EXEPTIONAL CHILDREN

EXEPTIONAL CHILDREN

 This course has impacted my understanding of exceptionality and provide increased knowledge through the eight weeks. I ‘ve learned new information that will improve my career as an educator. Prior to enrolling in a Psychology of exceptional children course, I thought the correct term for children with physical, behavioral, or cognitive performance differences were called disabled or person(s) with disabilities. Nonetheless, after researching and studying in this course I understand now that the correct terminology is not disabled but rather exceptional. In chapters 9 – 15 there were different subjects. The list of different subjects covered vary from: Students with speech and language disorders, Autism Spectrum Disorders, Deafness and Hearing loss, Visual Impairments, Orthopedic Impairments, Health Impairments, Traumatic Brain Injury, Severe/ Multiple disabilities and students who are gifted. In chapter 9 my knowledge was increased as I learn about students with speech and language disorders that can be common in adolescents. I lean it is important to understand the initial stages of this specific exceptionality. Common symptoms of this condition include: Struggles to say sounds or words (stuttering), repetition of words or parts of words (stuttering), speaks in short, fragmented phrases (expressive aphasia), says words in the wrong order (expressive aphasia), struggles with using words and understanding others (global aphasia). As an educator, I learn that we have to assess the child and refer the child for evaluation so they will be provided with the best instruction and resources to meet their specific needs.

I also learn the IDEA the term speech or language impairment is used instead of speech and language disorders. In chapter 10 my knowledge of autism spectrum disorder increases. In this chapter, I learn to define this disorder and identify its prevalence and causes. The IDEA definition of ASD is as follows “ a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Therefore the causes of ASD are biological factors, ASD and the brain and environmental factors. Therefore early intervention services can greatly improve a child’s development.