Most Common Disabilities That Teachers May See in the Mainstreamed Music Classroom

8/2/2019 Most Common Disabilities That Teachers May See in the Mainstreamed Music Classroom

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I. Autistic Spectrum Disorders (1:91)

A. DISABILITY CATEGORY Other Health Impairment Attention Deficit/Hyperactivity Disorder (ADHD) 1. INATENTATIVE TYPE where the person cant seem to get focused or stay focused on a task or activity

2. HYPERACTIVE-IMPULSIVE TYPE where the person is very active and often acts without thinking

3. COMBINED TYPE where the person is inattentive, impulsive, and too active

B. CHARACTERISTICS 1. Can't stay focused on a task 2. Can't sit still 3. Acts without thinking 4. Rarely finishes anything. 5. OVER TIME CAN LEAD TO (a) Other emotional problems (b) Depression (c) Poor self-esteem (d) Other emotional problems

C. AUTISM & ASPERGERS SYNDROME

1. DISABILITY CATEGORY Autism (and Asperger Syndrome) (a) Autistic Disorder (b) Rett's Disorder (c) Childhood Disintegrative Disorder (d) Asperger Disorder (e) Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS)

2. CHARACTERISTICS:

Some or all of the following characteristics of autism or PDD may beobserved in mild to severe forms:

(a) Communication problems (e.g., using and understanding language)

(b) Difficulty relating to people, objects, and events (c) Unusual play with toys and other objects (d) Difficulty with changes in routine or familiar surroundings (e) Repetitive body movements or behavior patterns

MOST COMMON DISABILITIES

THAT TEACHERS MAY SEE IN THE MAINSTREAMED MUSIC CLASSROOM

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3. CHARACTERISTICS SPECIFIC TO ASPERGERS SYNDROME (a) The most distinguishing symptom of AS is a childs obsessive interest in a single object or topic to the exclusion of any other. (b) Children with AS want to know everything about their topic of interest and their conversations with others will be about little else. (c) Their expertise, high level of vocabulary, and formal speech patterns make them seem like little professors. (d) Other characteristics of AS include 1. Repetitive routines or rituals 2. Peculiarities in speech and language 3. Socially and emotionally inappropriate behavior 4. Inability to interact successfully with peers 5. Problems with non-verbal communication 6. Clumsy and uncoordinated motor movements.

II. Intellectual Impairments A. DISABILITY CATEGORY: Mental Retardation B. TYPES based on the degree of intellectual function and amount of deficits in adaptive behavior 1. Mild (IQ 70-90) -- 87% 2. Moderate (IQ 50-70) -- 13% 3. Severe (IQ >50)

C. CHARACTERISTICS 1. Limitations in adaptive behavior 2. Conceptual Skills 3. Social Skills 4. Practical Skills 5. Other maladaptive behaviors (a) Other maladaptive behaviors (b) Repetitive Behaviors (c) Disengagement from Behaviors



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III. Chromosomal Abnormalities

A. DISABILITY CATEGORY Mental Retardation: Down Syndrome

B. TYPES 1. Trisomy 21 Down syndrome (DS) 2. Mosaic Down syndrome (MDS) 3. Translocation Down syndrome (TDS) 4. Mosaic Translocation Down syndrome (MTDS)

C. CHARACTERISTICS 1. Distinct Physical features (a) Low Muscle Tone

(b) Small Stature (c) Eyes slant upward (d) Small ears that fold over (e) Small mouth and nose

2. More than 50 percent have some visual or hearing impairment. 3. Common visual problems include crossed eyes (esotropia), 4. Near- or far-sightedness and cataracts 5. Often have ADHD 6. Intestinal malformations that require surgery. (10%) 7. Half of all children born with DS have heart defects 8. Most individuals with Down Syndrome have some degree of mental retardation, IV.



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IV. Mental Health Disorders A. DISABILITY CATEGORY Emotional Disturbance B. TYPES 1. Adjustment Disorder 2. Anxiety Disorders 3. Obsessive Compulsive Disorder 4. Post-Traumatic Stress Disorder 5. Conduct Disorder 6. Schizophrenia 7. Seriously Emotionally Disturbed

C. BIPOLAR DISORDER I

1. Bipolar disorder Manic depression; Bipolar affective disorder (a) MOOD SWINGS BETWEEN MANIA & DEPRESSION CAN BE VERY QUICK

(b) CHARACTERISTICS: 1. MANIC PHASE may last from days to months. a. Poor judgment b. Poor temper control c. Little need for sleep d. Reckless behavior and lack of self control e. Binge eating, drinking, and/or drug use f. Very elevated mood g. Excess activity (hyperactivity) h. Increased energy i. Racing thoughts j. Very high self-esteem (false beliefs about self or abilities)

k. Talking a lot l. Very involved in activities m. Easily distracted n. Very upset (agitated or irritated)

2. DEPRESSED PHASE of both types of bipolar disorder includes the following symptoms: (a) Daily low mood or sadness (b) Difficulty concentrating, remembering, or making decisions (c) Eating problems (d) Loss of appetite and weight loss (e) Overeating and weight gain (f) Fatigue or lack of energy (g) Feeling worthless, hopeless, or guilty

(h) Loss of pleasure in activities once enjoyed (i) Loss of self-esteem (j) Thoughts of death and suicide (k) Trouble getting to sleep or sleeping too much (l) Pulling away from friends or activities that were once enjoyed

D. BIPOLAR DISORDER II: Symptoms of mania are less intense



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V. Visual Impairments

A. DISABILITY CATEGORY Visual Impairment, including Blindness

B. TYPES 1. Low vision generally refers to a severe visual impairment, not necessarily limited to distance vision. 2. Applies to all individuals with sight who are unable to read the newspaper at a normal viewing distance, even with the aid of eyeglasses or contact lenses. 3. Partially sighted indicates that some type of visual problem has resulted in a need for special education. 4. Legally blind indicates that a person has less than 20/200 vision in the better eye or a very limited field of vision (20 degrees at its widest point); 5. Totally blind students learn via Braille or other non-visual media.

C. CHARACTERISTICS 1. The effect of visual problems on a childs development depends on the severity, type of loss, age at which the condition appears, and overall functioning level of the child. 2. The effect of visual problems on a childs development depends on the severity, type of loss, age at which the condition appears, and overall functioning level of the child. 3. Many children who have multiple disabilities may also have visual impairments resulting in

motor, cognitive, and/or social developmental delays. 4. Because the child cannot see parents or peers, he or she may be unable to imitate social behavior or under- stand nonverbal cues. Visual disabilities can create obstacles to a growing childs independence (NICHCY). 5. A young child with visual impairments has little reason to explore interesting objects in the environment and, thus, may miss opportunities to have experiences and to learn.



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VI. Physical Disabilities

A. DISABILITY CATEGORY Other Health Impairments: SPINA BIFIDA neural tube defects 1. TYPES (a) Occulta (mild) (b) Meningocele (moderate) (c) Myelomeningocele (severe)

B. CHARACTERISTICS Physical Symptoms

1. Occulta (mild) (a) Symptom less form where the patient has small defect or gap in one or more of

the vertebrate

2. Meningocele (moderate) (a) Protective covering around the spinal cord has pushed through the opening of

the vertebrae. However, the spinal cord remains intact

3. Myelomeningocele (severe) (a) Portions of the spinal cord protrude through the back and nerves and tissues

can be exposed.

(b) muscle weakness or paralysis below the spine

(c) loss of sensation below the cleft,

(d) loss control of bowel and bladder control (e) Other 1. Obesity 2. Urinary Tract Disorders 3. Psychological & Sexual Issues 4. Learning Disabilities 5. Hydrocephalus 6. Learning Disabilities a. 70 % of children with Spina Bifida have normal intelligence but some children have learning disabilities.



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C. DISABILITY CATEGORY Orthopedic Impairment CEREBRAL PALSY 1. TYPES

(a) Spastic

(b) Athetoid (c) Mixed (d) Diplegia (e) Hemiplegia (f) Quadriplegia

2. CHARACTERISTICS:

Three main types of CP:

a. Spastic CP MOST COMMON (1) Too much muscle tone or tightness

(2) Movements are stiff, especially in the legs, arms, and/or back. (3) Move their legs awkwardly, turning in or scissoring their legs as they try to walk

b. Athetoid CP OR dyskinetic CP (1) Slow, uncontrolled body movements

(2) Low muscle tone that makes it hard for the person to sit straight and walk.

c. Mixed CP (1) Combination of the symptoms (2) Both high and low tone muscle. (3) A mix of stiffness and involuntary movements.



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VII. Fetal Alcohol Syndrome

A. DISABILITY CATEGORY Other Health Impairments: Alcohol-related Diagnoses

B. TYPES The spectrum of alcohol-related diagnoses includes: 1. Fetal Alcohol Syndrome (FAS) 2. Fetal Alcohol Effects (FAE) 3. PFAS (Partial Fetal Alcohol Syndrome) 4. ARND (Alcohol Related Neurodevelopmental Disorder)

5. ARBD (Alcohol Related Birth Defects)

C. CHARACTERISTICS In order to receive a diagnosis of FAS (Three of these must be present) 1. Characteristic facial features, including a flattened midface, thin upper lip, indistinct and or absent philtrum and short eye slits 2. Growth retardation - lower birth weight, disproportional weight not due to nutrition, height and/or weight below the 5th percentile 3. Central Nervous System neurodevelopmental abnormalities 4. Impaired fine motor skills 5. Learning disabilities

6. Behaviour disorders 7. Mental handicap (approximately 50% of those with FAS).



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VIII. Sensory Integration Disorder orSensory Integration Dysfunction.

A. CHARACTERISTICS 1. TACTILE SENSE: input from the skin receptors about touch, pressure, temperature, pain, and movement of the hairs on the skin. (a) Hypersensitivity To Touch (Tactile Defensiveness

(b) Hyposensitivity To Touch (Under-Responsive) (c) Poor Tactile Perception And Discrimination:

2. VESTIBULAR SENSE: input from the inner ear about equilibrium, gravitational changes, movement experiences, and position in space. (a) Hypersensitivity To Movement (Over-Responsive) (b) Hyposensitivity To Movement (Under-Responsive) (c) Poor Muscle Tone And/Or Coordination

3. PROPRIOCEPTIVE SENSE: input from the muscles and joints about body position, weight, pressure, stretch, movement, and changes in position in space. (a) Sensory Seeking Behaviors: (b) Difficulty With "Grading Of Movement"

4. SIGNS OF AUDITORY DYSFUNCTION: (no diagnosed hearing problem) (a) Hypersensitivity To Sounds (Auditory Defensiveness)

(b) Hyposensitivity To Sounds (Under-Registers)

5. SIGNS OF ORAL DYSFUNCTION: (a) Hypersensitivity To Oral Input (Oral Defensiveness)

(b) Hyposensitivity To Oral Input (Under-Registers)

6. SIGNS OF OLFACTORY DYSFUNCTION: (Smells) (a) Hypersensitivity To Smells (Over-Responsive)

(b) Hyposensitivity To Smells (Under-Responsive)

7. SIGNS OF VISUAL INPUT DYSFUNCTION: (No Diagnosed Visual Deficit)

(a)

Hypersensitivity To Visual Input (Over-Responsiveness (b) Hyposensitivity To Visual Input (Under-Responsive Or Difficulty With Tracking, Discrimination, Or Perception)

8. AUDITORY-LANGUAGE PROCESSING DYSFUNCTION: (a) Social, Emotional, Play, And Self-Regulation Dysfunction

9. INTEROCEPTIVE SENSE DYSFUNCTION: Internal Regulation (a) Self-Regulation



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IX. Hearing Impairments

A. DISABILITY CATEGORY Hearing Impairments, including Deafness

B. TYPES 1. Congenital 2. Conductive 3. Sensorineural 4. Central auditory processing disorder

C.

CHARACTERISTICS 1. Does not turn to the source of a sound by 3 to 4 months of age

2. Pays attention to vibrating noises or noises that can be felt, rather than heard 3. Does not say single words, such as "dada" or "mama" by 1 year of age 4. Turns head when he or she sees you but not if you only call out his or her name 5. Hears some sounds but not others



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Most Common Disabilities That Teachers May See in the Mainstreamed Music Classroom