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**Be sure to provide citation information and references!
– Major Components, Including Incidence and etiology || The Federal definition further states that learning disabilities include "such conditions as perceptual disabilities, brain injury,minimal brain dysfunction, dyslexia, and developmental aphasia." According to the law, learning disabilities do not include learning problems that are primarily the result of visual, hearing, or motor disabilities; mental retardation; or environmental, cultural, or economic disadvantage. Definitions of learning disabilities also vary among states.
 * **Learning Disabilities ** Angela Vogel ||
 * Federal Definition of the Disability

Typically present from birth but can be detected later in life. In most cases the cause of a learning disability is unknown. There are different types of learning disabilities which means there are different causes. Four suspected causes are brain damage, heredity, biochemical imbalance, and environmental factors.

2.9 million school-aged children in the United States are classified as having specific learning disabilities and receive some kind of special education or assistance. Half of all children who receive special education have a learning disability. They are approximately 5% of all school-aged children in public schools. This is the largest category of special education.

Major Components: -Has trouble sitting still -Impulsive -Low frustration level -Trouble finishing assignments -Mood swings -Disorganized || Health Issues || Physical characteristics of stress are present such as head or stomach aches.
 * Typical Physical Characteristics of the Disability

Children with learning disabilities are likely to develop mental health issues such as anxiety or attention deficit hyperactivity disorder (ADHD). ||
 * Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || Effects how students receive and process information.

Students may have trouble learning new information and putting new skills to use. ||
 * Common Communication and/or Behavior Issues & Needs || Learning disabilities can lead to low self-esteem, isolation, and behavior problems.

Students with learning disabilities can experience mood swings that can interfere with school work. || **Emotional /Behavioral** Angela Vogel || – Major Components, Including Incidence and etiology || A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:
 * References || Learning disabilities. (2012). Retrieved from http://www.education.com/topic/children-learning-disabilities/ ||
 * Federal Definition of the Disability


 * An inability to learn that cannot be explained by intellectual, sensory, or health factors
 * An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
 * Inappropriate types of behavior or feelings under normal circumstances
 * A general pervasive mood of unhappiness or depression
 * A tendency to develop physical symptoms or fears associated with personal or school factors.

Emotional or behavioral disorders can be divided into three groups that are characterized by:

1. Externalizing behaviors 2. Internalizing behaviors 3. Low incidence disorders

Possible causes: -Physical abuse -Poverty -Biological explination || Health Issues || Health issues: -Anxiety -Depression -Mood swings -Aggression -Hyperactivity -Impulsivity || Emotion may be expressed through facial expressions, body language and movement, voice tone and intensity. || educate_children_(3_to_21)/students_with_disabilities/emotionalbehavioral_disorders.html || by federal definition means "a hearing loss, whether permanent or fluctuating, that adversely affects a child's educational performance but that allows the child access to some degree of communication with or without"
 * Typical Physical Characteristics of the Disability
 * Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || Academic characteristics
 * Impulsive
 * Inattentive, distractible
 * Preoccupied
 * Does not follow or appear to care about classroom rules
 * Poor concentration
 * Resistance to change and transitions in routines
 * Often speaks out with irrelevant information or without regard to turn taking rules
 * Demonstrates aggressive behavior
 * Intimidates and bullies other students
 * Regularly absent from school
 * consistently blames others for their dishonesty
 * Low self esteem
 * Difficulty working in groups
 * Demonstrate self injurious behavior
 * Can not apply social rules related to others personal space and belongings
 * Often manipulative of situations ||
 * Common Communication and/or Behavior Issues & Needs || May experience problems of expressing feelings to others.
 * References || National Deaf Education Center . (2011). Retrieved from http://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/
 * **Deaf/Hard of Hearing ** **Nicole Wright ** ||
 * Federal Definition of the Disability � Major Components, Including Incidence and etiology || Hard of Hearing

3 Major types of Hearing loss

1. Conductive loss- occurs when something goes wrong with the outer or middle ear blocks sound waves from being carried to the inner ear. 2.Sensorineural loss- occurs when damage to the inner ear or the auditory nerve blocks the sound message from being sent to the brain 3. Central auditory processing disorder- no specific damage to the ear itself, the system involved in understanding what is heard is impaired *may have a combination

Deaf by federal definition means "a hearing loss which adversely affects educational performance and that is so severe the child is impaired in processing linguistic (communication) information through hearing, with or without amplification (hearing aids)."

Etiology -Damage to the inner ear -Ear infections -Abnormal bone growths or tumors -Ruptured eardum -Aging -Heredity -Loud Noises -Illn esses (meningities)

-an estimated one-third of people in the United States between the ages of 65 and 75 and close to one-half of those older than 75 have some degree of hearing loss

-about 2-4 every 1,000 people in U.S are "Functionally deaf -fewer than 1 every 1,000 people in U.S are deaf before 18 years old You can not reverse hearing loss || Health Issues ||  Signs of a hearing loss -lack of attention or inconsistent attention -lack of vocal interactions or reduced vocal interactions -lack of or reduction in language development, especially the quiet word endings (-ed, -ing, and -s) -a high degree of frustration with school and with others -low grades or a noticeable drop in grades -muffling of speech or other sounds -difficulty understanding words especially against background noises || -following lectures in large halls (acoustics) -simultaneously watching demonstrations and following verbal descriptions (hand outs need to be read before or after class) -in class discussions || -hearing aids -reading lips -interpreters -real time captioning (spoken text is typed and projects onto a screen) -note takers -the student needs to be able to see the face of the person talking -normal rate talking -visual aids -allow preferential seating -provide written lectures, assignments, and demonstration summaries and give to the student before class ||
 * Typical Physical Characteristics of the Disability /
 * Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || Students with Hard of Hearing or Deafness may have difficulties with..
 * Common Communication and/or Behavior Issues & Needs || Things that aid in hearing
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">References || "CEC | Deafness/Hard of Hearing." CEC | Deafness/Hard of Hearing. N.p., n.d. Web. 05 July 2012. <http://www.cec.sped.org/AM/Template.cfm?Section=Deafness_Hard_of_Hearing>.

"The Faculty Room." Deaf or Hard of Hearing. N.p., n.d. Web. 05 July 2012. <http://www.washington.edu/doit/Faculty/Strategies/Disability/Hearing/>. || <span style="font-family: Arial,sans-serif; font-size: 11pt;">About 10% of children with visual impairments are blind
 * **<span style="font-family: Arial,sans-serif;">Blind/Vision ** ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Federal Definition of the Disability � Major Components, Including Incidence and etiology || <span style="font-family: Arial,sans-serif; font-size: 11pt;">About 1 in 1,000 child has a visual impairment

<span style="font-family: Arial,sans-serif; font-size: 11pt;">Federal Definition of Low vision <span style="font-family: Arial,sans-serif; font-size: 11pt;">A permanent and significant loss of visual function including either visual acuity (the ability to see detail), visual field (the ability to see a large area of about 175 degrees) or both. <span style="font-family: Arial,sans-serif; font-size: 11pt;">Low vision cannot be corrected with conventional glasses, contact lenses, surgery or medication. 20/60

<span style="font-family: Arial,sans-serif; font-size: 11pt;">Total Blindness <span style="font-family: Arial,sans-serif; font-size: 11pt;">lack of form and visual light perception and clinically recorded as No Light Percetion

<span style="font-family: Arial,sans-serif; font-size: 11pt;">Legal Blindness <span style="font-family: Arial,sans-serif; font-size: 11pt;">visual acuity of 20/200 or less in the better eye with best correction possible

<span style="font-family: Arial,sans-serif; font-size: 11pt;">Etiology <span style="font-family: Arial,sans-serif; font-size: 11pt;">-genetic and begin at birth such as albinism <span style="font-family: Arial,sans-serif; font-size: 11pt;">- may be developed due to an eye disease (macular degeneration)

<span style="font-family: Arial,sans-serif; font-size: 11pt;">-accident <span style="font-family: Arial,sans-serif; font-size: 11pt;">-diabetes

<span style="font-family: Arial,sans-serif; font-size: 11pt;">20/30 to 20/60: mild vision loss or near-normal vision <span style="font-family: Arial,sans-serif; font-size: 11pt;">20/70 to 20/160: moderate visual impairment or moderate low vision <span style="font-family: Arial,sans-serif; font-size: 11pt;">20/200 to 20/400: severe visual impairment or near total blindness <span style="font-family: Arial,sans-serif; font-size: 11pt;">20/500 to 20/1,000: profound visual impairment or profound low vision <span style="font-family: Arial,sans-serif; font-size: 11pt;">More than 20/1,000: near-total blindness <span style="font-family: Arial,sans-serif; font-size: 11pt;">No light perception: total blindness || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Health Issues || <span style="font-family: Arial,sans-serif; font-size: 11pt;">Symptoms Blindness <span style="font-family: Arial,sans-serif; font-size: 11pt;">-discomfort in the eyes <span style="font-family: Arial,sans-serif; font-size: 11pt;">-foreign body sensations <span style="font-family: Arial,sans-serif; font-size: 11pt;">-pain in the eyes <span style="font-family: Arial,sans-serif; font-size: 11pt;">-discharge from the eyes <span style="font-family: Arial,sans-serif; font-size: 11pt;">-cornea of the eye may be white
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Physical Characteristics of the Disability /

<span style="font-family: Arial,sans-serif; font-size: 11pt;">Symptoms of Low Vision <span style="font-family: Arial,sans-serif; font-size: 11pt;">-difficulty or impossible to read <span style="font-family: Arial,sans-serif; font-size: 11pt;">-difficulty to watch television <span style="font-family: Arial,sans-serif; font-size: 11pt;">-difficulty to recognize faces <span style="font-family: Arial,sans-serif; font-size: 11pt;">-lights may seem dimmer then they actually are <span style="font-family: Arial,sans-serif; font-size: 11pt;">-loss of central vision <span style="font-family: Arial,sans-serif; font-size: 11pt;">-loss of peripheral vision <span style="font-family: Arial,sans-serif; font-size: 11pt;">-night blindness <span style="font-family: Arial,sans-serif; font-size: 11pt;">-blurred visions <span style="font-family: Arial,sans-serif; font-size: 11pt;">-hazy vision <span style="font-family: Arial,sans-serif; font-size: 11pt;">-difficulty distinguishing colors || <span style="font-family: Arial,sans-serif; font-size: 11pt;">-use a itinerant teacher <span style="font-family: Arial,sans-serif; font-size: 11pt;">-attend specialized schools <span style="font-family: Arial,sans-serif; font-size: 11pt;">-learn in separate classrooms
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || <span style="font-family: Arial,sans-serif; font-size: 11pt;">Students with Low Vision or Blindness may

<span style="font-family: Arial,sans-serif; font-size: 11pt;">-Important for visual impairment student to have contact with adults who are visually impaired

<span style="font-family: Arial,sans-serif; font-size: 11pt;">Low Vision <span style="font-family: Arial,sans-serif; font-size: 11pt;">-increased contrast and color highlighting <span style="font-family: Arial,sans-serif; font-size: 11pt;">-lighting adaptations <span style="font-family: Arial,sans-serif; font-size: 11pt;">-vaired time requirements <span style="font-family: Arial,sans-serif; font-size: 11pt;">-opticle devices <span style="font-family: Arial,sans-serif; font-size: 11pt;">-auditory material <span style="font-family: Arial,sans-serif; font-size: 11pt;">-braille <span style="font-family: Arial,sans-serif; font-size: 11pt;">-tactile adaptations (raised maps) <span style="font-family: Arial,sans-serif; font-size: 11pt;">-large print <span style="font-family: Arial,sans-serif; font-size: 11pt;">-low vision devices (monoculars, magnifiers, closed circuit televisions, enlargement programs) <span style="font-family: Arial,sans-serif; font-size: 11pt;">-walking cane <span style="font-family: Arial,sans-serif; font-size: 11pt;">-guide dog

<span style="font-family: Arial,sans-serif; font-size: 11pt;">Blindness <span style="font-family: Arial,sans-serif; font-size: 11pt;">-auditory material <span style="font-family: Arial,sans-serif; font-size: 11pt;">-braille <span style="font-family: Arial,sans-serif; font-size: 11pt;">-tactile adaptation (raised maps) <span style="font-family: Arial,sans-serif; font-size: 11pt;">-walking cane <span style="font-family: Arial,sans-serif; font-size: 11pt;">-guide dog

<span style="font-family: Arial,sans-serif; font-size: 11pt;">Visually impaired students should have several ways of reading and writing || <span style="font-family: Arial,sans-serif; font-size: 11pt;">-rely on tactile (Braille) and auditory materials (books on tape) ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs || <span style="font-family: Arial,sans-serif; font-size: 11pt;">Low Vision and Blindness
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">References || <span style="font-family: Arial,sans-serif; font-size: 10pt;">"CEC | Home." CEC | Home. N.p., n.d. Web. 05 July 2012. <http://www.cec.sped.org/AM/Template.cfm?Section=Home>.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">"Low Vision Information." - Clearinghouse for Specialized Media & Translations (CA Dept of Education). N.p., n.d. Web. 05 July 2012. <http://www.cde.ca.gov/re/pn/sm/lowvision.asp>.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">"Low Vision Symptoms." - Eye M.D.-approved Information from EyeSmart. N.p., n.d. Web. 05 July 2012. <http://www.geteyesmart.org/eyesmart/diseases/low-vision-symptoms.cfm>. || **<span style="font-family: Arial,sans-serif;"> (mild/moderate) ** **<span style="font-family: Arial,sans-serif;">by: Kathrine Stephens ** || To diagnose an intellectual disability, professionals look at the person’s mental abilities (IQ) and his or her adaptive skills. Until Rosa’s Law was signed into law by President Obama in October 2010, IDEA used the term “mental retardation” instead of “intellectual disability.” Rosa’s Law changed the term to be used in future to “intellectual disability.” The definition itself, however, did not change. Accordingly, “intellectual disability” is defined as… “…significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.”
 * **<span style="font-family: Arial,sans-serif;">Intellectual Disabilities **
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Federal Definition of the Disability � Major Components, Including Incidence and etiology || An intellectual disability, or mental retardation,is the term used when a person has a limitation that keeps them from mental functioning and in skills such as communication, social skills,or taking care of themselves. These limitation can also cause a child to learn and develop slower than a typical child.
 * Definition of “Intellectual Disability” under IDEA**

Children with Intellectual Disability make take longer to: -learn to speak -learn to walk -take care of themselves -eat -cloth themselves

Determining the cause of mental retardation is difficult. There are multitude of reasons in which a person may be mentally retarded. The most common causes of intellectual disability are: -genetic conditions -problems during pregnancy -problems at birth -health problems

-Approximately 6.5 million people in the United States have an intellectual disability. -More than 545,000 children (ages 6-21) have some level of intellectual disability and receive special education services in public school under this category in IDEA, the nation’s special education law. -In fact, 1 in every 10 children who need special education have some form of intellectual disability. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Health Issues || There are many signs of an intellectual disability. For example, children with an intellectual disability may: -Attention. Diminished attention span and easily distracted. -Memory. Limitations in ability to store information, difficulty with short term memory and long-term retrieval is similar to peers. -Motivation. Loss of confidence and relies on others for cues and guidance. Belief that outcomes of behavior are the result of circumstances beyond personal control rather than efforts. -Generalization. Difficulty applying knowledge and skills to new task.Problem using previous experience. -Language Development. Speech disorders. Vocabulary is limited. Grammatical structure and sentence complexity are often impaired. -Academic Development. Generally exhibit difficulties in academic, especially reading. Problem-solving difficulties in arithmetic. -Social Development. Lacking social competence. Common rejection by peers and classmates. Socially inappropriate or immature behavior. Difficulty establishing and maintaining friendships || 2.Gargiulo, R., & Metcalf, D. (2010). //Teaching in toda'ys inclusive classrooms: A universal design for learning approach//. (Second ed.). Belmont, CA: Wadswoth Cengage Learning. ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Physical Characteristics of the Disability /
 * sit up, crawl, or walk later than other children;
 * learn to talk later, or have trouble speaking,
 * find it hard to remember things,
 * not understand how to pay for things,
 * have trouble understanding social rules,
 * have trouble seeing the consequences of their actions,
 * have trouble solving problems, and/or
 * have trouble thinking logically. ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || The most defining characteristic of someone identified as mentally retarded is impaired cognitive functioning. It is important to understand as a teacher that students with mental retardation are more like their non retarded classmates than they are different. All of the students share many of the same social, emotional, and physical needs. Students who are intellectually disabled learn in the same way as the average or typical student; just a little bit slower. ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs || Students with an intellectual disability have selected behavioral characteristics. These include:
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">References || 1. Intellectual Disability. National Dissemination Center for Children with Disabilities. 2011 January. 05 2012 July.http://nichcy.org/disability/specific/intellectual#def.
 * **<span style="font-family: Arial,sans-serif;">Traumatic Brain Injury **<span style="font-family: Arial,sans-serif;"> Joanne Smith ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Federal Definition of the Disability � Major Components, Including Incidence and etiology || **Federal Definition:** The IDEA defines traumatic brain injury as an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a childs educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psycho-social behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.


 * Components:** The consequences of a traumatic brain injury can range from no ill effects to severs disability. Most head injuries are mild, with no abnormalities found on neurological exams, and the person does not require medical treatment. Even after a mild injury however, a person may experience headaches, fatigue, distractibility, memory problems, and perceptual motor slowing can occur and persist for months, years, or permanently. Moderate and severe cases of traumatic brain injury typically require hospital styas and rehabilitation services before reentering school. A person with a severe TBI often enters the hospital in a coma and slowly regains some or most abilities. Some individuals may fully recover from a TBI whereas others may have permenant disabilities. A TBI has the potential for causing lifelong disabilities across physical, cognitive, social, behavioral, health, and sensory domains.


 * Incidence:**According to statistics from the U.S. Department of Education in 2011 approximately 24,500 students ages 6-21 received special education services due to a traumatic brain injury. Students with TBIs contribute to 0.4 percent of pupils receiving a special education. Approximately 1.4 million people receive TBIs every year. Of children 0-14 years old, TBI results in 435,000 trips to the emergency room annually, 37,000 hospitalizations, and nearly 2,700 deaths.

<span style="font-family: Arial,sans-serif; font-size: 9pt;">Health Issues || Learners who have traumatic brain injury have a variety of learning and psychosocial characteristics as well as physical and sensory changes. The specific impact of the injury is individualized and depends upon the age fo teh student, the severity and location of the injury and the time elapsed since the injury.
 * Etiology:** A traumatic brain injury is caused by the head being hit by something or shaken violently. Examples of causes can include accidents, accidental falls, and gunshot wounds to the head. Most TBIs result from car accidents and falls. TBIs are not aquired by congenital or degenerative conditions or birth trauma. ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Physical Characteristics of the Disability /


 * Physical Characteristics:**
 * None other than the actual location of impact and in many cases this is unapparent or not visible to the eye


 * Health Issues:**
 * Health issues vary depending on the injury however severe traumatic brain injuries can possibly cause death ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || Learning and behavioral deficits may persists long after the child has physically recovered.


 * Possible effects of a TBI on Development and Learning:**
 * Long and short-term memory problems
 * Attentional disorders
 * Organizational and planning difficulties
 * uneven academic abilities
 * Impaired oral and written language
 * Problem solving and abnormal reasoning deficits
 * Continual repetition of an action or thought
 * Difficulty finding the location of classrooms or bathrooms
 * Cannot remember the previous day's lecture
 * Disorganized, unable to accomplish simple tasks
 * Etc., ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs || **Possible Social & Emotional Effects of a TBI:**
 * Mood swings
 * Depression
 * Heightened irritability
 * Diminished motivation
 * Increased aggressiveness
 * Difficulty responding appropriately to social cues
 * Decreased impulse control
 * Difficulty adapting to changes in routines or schedule ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">References || # Gargiulo, R., & Metcalf, D. (2010). //Teaching in toda'ys inclusive classrooms: A universal design for learning approach// . (Second ed.). Belmont, CA: Wadswoth Cengage Learning.
 * 1) //Traumatic brain injuries//. (2011, March). Retrieved from http://nichcy.org/disability/specific/tbi ||
 * **<span style="font-family: Arial,sans-serif;">Autism Spectrum Disorder ** <span style="font-family: Arial,sans-serif;">Joanne Smith ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Federal Definition of the Disability � Major Components, Including Incidence and etiology || **Federal Definition:** Under the current legislation (PL101-476) autism is defined as a developmental disability significantly affecting verbal and nonverbal communication and social interaction, usually evident before age 3, that adversely affects a child's educational performance. Other characteristics oftenb associated with autism are engagement in repetitve activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance.
 * Incidence:** Autism spectrum disorders represent the fastest growing developmental disability according to the Autism Society of America, 2011. ASDs occur in all racial, ethnic, and socioeconomic groups and are five times more likely to occur in boys than in girls. Data released in 2012 indicated that about one in eighty-eight 8-year-old children in multiple areas of the United States have ASDs. ([]) The Autism Society of America cites that 1 in every 110 individuals have ASDs. Statistics compiled by the U.S. government during the 2009-2010 school year indicated that approximately 333,000 pupils ages 6-21 were identified as having autism. Individuals with autism represent more than 5.7 percent of all pupils with disabilities. //(Teaching in today�s Inclusive Classrooms: A Universal Design for learning Approach, Second Edition)//
 * Etiology**: For most people the cause is not known. Scientists believe that both genes and the environment play a role in ASDs. However, family studies have provided evidence for a genetic contribution to autism. Among identical twins, if one child has autism, the other will be affected about 60-96% of the time. In addition, parents who have a child with ASD have a 2-19% chance of having a second child who is also affected. ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Physical **Characteristics of the Disability /**
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Health Issues ** || **Physical Characteristics:** None

-Possible self injury behaviors -Eating Abnormalities
 * Health Issues:**
 * Head banging
 * Finger, hand, wrist biting
 * Excessive rubbing or scratching
 * Diet limited to a few selected items
 * Ingestion of non-edibles (pica) ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning || **Learning Characteristics:** Because individuals with autism spectrum disorders present a unique profile of characteristics, generalizations are difficult to make. However, there are three defining characteristics typical of learners with ASD and they are: impaired social interaction, impaired communication skills, and repetitive and restrictive behaviors.

Other Intellectual/ Academic Functioning characteristics that frequently coexist with the three traits mentioned above include:
 * Full range of intellectual abilities possible; however, a significant number of individuals exhibit intellectuall disabilities
 * Uneven skill development
 * Impaired verbal and reasoning skills
 * Uneven academic achievement
 * Poor reading comprehension ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs || **Concentration and Attention:**
 * Hyperactivity
 * Short attention span
 * Impulsivity
 * Impaired concentration
 * Sleep Disorders:**
 * Difficulty falling asleep
 * Frequent awakening while asleep
 * Early morning awakening
 * Bed-wetting
 * Abnormalities of Mood or Affect:**
 * Giggling or weeping for no apparent reason
 * Depression
 * Lack of emotional reaction
 * Sensory Perception Deficits:**
 * High threshold for pain
 * Oversensitivity to sounds or touch
 * Exaggerated responses to lights or colors
 * Hypersensitive hearing ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">References || # CDC. (2012, April 12). //Public health genomics//. Retrieved from http://www.cdc.gov/genomics/resources/diseases/autism.htm
 * 1) Gargiulo, R., & Metcalf, D. (2010). //Teaching in toda'ys inclusive classrooms: A universal design for learning approach// . (Second ed.). Belmont, CA: Wadswoth Cengage Learning. ||