NES Test Special Education-with 100% verified solutions- 2024-2025.docx, Exams of Advanced Education

Download NES Test Special Education-with 100% verified solutions- 2024-2025.docx and more Exams Advanced Education in PDF only on Docsity! NES Test Special Education-with 100% verified solutions- 2024-2025 Competency 1 focuses on the characteristics of typical and atypical human growth and development and the characteristics of students with various disabilities that special education teachers are likely to encounter Students who experience delays in domains (e.g., cognitive, behavioral, socioemotional, commutative, physical) require supports so that they can gain the greatest benefit from their education. one or more The requirements for support are specified by the federal government under the Individuals with Disabilities Education Act (IDEA). All children and adolescents exhibit differences from one another, for example in their physical size and motor skills, their cognitive abilities and preferences, their speech and language. However, there are identifiable patterns in the way most children and adolescents grow and change. Knowing these typical growth patterns can facilitate identifying children and adolescents who diverge from the patterns enough to warrant special attention possibly educational intervention. Examples of Typical Development Patterns By this age... 3 months Most children will... Support upper body with arms Open and shut hands Babble Prefer to look at complex, contrasting patterns Recognizing mother's face in a photo Examples of Typical Development Patterns By this age... 6 months Most children will... Roll over from tummy to back Sit with minimal support Reach for and grasp objects Visually track moving objects Bang, drop, and throw objects Imitate familiar adult actions after a delay Display signs of all basic emotions Examples of Typical Development Patterns By this age... 12 months Most children will... Pull self to stand Walk holding on to things Grasp small objects by using thumb and forefinger Say first word (s) Show anxiety and fear of strangers Look to caregiver for cues Examples of Typical Development Patterns By this age... 18 months Most children will... Walk without help Stack 2 blocks Grasp crayon to scribble Produce two-word utterances Examples of Typical Development Patterns By this age... 2 years Most children will... Walk up and down stairs while holding on to person or railing Toss, roll, and kick a large ball Search for and find a hidden object Engage in pretend play Show empathy towards peers Dyslexia impacts a student's ability to learn to read, to recognize sound segments or letters, following along in text and comprehending what they read Dysgraphia impacts a student's ability to learn to write, often their handwriting and/or spelling Dyscalculia impacts a student's ability to understand numbers and mathematical operations, remembering math facts and the sequence of steps in math problems Students qualify as having an intellectual disability when they show developmental delays in most aspects of academic and social functioning. Testing indicates simnifically below- average general intelligence and adaptive behaviors. Many students with intellectual disabilities do not have strong social skills, conceptual skills such as reading and self-determination, or practical skills used for daily living Intellectual disabilities can be mild, moderate, severe, or profound. Students will intellectual disabilities often are most likely to forget information than their peers without disabilities, but they can successfully learn strategies to compensate, such as using cues or rehearsal. Students with intellectual disabilities often need support learning how to transfer skills from one context to another, and they benefit from opportunities to learn using concrete materials and community-based settings. They are frequently externally rather than internally motivated and may communicate less fluently or effectively as their peers. Communication Disorders Students who are more likely to mispronounce sounds or have speech that lacks fluency are identified as . Those who misunderstand others' language are identified as having a receptive language disorder, and those who are slow to formulate and communicate their ideas are described has having expressive language disorders. Some specific examples of communication disorders include -Articulation disorders, which affect a student's ability to produce certain sounds and sound combinations -Fluency disorders, such as hesitations or stuttering -Specific language impairment, which manifests as a delay in a student's language development but the student shows no other conditions that would cause such a delay in language development (e.g., autism, deafness). Children with SLI are more likely than their peers to need support with morphology (e.g., adding suffixes to words to indicate tense or plurality). Articulation disorders which affect a student's ability to produce certain sounds and sound combinations Fluency disorders such as hesitations or stuttering Specific language impairment which manifests as a delay in a student's language development but the student shows no other conditions that would cause such a delay in language development (e.g., autism, deafness). Children with are more likely than their peers to need support with morphology (e.g., adding suffixes to words to indicate tense or plurality). Emotional Impairments Typically, children who are identified as having show behaviors or emotions that are not appropriate for the setting. Often they have trouble making friends, working in groups, and maintaining personal relationships. Examples of emotional impairments that can affect children in the classroom include -Anxiety disorders, which are considered characterized by excessive fears or worry. Phobias, separation anxiety, and obsessive-compulsive disorder are anxiety disorders -Mood disorders, including depression and bipolar disorder (i.e., swings between elevated or manic mood and depression). Students who are depressed may cry often, lose motivation for things that were once enjoyable, lose weight and disregard hygiene, or have suicidal thoughts. -Oppositional defiant disorder, in which students show hostile and defiant behaviors, including temper tantrums, arguments, and irritability - Conduct disorders, in which students consistently engage in antisocial behaviors that interfere with others. Attention Disorders Students with attention-deficit/hyperactivity disorder (ADHD) are more easily distracted and divide their attention between multiple stimuli instead of staying on task when compared to others at the same developmental level. They may miss details, stop working before a task is complete, or become easily distracted by stimuli in the environment. Many are disorganized and lose things more often than their peers. Some students with ADHD have trouble controlling activity level and/or impulses. Such students may move excessively, for example getting up to wander around the room when they are expected to be seated, fidgeting, talking excessively. Those who are impulsive may have trouble waiting for a turn or shout out answers before the teachers finishes talking many experience conflicts with friends, families, and teachers and may feel rejected. Autism Spectrum Disorders range from mild to severe based on the degree to which they show the following characteristics: Atypical language development and communication delays Atypical social development Repetitive behavior, including movement and verbalizations Undesirable behavior Need for predictability Sensory and movement disorders Intellectual disabilities Atypical language development and communication delays (Autism Spectrum Disorders characteristics) Many never learn to communicate successfully using spoken language. Some engage in echolalia, repeating part of a sentence that just heard. Many show limited eye contact or extreme focus or interest in one topic of conversation. Students often have difficulty understanding figurative language and humor. weakness and are unable to control their bowels or bladder. does not usually affect intelligence. Health impairments can include diseases and other acute disorders Examples include Epilepsy Asthma AIDS Cystic fibrosis Muscular dystrophy Epilepsy A condition in which individuals experience seizures, caused by abnormal electrical discharges in the brain. In the most severe cases the individual experiences uncontrollable jerking, stops breathing, and loses consciousness. During partial seizures, which are more common, the individual is morel likely to experience an altered state of consciousness and some alteration in movement (e.g., twitching). Children with are more likely to experience learning disabilities than students who do not have , although their range of intelligence is similar. Asthma Chronic lung condition characterized by episode of wheezing, coughing, difficulty breathing. Students with are often tired because their breathing challenges keep them awake at night. AIDS Acquired immune deficiency syndrome. Students with cannot resist or fight off infections. Cystic fibrosis A genetic disease in which the body's exocrine glands excrete thick mucus that can block lungs and parts of digestive system Muscular dystrophy Inherited disease marked by progressive atrophy (wasting away) of muscles. Duchenne dystrophy is most common and most severe, affecting only boys.