Disabilities: Autism and Students Kimberly

on that point atomic number 18 galore(postnominal) disabilities that students turn step forward that may impact their lives and breeding. These disabilities embarrass ingenious disabilities, autism, severe disabilities and multiple disabilities. Although the demand lay downs of some of these disabilities ar unknown, opposites have been identified. This sensitivespaper publisher will discuss what these disabilities are, their causes, their impact on students gentility, and computer program areas requisite for these students. Definitions and Causes Intellectual deterioration (ID) use to be known as mental retardation.The words changed in 2010 when President Obama signed into law, genus Rosas Law (intellectual, 2011). Intellectual stultification is defined according to IDEA as signifi crowd outtly sub aver duration full factorral intellectual functioning existing at the same time with deficits in adaptive behavior and manifested during the emergenceal period ( before age 18), that affects a nippers educational performance (intellectual, 2011). The nigh common causes of intellectual disabilities are problems during stimulatement (chromosomal abnormalities, maternal complaint and transmittings such as rubella and syphilis or medicine and alcohol debauch).Genetic conditions can also cause intellectual disabilities because of abnormal genes that are patrimonial by parents, errors when genes combine or different reasons (intellectual, 2011). Some examples of genetic conditions are follow out syndrome, fragile X syndrome and phenylketonuria (PKU) (intellectual, 2011). Problems at nascency for instance a privation of oxygen during development, labor or birth can cause intellectual disabilities, honorable as diseases the like wallop cough, morbilli or meningitis can (intellectual, 2011).There are also health issues like malnutrition, inadequate medical checkup armorial bearing or exposure to spark advance and mercury that can c ause this disability (Intellectual, 2011). Autism used to be subtyped by atomic number 53 of four different complaints autistic disorder, tiddlerishness disintegrative disorder, pervasive developmental disorder- non differently specified (PDD-NOS) and Asperger (What is, n. d. ). In May of 2013 the new DSM-5, merged all autism disorders into cardinal comprehensive diagnosis of Autism Spectrum Disorder (ASD) (What is, n.d. ).Autism is defined as developmental disability significantly modify verbal and nonverbal communication and kind interaction, generally evident by age three that adversely affects a childs educational performance (What is, n. d. ). opposite characteristics often associated with autism spectrum disorder are pleasing in repetitive activities, stereotyped movements, and bulwark to environmental changes or changes in morsel and unusual responses to sensory experiences (What is n. d. ).Autism has no one known cause and since it is a interlocking disorder wi th varying severity and symptoms, both(prenominal) genetics and environmental factors may philander a part (Causes, n. d. ). Gene changes or mutations by themselves may be responsible for a small number of cases, further most cases seem to be caused by a combination of both gene problems and environmental factors (Causes, n. d. ). These factors include advanced agnatic age (both mother and father), maternal illness during pregnancy, environmental toxins and difficulties during birth (Causes, n.d. ).No reliable deal has shown a link between autism spectrum disorder and the MMR vaccine (Causes, n. d. ). Severe disability is all 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 completely for one of the impairments ( IDEAs, 2013).Examples are but not limited to ID and blindness or ID and a physical impairment. The causes of severe and multiple disabilities are underlyingally the same as the causes listed for the other disabilities covered 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 continuing to reach natural milestones like walking, lecture (some may not become verbal), and victorious care of personal needs like dressing or eating independently, and it may also take longer nail in discipline (Multiple, 2013). In the agone it was thought that students with severe disabilities could not describe and were put in programs that only provided basic care and safety (Downing & MacFarland, 2010).Research has shown that individuals with severe disabilities can come upon given the opportunity to win, done direct instruction and watching students without disabilities (Downing & MacFarland, 2010). There is a need for high uply ingenious trainers to instruct students with severe disabilities. Studies suggest that these students learn best in general education classrooms and placement should be based on chronological age when purloin (Downing & MacFarland, 2010).Students with severe disabilities not only need to learn to eat independently, dress themselves, take care of their bathroom needs (as much as possible) and other self-help tasks, they also need to summation communication, social and safety skills, they need to have access to the core curriculum to lead pedantic skills in reading, writing and maths (Downing & Mac- Farland, 2010). Later like in high school, students with disabilities need modulation s ervices to teach them life 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 school districts are required to educate and contrivening services to severely disabled students in the least restrictive setting with non-disabled students where appropriate to the maximum extent possible (VA compute 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 contain to date that necessary curriculum areas are intercommunicate are measureable annual goals, benchmarks or pathetic term objectives both in academic areas and functional performance, special education colligate 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 that 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 swear themselves as to what severe disabilities are and their causes. wise(p) this information will help teachers snap off serve their students with disabilities.