Matrix 1

As part of the IEP team, general education and special education   teachers must possess an understanding of the eligibility categories   used to determine if a student is eligible to receive special   education services. These categories are broad and many types of   diagnoses fall under each category. For example, attention deficit   disorder is one common disability that falls under the category of   Other Health Impaired, and Down syndrome falls under Intellectual   Disability. Dyslexia is also a diagnosis that usually falls under the   category of Specific Learning Disability in the area of Reading and   has specific, unique characteristics. General education and special   education teachers must collaborate and communicate in a professional   and articulate manner with school psychologists, related service   providers, administrators, colleagues, and families when determining   eligibility and providing a rationale to support the need for delivery   of services.

Use the provided “Disability   Matrix Template” to complete this assignment. Follow the example   “Autism” row in the template.

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Identify and research the disability   categories under IDEA.

Support your findings with an   additional three scholarly resources.

Disability Matrix Template

Disability or Disability Category

Development Area

(Identify each as cognitive, linguistic, social, physical, and/or emotional)

Definition

(Define each disability category in your own words)

Causes

(Identify the origins associated with the disability)

Prevalence

(Identify the statistical measure that indicates the number of incidence in a given population)

Characteristics and Potential Effect on Learning

(Identify the physical, emotional, linguistic, social, and cognitive traits and how they could affect individual student learning)

Example:

Autism

Cognitive, Linguistic, Social/Emotional

Autism is a developmental disability that affects communication (verbal and nonverbal) and social skills.

A developmental disability that affects social, communication, and academic skills. Restrictive and repetitive behavior might be observed. (NICHCY, 2011)

Difficulty communicating and interpreting motives and cues of others

-Not comfortable with change

-Poor social skills

-May engage in the same activity over and over (SARRC, n.d.)

Mostly unknown. Possible hereditary and environmental causes.

The causes of Autism are not clear but has something to do with brain development before birth.

(Autism Society, “Causes,” 2015 para. 1).

Autism is one of the fastest growing disabilities. Prevalence has changed to 1 in 68 children in U.S. (Autism Society, “Facts and Statistics,” para 2. 2016).

Difficulty with written expression. Reading comprehension, math problem solving, fine and gross motor skills may also be affected, over and under selective attention to detail making task completion difficult.

Can include verbal and non-verbal skills, inflexibility, resistance to changes, hyper or hypo sensitivity to sensory stimuli, and repetitive behavior causing difficulty with social skills with peers as well as emotional well-being. (NICHCY, 2011)

Dyslexia

Deaf-Blindness

Deafness

Developmental Delay

Emotional Disturbance/Behavioral Disorders

Hearing Impairment

Intellectual Disability

Multiple Disabilities

Orthopedic Impairment

Other Health Impairment

Specific Learning Disability

Speech or Language Impairment

Traumatic Brain Injury

Visual Impairment (including blindness)

References

References for Autism Example:

Autism Society (2016). Facts and statistics [Web Page]. Retrieved from: http://www.autism-society.org/what-is/facts-and-statistics/

Autism Society (2015). Causes [Web Page]. Retrieved from: http://www.autism-society.org/what-is/facts-and-statistics/

National Information Center for Children and Youth with Disabilities (2011). Categories of disabilities [PDF File]. Retrieved from: http://www.parentcenterhub.org/wp-content/uploads/repo_items/gr3

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