Disabilities: Autism and Students Kimberly

in that location ar many disabilities that students subscribe to that may impact their lives and education. These disabilities satiate on intellectual disabilities, autism, arch disabilities and multiple disabilities. Although the exact understandings of some of these disabilities be un cognise, others have been identified. This paper will discuss what these disabilities are, their bewilders, their impact on students education, and computer programme areas necessary for these students. Definitions and Causes Intellectual stultification (ID) used to be known as mental retardation.The stipulationinology changed in 2010 when President Obama signed into law, genus Rosas Law (intellectual, 2011). Intellectual disability is delimit according to humor as signifi fundamenttly sub aver season general intellectual function existing concurrently with deficits in adaptive behavior and manifested during the developmental expiration (before age 18), that affects a childs educationa l performance (intellectual, 2011). The about common parkways of intellectual disabilities are problems during development (chromosomal abnormalities, maternal illness and transmittances such(prenominal) as rubella and syphilis or drug and alcohol abuse).Genetic conditions can in any case cause intellectual disabilities because of abnormal genes that are inherited by parents, errors when genes combine or other reasons (intellectual, 2011). Some examples of genetic conditions are strike down syndrome, fragile X syndrome and phenylketonuria (PKU) (intellectual, 2011). Problems at birth for instance a lack of oxygen during development, labor or birth can cause intellectual disabilities, but as diseases like whopping cough, measles or meningitis can (intellectual, 2011).There are also health issues like malnutrition, inadequate checkup care or exposure to lead and mercury that can cause this disability (Intellectual, 2011). Autism used to be subtyped by one of four unlike disorde rs autistic disorder, childhood disintegrative disorder, pervasive developmental disorder-not otherwise under gather in (PDD-NOS) and Asperger (What is, n. d. ). In May of 2013 the new DSM-5, merged all autism disorders into one umbrella diagnosis of Autism Spectrum Disorder (ASD) (What is, n.d. ).Autism is defined as developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally homely by age three that adversely affects a childs educational performance (What is, n. d. ). Other characteristics often associated with autism spectrum disorder are harming in repetitive activities, stereotyped movements, and resistance to environmental changes or changes in routine and unusual responses to sensory experiences (What is n. d. ).Autism has no one known cause and since it is a complex disorder with varying severity and symptoms, both genetic science and environmental factors may p worldly a part (Causes, n. d. ). Gene changes or mut ations by themselves may be responsible for a small round of cases, but most cases seem to be caused by a crew of both gene problems and environmental factors (Causes, n. d. ). These factors include advanced parental age (both mother and father), maternal illness during pregnancy, environmental toxins and difficulties during birth (Causes, n.d. ).No reliable hear has shown a link between autism spectrum disorder and the MMR vaccine (Causes, n. d. ). Severe disability is any disability that very significantly interferes physically, mentally, or emotionally with a students educational performance (McCabe, 2013). Multiple disabilities as defined by IDEA are simultaneous impairments which causes such intemperate educational inescapably that they cannot be accommodated in a exceptional education platform solely for one of the impairments (IDEAs, 2013).Examples are but not limited to ID and blindness or ID and a physical impairment. The causes of severe and multiple disabilities a re essentially the same as the causes listed for the other disabilities covered in this paper infection or diseases during pregnancy, drug and alcohol abuse during pregnancy, genetic disorders, chromosomal abnormalities, execrable brain development, problems during birth, environmental toxins, and diseases such as whopping cough or meningitis (Multiple, 2013).The impact of having an intellectual disability on education varies among these students as do their abilities vary. They may take longer to reach typical milestones like walking, talking (some may not become verbal), and taking care of personal needs like dressing or eating independently, and it may also take longer learn in school (Multiple, 2013). In the past it was imagination that students with severe disabilities could not learn and were put in programs that only provided elemental care and safety (Downing & MacFarland, 2010).Research has shown that individuals with severe disabilities can learn given(p) the oppor tunity to learn, through direct instruction and watching students without disabilities (Downing & MacFarland, 2010). There is a need for highly trained teachers to instruct students with severe disabilities. Studies apprise that these students learn best in general education classrooms and placement should be based on chronological age when appropriate (Downing & MacFarland, 2010).Students with severe disabilities not only need to learn to eat independently, dress themselves, take care of their bathroom needs (as much as possible) and other self-help tasks, they also need to increase communication, social and safety skills, they need to have retrieve to the core curriculum to acquire academic skills in reading, writing and math (Downing & Mac- Farland, 2010). Later like in high school, students with disabilities need inflection services to teach them life skills and skills that can be used for traffic (Downing & MacFarland, 2010).The local school district states tha t they come with the policies and regulations of the Virginia Dept. Of Education (VDOE) which states that they follow the policies and regulations of the federal mandates like IDEA and NCLB. Local school districts are requisite to educate and supply services to severely disabled students in the to the lowest degree restrictive setting with non-disabled students where appropriate to the maximum extent possible (VA ordinance 34. CFR 300. 119) (Special, n. d. ).The VDOE mandates that all local school districts develop an IEP for all students with disabilities who need special education services (IEP, n. d. ). Some of what the IEP should contain to ensure that necessary curriculum areas are addressed are measureable annual goals, benchmarks or short term objectives both in academic areas and functional performance, special education link up services, supplementary aids and services including transition services (IEP, n. d. ).Although the VDOE website does not lay out a specific cur riculum plan just for students with severe disabilities, it does state that students with disabilities are to have access to the core curriculum just like non-disabled students (IEP, n. d. ). The face of the typical classroom is changing. Since the signing of NCLB, students with severe disabilities are to be educated with non-disabled where appropriate. Educators need to inform themselves as to what severe disabilities are and their causes. Knowing this information will help teachers better serve their students with disabilities.