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    Unit 2: Definition, Types, Characteristics and Educational Needs of Children With Disabilities

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    ShwetaDaba .MBA2018EA
    This document defines and describes various disabilities including hearing impairment, visual impairment, mental retardation, neuromuscular disorders, and autism spectrum disorder. It provides details on the types and characteristics of each disability including definitions, common symptoms, and classifications. The section on visual impairment specifically outlines types like partially sighted, low vision, legally blind, and color blindness. Autism spectrum disorder is also described in depth, covering common symptoms, types like Asperger's syndrome and childhood disintegrative disorder.

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    Unit 2: Definition, Types, Characteristics and Educational Needs of Children With Disabilities

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    ShwetaDaba .MBA2018EA
    54 views16 pages
    This document defines and describes various disabilities including hearing impairment, visual impairment, mental retardation, neuromuscular disorders, and autism spectrum disorder. It provides details on the types and characteristics of each disability including definitions, common symptoms, and classifications. The section on visual impairment specifically outlines types like partially sighted, low vision, legally blind, and color blindness. Autism spectrum disorder is also described in depth, covering common symptoms, types like Asperger's syndrome and childhood disintegrative disorder.

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    This document defines and describes various disabilities including hearing impairment, visual impairment, mental retardation, neuromuscular disorders, and autism spectrum disorder. It provides details on the types and characteristics of each disability including definitions, common symptoms, and classifications. The section on visual impairment specifically outlines types like partially sighted, low vision, legally blind, and color blindness. Autism spectrum disorder is also described in depth, covering common symptoms, types like Asperger's syndrome and childhood disintegrative disorder.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    54 views16 pages

    Unit 2: Definition, Types, Characteristics and Educational Needs of Children With Disabilities

    Uploaded by

    ShwetaDaba .MBA2018EA
    This document defines and describes various disabilities including hearing impairment, visual impairment, mental retardation, neuromuscular disorders, and autism spectrum disorder. It provides details on the types and characteristics of each disability including definitions, common symptoms, and classifications. The section on visual impairment specifically outlines types like partially sighted, low vision, legally blind, and color blindness. Autism spectrum disorder is also described in depth, covering common symptoms, types like Asperger's syndrome and childhood disintegrative disorder.

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    © All Rights Reserved
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    of 16

    Unit 2: Definition, types, characteristics and educational

    needs of children with disabilities

    2.1. Hearing Impairment: Definition and types

    Hearing impairment is a partial or total inability to hear. It is a disability which is


    sub-divided in two categories of deaf and hard of hearing.

     “Deaf” means persons having 70 dB hearing loss in speech frequencies in


    both ears.

     “Hard of hearing” means person having 60 dB to 70 dB hearing loss in


    speech frequencies in both ears.

    A pure tone audiometry test measures the softest, or least audible, sound that a


    person can hear. During the test, you will wear earphones and hear a range of
    sounds directed to one ear at a time. The loudness of sound is measured in decibels
    (dB).
    TYPES OF HEARING IMPAIRMENT
    2.2. Visual Impairment: Definition and types
    Visual impairment is a decreased ability to see to a degree that causes problems not
    fixable by usual means, such as glasses. Visual impairment may cause people
    difficulties with normal daily activities such as driving, reading, socializing, and
    walking.

    Visually impaired children may be defined as those children who suffer from theas
    those children who suffer from the impaired conditions, difficulties andimpaired
    conditions, difficulties and deficiencies presentdeficiencies present in their visual
    organsin their visual organs which make them different from childrenwhich make
    them different from children with normal vision to extent of requiringwith normal
    vision to extent of requiring special education provision.special education
    provision.

    A visual impairment refers to when you lose part or all of your ability to see (or
    vision). The impairment must persist even with the use of eyeglasses, contact
    lenses, medication, or surgery.

    1. Partially Sighted There is some type of visual problem that has resulted for
    the child to need special education

    2.  Low Vision Refers to severe visual impairment (does not only include
    distance vision) Would apply to people who are unable to read at a normal
    viewing distance even with glasses Use vision and other senses to learn May
    need accommodations such as larger print, more lighting and sometimes
    Braille.  limited or diminished vision that cannot be corrected with standard
    lenses Partial Sight – the field of vision is impaired because of an illness, a
    degenerative syndrome, or trauma. Individuals who have a visual acuity in
    the range of 20/70 to 20/200.

    3.  Legally Blind and Totally Blind When a person has less than 20/200 vision
    in their better eye Very limited field of vision. Only 20 degrees at the widest
    point Learn by using Braille and other non-visual media . defined as a visual
    acuity of 20/200 with best correction in the best eye or a visual field loss in a
    visual field of 20 degrees or less. The legally blind person can see at 20 feet
    what the average person can see at 200 feet. Only 2% of people with vision
    impairments are totally blind.
    -Colour Blindness

    Most colour blind people are able to see things as clearly as other people but they
    unable to fully ‘see’ red, green or blue light. There are different types of colour
    blindness and there are extremely rare cases where people are unable to see any
    colour at all . The most common form of colour blindness is known as red/green
    colour blindness and most colour blind people suffer from this. Although known as
    red/green colour blindness this does not mean sufferers mix up red and green, it
    means they mix up all colours which have some red or green as part of the whole
    colour. For example, a red/green colour blind person will confuse a blue and a
    purple because they can’t ‘see’ the red element of the colour
    purple.
    The most common causes of visual impairment globally are:
     uncorrected refractive errors (43%)
     cataracts (33%)
     glaucoma (2%). 
     age related macular degeneration
     diabetic retinopathy
     corneal clouding
     childhood blindness
     infections
     stroke
     prematurity
     trauma.
    2.3. Mental Retardation: Definition and types
    According to the Persons with Disabilities (Equal Opportunities,
    Protection of Rights and Full Participation) Act, 1995, enacted
    in India, mental retardation means a “condition of arrested or
    incomplete development of mind of a person which is specially
    characterized by sub-normality of intelligence”.

    According to WHO (ICD 10)


    A condition of arrested or incomplete development of the mind,
    which is especially characterized by impairment of skills
    manifested during the developmental period, skills which
    contribute to the overall level of intelligence, i.e. cognitive,
    language, motor, and social abilities. Retardation can occur with
    or without any other mental or physical condition

    The AAMR 2002 definition reads “Mental retardation is a


    disability characterized by significant limitations, both in
    intellectual functioning and in adaptive behaviour, as expressed
    in conceptual, social, and practical adaptive skills, the disability
    originating before the age of 18.
    2.4. Neuro–muscular: Definition and types
    Neuromuscular disease is a broad term that encompasses many diseases and
    ailments that impair the functioning of the muscles. The disease may be genetically
    passed down or due to a spontaneous genetic mutation, may be due to an abnormal
    immune response, inflammation, poisoning, toxins or tumors. Some neuromuscular
    disorders simply have no known cause. These may directly involve the muscle
    directly or indirectly by involving the nerves or the Neuromuscular junction (the
    meeting point of the motor nerves and muscle fibre). The symptoms of
    Neuromuscular diseases may include- Numbness, painful abnormal sensation,
    muscle weakness, muscle atrophy, muscle pain or twitching (fasciculation).
    Neuromuscular diseases are rare conditions that affect some part of the
    neuromuscular system, such as: • the muscles • nerves in the peripheral nervous
    system (e.g., arms and legs) • the neuromuscular junction where the nerves and
    muscles meet • nerves in the central nervous system (motor neurons in the spinal
    cord)
    2.5. Autism Spectrum Disorder: Definition and types

    What Is Autism?
    Autism, also called autism spectrum disorder (ASD), is a
    complicated condition that includes problems with communication
    and behavior. It can involve a wide range of symptoms and skills.
    ASD can be a minor problem or a disability that needs full-time
    care in a special facility.
    People with autism have trouble with communication. They have
    trouble understanding what other people think and feel. This makes
    it hard for them to express themselves, either with words or
    through gestures, facial expressions, and touch.
    People with autism might have problems with learning. Their skills
    might develop unevenly. For example, they could have trouble
    communicating but be unusually good at art, music, math, or
    memory. Because of this, they might do especially well on tests of
    analysis or problem-solving.
    More children are diagnosed with autism now than ever before. But
    the latest numbers could be higher because of changes in how it’s
    diagnosed, not because more children have a disorder.
    Common SYMPTOMS OF AUTISM include:

     A lack of eye contact
     A narrow range of interests or intense interest in certain topics
     Doing something over and over, like repeating words or
    phrases, rocking back and forth, or flipping a lever
     High sensitivity to sounds, touches, smells, or sights that
    seem ordinary to other people
     Not looking at or listening to other people
     Not looking at things when another person points at them
     Not wanting to be held or cuddled
     Problems understanding or using speech, gestures, facial
    expressions, or tone of voice
     Talking in a sing-song, flat, or robotic voice
     Trouble adapting to changes in routine

    TYPES

    These types were once thought to be separate conditions. Now,


    they fall under the range of autism spectrum disorders. They
    include:

     Asperger'ssyndrome. These children don't have a problem


    with language; in fact, they tend to score in the average or
    above-average range on intelligence tests. But they have
    social problems and a narrow scope of interests.
     Autistic disorder. This is what most people think of when
    they hear the word "autism." It refers to problems with social
    interactions, communication, and play in children younger
    than 3 years. This is sometimes called “classic” autism and
    kanner’s syndrome. its symptoms can include challenges
    communicating or understanding others, engaging in virtually
    no eye contact, and a hypersensitivity to stimuli (smell, light,
    noise, taste, or touch).Children who have been diagnosed with
    Kanner’s Syndrome display a profound need for routine and
    often display no interest in the world around them. These
    children turn their attention inward and show little desire to
    interact with others.
     Childhood disintegrative disorder. These children have
    typical development for at least 2 years and then lose some or
    most of their communication and social skills. Communication
    skills will disappear and will even stop talking at one point
    They will regress and eventually lose the motor skills they had
    once mastered.
     Pervasive developmental disorder (PDD or atypical
    autism). Your doctor might use this term if your child has
    some autistic behavior, like delays in social and
    communications skills, but doesn’t fit into another category.
    They require the same interventions and treatments.
     Rett’s Syndrome include social communication and an
    impaired ability to use one’s hands (such as difficulty with
    gross and fine motor skills or repetitive hand and arm
    flapping), symptoms that are also indicative of autism
    spectrum disorders. First discovered by Dr. Rett

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