Chapter 7: Students with High Incidence Disabilities

·         Students with high-incidence disabilities have speech or language disabilities, learning disabilities, emotional disturbance, or mild intellectual disabilities

o   Resource: http://wps.prenhall.com/chet_specialed_cluster_2/28/7202/1843735.cw/index.html

o   This site is part of the Pearson publishing group and they offer a chapter online on the overview and general information on students with high-incidence disabilities. 

·         Speech articulation- resulting in the inability to pronounce sounds correctly at and after the developmentally appropriate age.

·         Receptive language- involves understanding what people mean when they speak to you.

·         Expressive language- speaking in such a way that others understand you.

·         Students with mild intellectual disabilities are students who have some difficulty meeting the academic and social demands of general education classrooms, in large part because of below-average intellectual functioning.

·         Students with emotional disturbance are of average intelligence but have problems learning primarily because of external (acting out, poor interpersonal skills) and/or internal (anxiety, depression) behavioral adjustment problems.

o   Resource: http://specialchildren.about.com/od/mentalhealthissues/a/ED.htm

o   This website is a factsheet about children with emotional disturbances and includes the definition, the characteristics and the educational implications it may cause. 

·         Academic survival skills- attending school regularly, being organized, completing tasks in and out of school, being independent, taking an interest in school, and displaying positive interpersonal skills with peers and adults.

·         Self-control training teaches students to redirect their actions by talking to themselves.

·         Attribution retraining- if you can convince students that their failures are due to lack of effort rather than ability, they will be more persistent and improve their performance in the face of difficulty. 

o   Resource: http://www.education.com/reference/article/attributional-retraining/

o   This website offers much information on the process of attribution retraining and how to implement it in your classroom.  It includes the benefits of the application of it in classrooms and studies that prove its success.