Disabilities: Autism and Students Kimberly

There be many disabilities that educatees have that may impaction their lives and enlargement. These disabilities include quick-witted disabilities, autism, atrocious disabilities and multiple disabilities. Although the exact causes of some of these disabilities argon un cognise, others have been identified. This newspaper will discuss what these disabilities be, their causes, their impact on students education, and syllabus aras necessary for these students. Definitions and Causes Intellectual impairment (ID) used to be known as mental retardation.The terminology changed in 2010 when President Obama gestural into law, Rosas Law (intellectual, 2011). Intellectual disability is defined accord to IDEA as signifi seattly sub average general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period (before age 18), that affects a tiddlers educational movement (intellectual, 2011). The most common causes of intellectual disabilities are problems during development (chromosomal abnormalities, maternal disorder and infections such as rubella and syphilis or drug and alcohol abuse). componenttic conditions suffer besides cause intellectual disabilities because of abnormal genes that are inherit by parents, errors when genes combine or other reasons (intellectual, 2011). Some examples of genetic conditions are Down syndrome, fragile X syndrome and phenylketonuria (PKU) (intellectual, 2011). Problems at birth for pattern a lack of oxygen during development, labor or birth can cause intellectual disabilities, just as diseases homogeneous whopping expectorate, morbilli or meningitis can (intellectual, 2011).There are also health issues worry malnutrition, hapless medical care or exposure to lead and mercury that can cause this disability (Intellectual, 2011). Autism used to be subtyped by 1 of quartet different disorders autistic disorder, childhood disintegrative disorder, pe rvasive developmental disorder-not other than specified (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, for the most part evident by age three that adversely affects a childs educational performance (What is, n. d. ). Other characteristics often associated with autism spectrum disorder are engaging 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, two genetics and environmental factors may play a part (Causes, n. d. ). Gene changes or mutations by themselves may be responsible for a clarified number of ca ses, but most cases seem to be caused by a combination of both gene problems and environmental factors (Causes, n. d. ). These factors include advanced enate age (both mother and father), maternal illness during pregnancy, environmental toxins and difficulties during birth (Causes, n.d. ).No certain study has shown a link between autism spectrum disorder and the MMR vaccine (Causes, n. d. ). exacting 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 severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments (IDEAs, 2013).Examples are but not particular(a) to ID and blindness or ID and a physical impairment. The causes of severe and multiple disabilities are basically the same as the causes listed for the other disabilities c overed in this paper infection or diseases during pregnancy, drug and alcohol abuse during pregnancy, genetic disorders, chromosomal abnormalities, poor 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 personalised needs like dressing or eating independently, and it may also take longer gyp in school (Multiple, 2013). In the gone it was thought that students with severe disabilities could not learn and were put in programs that yet provided basic care and safety (Downing & MacFarland, 2010).Research has shown that individuals with severe disabilities can learn give the opportunity to learn, through direct instruction and watching students without disabilities (Down ing & MacFarland, 2010). There is a need for highly trained teachers to instruct students with severe disabilities. Studies suggest that these students learn best in general education classrooms and placement should be establish on chronological age when appropriate (Downing & MacFarland, 2010).Students with severe disabilities not plainly need to learn to eat independently, dress themselves, take care of their earth-closet needs (as much as possible) and other self- answer tasks, they also need to maturation communication, social and safety skills, they need to have approaching to the core syllabus to acquire academic skills in reading, writing and math (Downing & Mac- Farland, 2010). Later like in high school, students with disabilities need transformation services to teach them smell skills and skills that can be used for employment (Downing & MacFarland, 2010).The local school territorial dominion states that they follow 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 anaesthetic school districts are required to educate and supply services to sternly disabled students in the least restrictive setting with non-disabled students where appropriate to the level best extent possible (VA code 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 comport to ensure that necessary curriculum areas are addressed are measureable annual goals, benchmarks or short term objectives both in academic areas and serviceable performance, special education related services, supplementary aids and services including transition services (IEP, n. d. ).Although the VDOE website does not lay out a specific curriculum plan just for students with severe disabilities, it does state t hat 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 declare themselves as to what severe disabilities are and their causes. Knowing this information will help teachers better serve their students with disabilities.