• Physical complaints without medical cause
• Impulsivity and difficulty following rules
• Low self-esteem and poor self-concept
• Difficulty accepting criticism or feedback
• Tendency towards aggressive or disruptive behaviors
• Withdrawal from social activities or isolation
(Positive Action, 2023) • Implement a structured and predictable classroom environment
• Use positive behavioral interventions and supports (PBIS)
• Develop and consistently enforce clear behavioral expectations
• Employ social skills training and peer-mediated interventions
• Utilize cognitive-behavioral techniques to address negative thought patterns
• Implement self-management strategies to promote self-regulation
• Incorporate assistive technology for communication and emotional regulation
• Use visual supports and schedules to enhance predictability
• Employ crisis intervention and de-escalation techniques when necessary
• Collaborate with mental health professionals for comprehensive support
• Implement individualized behavior intervention plans (BIPs)
• Utilize differentiated instruction to address diverse learning needs
(Ryan et al., 2022)

References

Mississippi Department of Education. (2022). Emotional disability. https://www.mdek12.org/sites/default/files/Offices/MDE/OAE/OSE/Family%20Guide/mde_vol4_familyspedguide_emotional_disability_021622.pdf

Positive Action. (2023, September 19). 9 effective teaching strategies for students with emotional and behavioral disorders. https://www.positiveaction.net/blog/teaching-strategies-for-emotional-and-behavioral-disorders

Ryan, J. B., Forgan, J. W., & Bartlett, L. D. (2022). Evidence-based teaching strategies for students with EBD. Journal of Special Education Technology, 37(1), 23-35. https://doi.org/10.1177/0162643421998327

U.S. Department of Education. (2022). Emotional disturbance. Individuals with Disabilities Education Act. https://sites.ed.gov/idea/regs/b/a/300.8/c/4

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Complete the remaining sections of the Exceptionality Chart, using information found in the Kirk, et al text and other credible sources. The completed sections are there for review, as well as to set an example for the content and formatting of the entire chart. Complete all sections accurately and fully. No vague or incomplete information.

Required application of correct APA formatting in the areas of title page, citations, and Reference page.

Use attached form for assignment.

Here is a video to assist with the assignment as well: https://watch.liberty.edu/media/t/0_a53smfcw
EXCEPTIONALITY CHART

EXCEPTIONALITY
&
DEFINITION CRITERIA FOR
SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

Autism Spectrum Disorder

“A variety (or spectrum) of related disorders that affect a child’s social development and ability to communicate and that include unusual behavioral manifestations such as repetitive motor movements” (Kirk, et al, 2015, p.143).

DSM-5

An individual must meet criteria A, B, C, and D:
A. Persistent deficits in social communication and social interaction across contexts, not accounted for by general developmental delays.
B. Restrictive, repetitive patterns of behaviors, interests, or activities.
C. Symptoms must be present in early childhood (but may not become fully manifest until social demands exceed limited capacities).
D. Symptoms together limit and impair everyday functioning.

(Kirk, et al, 2015, p146) • Lack of Theory of the Mind (the ability of human beings to understand the thinking and feelings of other people that’s necessary for understanding, predicting, and shaping the behavior of others).
• Acting out or aggressive behavior due to limited ability to communicate.
• Hypersensitivity to sensory stimuli
• Trouble with important thinking skills like decision-making, problem solving, executive function, and the more complex mental processes of reasoning and evaluation.
• Difficulty with a range of motor skills such as gross motor, fine motor, and motor planning.
(Kirk, et al, 2015, pp. 148-150)
• Early intervention and early diagnosis
• Naturalistic intervention Peer-mediated instruction and intervention
• Social narratives of social stories; Comic strip conversations
• Prompting; visual supports
• Creating Structure
• Improving Social Skills
• Functional Behavior Assessment
• Assistive Technology (voice output communication aids)
• Focused Intervention Practice
• Comprehensive Treatment Models (TEACCH, EIBI)
(Kirk, et al, 2015, pp. 154-161)

Emotional/Behavioral Disability

EXCEPTIONALITY CHART

EXCEPTIONALITY
&
DEFINITION CRITERIA FOR
SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

Hearing Impairment/Deaf

Intellectual Disability

EXCEPTIONALITY CHART

EXCEPTIONALITY
&
DEFINITION CRITERIA FOR
SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/ TECHNOLOGY
Learning Disability
Developmental Delay

EXCEPTIONALITY CHART

EXCEPTIONALITY
&
DEFINITION CRITERIA FOR
SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/ TECHNOLOGY
Multiple Disabilities

“Concomitant impairments (such as intellectual and developmental disabilities—blindness or intellectual and developmental disabilities—orthopedic impairment) that result in severe educational needs that require special services” (Kirk et al, 2015, p.423).

Orthopedic Impairment

“A severe orthopedic impairment that adversely affects a child’s educational performance (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures)” (Kirk et al, 2015, p.423)

EXCEPTIONALITY CHART

EXCEPTIONALITY
&
DEFINITION CRITERIA FOR
SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

Other Health Impairment
“Limited strength, vitality, or alertness, including heightened alertness to environmental stimuli, that are due to chronic or acute health problems such as asthma, attention deficit disorders, diabetes, epilepsy, cystic fibrosis, ,heart conditions, hemophilia, lead poisoning, leukemia, nephritis, ulcerative colitis and Crohn’s disease, rheumatic fever, sickle cell anemia, or Tourette syndrome and that require special educational services” (Kirk et al, 2015, p.423).
Speech-Language Impairment

EXCEPTIONALITY CHART

EXCEPTIONALITY
&
DEFINITION CRITERIA FOR
SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

Traumatic Brain Injury
“An acquired injury caused by an external physical force, resulting in total or partial functional disability and/or psychosocial impairment that requires special educational services” (Kirk et al, 2015, p.423).
Visual Impairment, including Blindness and Deafblindness

Deafblindness: “Concomitant hearing and visual impairments, the combination of which causes severe communication, developmental, and other educational needs that require special services” (Kirk et al, 2015, p. 423).

EXCEPTIONALITY CHART

EXCEPTIONALITY
&
DEFINITION CRITERIA FOR
SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

Developmental Delays
“In the United States, defined by each state, and can occur in any of the five critical domains: cognitive, communicative, social-emotional, motor, and adaptive development” (Kirk, et al, 2015, p.79).
Cognitive Functioning/Impairment

EXCEPTIONALITY CHART

EXCEPTIONALITY
&
DEFINITION CRITERIA FOR
SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

Language Developmental Disorder
“This disorder involves difficulties with any combination of spoken, written, and symbol systems used to share ideas and messages. Language disorders may impact understanding and use of (a) language form (phonology, morphology, syntax), (b) language content (semantics), or (c) language function (pragmatics)”
(Kirk, et al, 2015, p.293).
Social Developmental Disorder

EXCEPTIONALITY CHART

EXCEPTIONALITY
&
DEFINITION CRITERIA FOR
SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

Cultural/Ethnic/Socioeconomic Factors/ELL
“Many students for whom English is a second language have difficulty learning in American schools and may be referred to special education as a result” (Kirk et al, 2015, p.57). The criteria for services should be the same for the exceptionality of a student with English as the primary language as it is for a student with English as a second language. Students who fall under the characteristics of a specific disability, but also who have other cultural/ethnic/socioeconomic factors or variables. • Test students with nonbiased assessment that include the use of interpreters, “culture fair” tests, and separate norms. (Kirk et al, 2015, p.56).
• Mindful interpretations of the tests.
• “The RtI model Tier II, which allows for additional support for learning short of referral to special education” (Kirk et al, 2015, p.57).
Medical Aspects/Major Health Impairments

A broad range of exceptionalities that involve medical attention/care.
“When children are dealing with serious health problems, their life and education will be impacted. The support needed for each child will depend on the range and severity of the problem…medical experts take the lead on the diagnosis and planning medical interventions, while the general education teacher takes responsibility for needed daily supports and for knowing the appropriate protocols for initial response in an emergency” (Kirk et al, 2015, p.427).

A wide variety of medical health impairments that could include:
• Asthma
• Cancer
• Sickle Cell Anemia
• HIV/AIDS
• Acquired Diseases “Advances in medicine have led to lifesaving interventions for children with physical disabilities and health impairments. As medical interventions have improved, the life expectancy for children with severe disabilities has been extended. Improved medical interventions are also increasing the survival rate for soldiers who have been wounded…medical supports also can enhance the quality of individuals who have lost limbs regain functioning, new blood sugar monitors can maintain a continuous check to help regular diabetes, improvements in surgical procedures for infants allow doctors to repair heart defects, and new treatments for cancer have led to nearly 80 percent survival rates for children” (Kirk et al, 2015, p.421).

References
Kirk, S., Gallagher, J., & Coleman, M. (2015). Educating exceptional children (14th ed.). Stamford, CT: Cengage. ISBN: 9781337065733.