Name Kelly Fennell Date 1/13/15

Guided Notes- SPED3100
Chapter 1: Perspectives on Disability

Note: Guided notes are submitted in D2L before class and must be a minimum of 3 pages.

Raymond, E. B. (2012). Learners with mild disabilities: A characteristics approach. (4th Ed.). Boston, MA: Pearson.

1. Distribution of Disabilities a) Source: From 28th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2006 (Vol. 1, p.41) by U.S. Department of Education, 2009, Washington, D.C.: USDOE i. Specific Learning Disabilities: 46.4% ii. Speech or Language Impairments: 18.8% iii. Intellectual Disabilities: 9.3% iv. Emotional Disturbance: 7.9% v. Other Health Impairments: 8.4% vi. Other disabilities combined: 9.2% 2. Studying High-Prevalence Disabilities a) High-prevalence disabilities include learning disabilities, mild intellectual disabilities, emotional or behavioral disorders, ADHD, and autism spectrum disorder i. All are served by the Individuals with Disabilities Education Act b) Students with ADHD typically have another disability, as well c) 50% of students in special education have learning disabilities, while 10% have intellectual disabilities, and another 10% have emotional disorders d) Students may display a variety of difficulties, issues, and behaviors that cause identification and classification to be difficult e) It is important to provide services for students based on their individual characteristics than to provide them with categorical services i. Some students require noncategorical or cross-categorical programs because of an overlap of characteristics ii. Since the 1970s, noncategorical/multicategorical teacher certification has taken precedent over categorical certification iii. Categorical certification still