Reflective Journal: Intellectual Disabilities (ID)

Journal 4

Reflective Journal: Intellectual Disabilities (ID)

The reading first deals with the definition of intellectual disabilities. IDEA uses the categories severe, mild, profound and moderate to classify mental retardation as measured by IQ. AAIDD categories deal with the severity of ID and they are extensive, intermittent, pervasive, and limited (Heward, 2009). An IQ test takes the form of written and oral evaluations to aid the teacher identify the category that the child belongs. This in turn assists in the decision criteria as to which support the child needs. Behavioral and mental traits that intellectually disabled students exhibit are then identified and they are quite informative. There are diverse causes of mental disabilities and they are categorized in accordance to: first, the development stage in which the disability occurs; pre, peri or post-natal and secondly, whether the disability was caused by a medical factor or an environmental one. Genetically caused IDs are medically preventable upon early detection (Heward, 2009).

Education plays a significant role of aiding such students into personal growth in all areas that the children interact with like schools and home. Lastly, the teacher plays the role of determining whether the student will thrive in a general class setting or a special one. This content is highly applicable to a classroom (Heward, 2009). The first days are often important in the student-teacher establishment of a relationship. I would first conduct the oral test to make communication easier and then the written test would follow. From a personal perspective, the AAIDD categorization would be the better of the two to use as it leans on the identification of supports. The behavioral and mental traits would help me deal patiently with the students, knowing what faces them. Learning the cause of the disability would be good, but it truly plays an insignificant role in the child’s education. If the student is acutely disabled, a special classroom setting would be perfect for him/her.

Reflective Journal: Autism Spectrum Disorders (ASD)

ASD are made up of five different conditions. Autistic disorder is prevalent in children below three years of age who are restricted in their socializing and communication skills, and have few, cyclic and labeled modes of conduct, concerns and activities. Similar to this, is a childhood disintegrative disorder that may set in at the range of two to ten years. Asperger syndrome is marked with the inability of a child to interact with any one in all social locales as well as their incomprehensibility of the interaction process. This is attributed to their motor skills. Rett Syndrome is a condition that appears in babies between five and thirty months of age where the head develops at a very slow rate infusing coordination problems in the limbs, speech and cognitive aspects. Pervasive developmental disorder- not otherwise specified encompasses and individuals that exhibit major but not all signs of autism that may fall in the other identified groups (Heward, 2009). In addition to these few individual characteristics, general ones are identified.

Factually, the disorder is four times more likely to affect boys than girls. Autism is a purely biological disorder and the genetic structure of a child plays a role in the determination of the vulnerability to the condition. Applied Behavior Analysis (ABA) is the best educational approach for autistic students. ASD students can either be placed in special or general classes (Heward, 2009). In a class setting, I would use the given characteristics to identify the ASD type that the student suffers from. This would aid in the process of determining whether to place the student in a general class or a special one. Despite the classroom setting, the ABA aspects of story-telling and picture identification evaluation will be used. I will be the first candidate in all the sessions for demonstration purposes than the students can follow suit. This will increase their chances of building social skills as well as the oratory skills.

References:

Heward, W. L. (2009). Exceptional Children: An Introduction to Special Education. St Paul,         MN: Merrill.

 

 

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