Chapter 3: Teaching Students with Higher Incidence Disabilities

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Objectives

 

Upon completion of this chapter the learner will:

  • Describe and discuss the prevalence and characteristics of students with communication disorders.
  • Describe and discuss the prevalence and characteristics of students with learning disabilities.
  • Describe and discuss the prevalence and characteristics of students with mental retardation.
  • Describe and discuss the prevalence and characteristics of students with severe and multiple disabilities.
  • Describe and discuss the prevalence and characteristics of students with behavioral disorders and serious emotional disturbance.
  • List, describe, and be able to recommend adaptations and modifications to promote inclusion of students with higher-incidence disabilities.

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Part 2: Summary of Ideas


Individuals who have higher incidence disabilities include a wide range of abilities and disabilities, from mild to severe in intensity.


 

Approximately 90% of the population of students with disabilities have learning disabilities, mental retardation, emotional disabilities, or communication disorders. Most students with higher-incidence disabilities are served in the general education classroom.

In many cases, causes of these high-incidence disabilities are unknown, although a variety of biological and environmental explanations has been proposed. Students with communication disorders may exhibit problems with speech or language. Speech disorders may exist as voice, articulation, or fluency disorders, while language disorders may involve difficulties with phonology, morphology, syntax, semantics, or pragmatics of language use.

Students with learning disabilities comprise about half of students with higher-incidence disabilities. These students may exhibit specific problems in basic skill areas, as well as areas such as language, attention, memory, and metacognition.

Students with mental retardation exhibit deficiencies in intellectual functioning, and corresponding levels of adaptive behavior. These students also may exhibit learning problems related to language, social behavior, attention, reasoning, and problem solving.

Students with behavioral disorders or serious emotional disturbance may exhibit problems in classroom behavior, social relations, or may exhibit disorders of affect, such as anxiety or depression.

A variety of adaptations in the physical environment, instructional materials, instructional procedures, and evaluation procedures can make the general education classroom a positive learning experience for students with higher-incidence disabilities.

 

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Chapter Activities



Most students with learning disabilities present unique problems that require collaboration, creative thinking, and problem solving strategies.

 

 


1.

Read Chapter 3. Use the Chapter 3 Graphic Organizer to "see" the big ideas in the chapter. Fill in blank sections of the graphic organizer.

2.

Examine the following World Wide Web links and consider their perspectives based on information from Chapter 3. Print out useful information and add it to your class notebook.

 

American Speech-Language-Hearing Association

http://www.asha.org
 

LD Information and Links

http://www.ldonline.com
 
 
Council for Children with Behavior Disorders
http://www.ccbd.net
 
Tell Us Your Story
http://www.tell-us-your-story.com/
 
Classroom Management Links
http://www.ss.uno.edu/ss/homePages/CManage.html
 
 

 

 

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