DETERMINING WHETHER A DISABILITY EXISTS

1. DETERMINING WHETHER A DISABILITY EXISTS Chapter Fifteen

2. CHAPTER OBJECTIVES UNDERSTAND • Higher and lower incidence disabilities • The process involved in diagnosing a suspected disability from the assessment materials gathered • The definitions, the incidence, the characteristics, an example assessment battery of, and the method to diagnose: a learning disability, a developmental disability/mental retardation, or emotional disturbance

3. DIAGNOSING A DISABILITY

4. Higher Incidence Disabilities • Learning disabilities • Emotional disabilities • Mental retardation- higher level functioning other than Down Syndrome • Speech and language disabilities • Other health impairment- AD/HD- prediagnosis

5. Lower Incidence Disabilities • Autism • Orthopedically impaired • Visual impairments • Hearing impairments • Other health impaired • Traumatic brain injury • Deaf-Blind • Deafness • Mental retardation- lower levels of functioning

6. Classification categories most likely diagnosed by a combination of professionals and agencies during school: • Visual impairments • Hearing impairments • Other health impaired- ADD or ADHD

7. Diagnosing a Learning Disability • Clinical Interview • Ecological Interview • Parent Interview • Teacher Interview • Review of Cumulative Reports and Records • Intelligence Testing • Achievement Testing

8. Diagnosing a Learning Disability • Perceptual Testing • Curriculum-Based Assessment • Portfolio Assessment • Exclusion Factors • Retardation • Primary emotional issues • Problems on acuity • Poor teaching • Cultural deprivation • Motivational factors

9. Diagnosing a Learning Disability • Historical Patterns • Psychological Tests/Scales • Behavioral Manifestations • Other Diagnostic Symptoms

10. Mild/Mental Retardation -Developmental Disability People with mental retardation are those who develop at a below average rate and experience difficulty in learning and social adjustment. General intellectual functioning Adaptive behavior

11. Diagnosing Mild Retardation-Developmental Disabilities • Clinical Interview • Ecological Assessment • Parent Interview • Teacher Interview • Review of Cumulative Reports and Records

12. Diagnosing Mild Retardation-Developmental Disabilities • Intelligence Testing • Achievement Testing • Impaired Adaptive Functioning • Curriculum-Based Assessment • Portfolio Assessment

13. Diagnosing Mild Retardation-Developmental Disabilities • Exclusion Factors • Primary Emotional Issues • Problems in Acuity • Poor Teaching • Cultural Deprivation • Consistently Slow Rate of Learning • Historical Patterns

14. Emotional Disability/Emotional Disturbance A very serious matter and should be done only on the recommendation of a psychologist, psychiatrist or approved mental health clinic.

15. Diagnosing Emotional Disabilities • Clinical Interview • Ecological Assessment • Parent Interview • Teacher Interview • Review of Cumulative Reports and Records

16. Diagnosing Emotional Disabilities • Achievement Testing • Perceptual Testing • Portfolio Assessment • Historical Patterns • Psychological Tests/Scales

17. CHAPTER OBJECTIVES UNDERSTAND • Higher and lower incidence disabilities • The process involved in diagnosing a suspected disability from the assessment materials gathered • The definitions, the incidence, the characteristics, an example assessment battery of, and the method to diagnose: a learning disability, a developmental disability/mental retardation, or emotional disturbance

18. THE END