Grand Canyon University SPD 200 Disability Comprision Template
Grand Canyon University SPD 200 Disability Comprision Template
As part of the IEP team, general education teachers and special education teachers must possess an understanding of the eligibility categories used to determine whether a student is eligible to receive special education services. General education teachers and special education teachers must collaborate and communicate in a professional and articulate manner with school psychologists, related service providers, administrators, colleagues, and families when determining eligibility for special education services and providing a rationale to support the need for delivery of services. SPD 200 Disability Comprision Template
Part 1: Disability Comparison Template
Using the study materials and your research, complete the “Disability Comparison Template,” which includes a Part 1 chart focused on IDEA disability categories and the Part 2 chart focused on common, specific learning disabilities. Follow the example provided in the “Autism” row in the template. Document the specific resources used to complete the assignment on the “References” page of the template.
Disability Comparison Template
Part 1:
For this section of the template, focus on gathering details about the IDEA disability categories. Review the textbook and the topic study materials and use them to complete the chart. Note that “Autism” has been completed for you as an example.
| Disability Category |
Definition |
Characteristics |
Causes |
Prevalence |
Potential Effect on Learning |
| Autism |
Autism is a developmental disability that affects communication (verbal and nonverbal) and social skills. |
-Difficulty communicating and interpreting motives and cues of others
-Not comfortable with change
-Poor social skills
-May engage in the same activity over and over (SARRC, n.d.) |
The causes of Autism are not clear, but has something to do with brain development before birth |
Autism is one of the fastest growing disabilities. Prevalence has changed to 1 in 68 children in U.S. (Autism Society, 2016, para. 2) |
Difficulty with written expression. Reading comprehension, math problem solving, fine and gross motor skills may also be affected, over and under selective attention |
| Deaf-Blind |
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| Deafness |
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| Developmental Delay |
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| Emotional Disturbance |
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| Hearing Impairment |
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| Intellectual Disability |
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| Multiple Disabilities |
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| Orthopedic Impairment |
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| Other Health Impairment |
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| Specific Learning Disability |
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| Speech or Language Impairment |
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| Traumatic Brain Injury |
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| Visual Impairment Including Blindness |
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Part 2:
For this section of the template, focus on gathering details about common, specific learning disabilities. These disabilities fall under the IDEA disability categories you researched for the chart above. Review the textbook and the topic study materials and use them to complete the chart.SPD 200 Disability Comprision Template
| Learning Disability |
Definition |
Characteristics |
Common Assessments for Diagnosis |
Potential Effect on Learning and Other Areas of Life |
Basic Strategies for Addressing the Disability |
| Attention Deficit Hyperactivity Disorder (ADHD) |
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| Auditory Processing Disorder (APD) |
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| Dyscalculia |
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| Dysgraphia |
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| Dyslexia |
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| Dysphasia/Aphasia |
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| Dyspraxia |
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| Language Processing Disorder (LPD) |
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| Non-Verbal Learning Disabilities |
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| Visual Perceptual/Visual Motor Deficit |
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References