MAP 049 ECESPED Test
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1. Learning Disabilities: have average or above average intelligence but an unex-
pected academic weakness in one or more content areas; Hold less information in
working and/or long-term memory; Do not have strong metacognitive skills, such
as reflecting on their own learning; Acquire, organize, and prioritize key information
more slowly and less systematically; More often express concerns that they are not
smart or cannot learn; Make friends just as easily
2. Specific learning disabilities: Dyslexia, Dysgraphia, and Dysalculia
3. Dyslexia: impacts a student's ability to learn to read, to recognize sound seg-
ments or letters, following along in text and comprehending what they read
4. Dysgraphia: impacts a student's ability to learn to write, often their handwriting
and/or spelling
5. Dyscalculia: impacts a student's ability to understand numbers and mathemati-
cal operations, remembering math facts and the sequence of steps in math problems
6. Intellectual Disabilities: show developmental delays in most aspects of acade-
mic and social functioning; do not have strong social skills, conceptual skills such
as reading and self-determination, or practical skills used for daily living
7. Communication Disorder Examples: Articulation disorders, fluency disorders,
speech language impairment
8. Articulation Disorder: affect a student's ability to produce certain sounds and
sound combinations
9. Fluency Disorder: hesitations or stuttering
10. Speech language impairment: manifests as a delay in a student's language
development but the student shows no other conditions that would cause such a
delay in language development (e.g., autism, deafness); more likely than their peers
to need support with morphology (e.g., adding suffixes to words to indicate tense or
plurality)
11. Emotional Impairment (EI): show behaviors or emotions that are not appropri-
ate for the setting. Often they have trouble making friends, working in groups, and
maintaining personal relationships.
12. Emotional Impairment (EI) Examples: Anxiety disorders, mood disorders, op-
positional defiant disorder, conduct disorders
13. Anxiety Disorder: characterized by excessive fears or worry. Phobias, separa-
tion anxiety, and obsessive-compulsive disorder
14. Mood Disorder: depression and bipolar disorder (i.e., swings between elevated
or manic mood and depression)
15. Oppositional Defiant Disorder (ODD): students show hostile and defiant be-
haviors, including temper tantrums, arguments, and irritability
16. Conduct Disorder (CD): students consistently engage in antisocial behaviors
that interfere with others
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17. Attention Deficit Hyperactivity Disorder (ADHD): more easily distracted and
divide their attention between multiple stimuli instead of staying on task when
compared to others at the same developmental level. They may miss details, stop
working before a task is complete, or become easily distracted by stimuli in the
environment. Many are disorganized and lose things more often than their peers;
have trouble controlling activity level and/or impulses. Such students may move
excessively, for example getting up to wander around the room when they are
expected to be seated, fidgeting, or talking excessively. Those who are impulsive
may have trouble waiting for a turn or shout out answers before the teacher finishes
talking. Many experience conflicts with friends, families, and teachers and may feel
rejected
18. Autism Spectrum Disorder (ASD): can be mild to severe based on the de-
gree; atypical language development and communication delays; atypical social
development; repetitive behavior including movement and verbalizations; undesir-
able behavior; need for predictability; sensory and movement disorders; intellectual
disabilities
19. Sensory Disorder Examples: hearing and visual impairments
20. Hearing Loss: can affect a student's ability to articulate sounds and moderate
tone and volume; learn speech and speech reading, others learn a manual language
such as American Sign Language (ASL), while others may learn both as part of the
Total Communication philosophy.
21. Visual Impairment: Individuals are considered totally blind if they cannot re-
ceive any meaningful visual input. They rely on input from other senses. Students
who are functionally blind have limited visual input. They may use Braille for reading
and writing. Students with low vision can read print but may need some type of
assistive technology (e.g., magnifier) or adaptations (e.g., large print, enhanced
contrast)
22. Physical Disabilities: may be caused by congenital anomaly, disease, or injury
such as fractures, burns, or loss of a limb
23. Health Impairments: can include diseases or other acute disorders
24. Physical Disabilities Examples: Cerebal palsy and spina bifida
25. Cerebal Palsy (CP): Disorder of voluntary movement and posture; show spastic
movement, although others may be more likely to display uncoordinated or abrupt
involuntary movements; also experience seizures. Many have sensory (i.e., hearing
or vision) and/or language impairments as well.
26. Spina Bifida: Congenital malformation of the spinal cord or vertebrae; Students
with the mildest form (occulta) or the more serious form known as meningocele do
not show challenges with movement, but students with the myelomeningocele form
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typically have leg weakness and are unable to control their bowels or bladder; does
not usually affect intelligence.
27. Health Impairment Examples: Epilepsy, asthma, AIDS, cystic fibrosis, muscu-
lar dystrophy
28. Epilepsy: A condition in which individuals experience seizures, caused by ab-
normal electrical discharges in the brain. In the most severe cases the individual ex-
periences uncontrollable jerking, stops breathing, and loses consciousness. During
partial seizures, which are more common, the individual is more likely to experience
an altered state of consciousness and some alteration in movement (e.g., twitching)
29. Asthma: Chronic lung condition characterized by episodic bouts of wheezing,
coughing, difficulty breathing
30. AIDS: Acquired immune deficiency syndrome; cannot resist or fight off infections
31. Cystic Fibrosis (CF): A genetic disease in which the body's exocrine glands
excrete thick mucus that can block lungs and parts of digestive system
32. Muscular Dystrophy (MD): Inherited disease marked by progressive atrophy
(wasting away) of muscles. Duchenne muscular dystrophy is most common and
most severe, affecting only boys
33. Traumatic Brain Injury (TBI): A traumatic insult to the brain capable of produc-
ing physical, intellectual, emotional, social, and vocational changes.
34. Formal Assessment: highly structured and provide specific guidelines and
procedures for administering, scoring, and interpreting their results; are designed to
be administered to a group of students as a screening tool while others are designed
to be administered to an individual student
35. Formal Assessment Examples: standardized tests (e.g., achievement, apti-
tude, intelligence), standardized adaptive behavior scales, and standardized check-
lists
36. Formal Assessment Advantages: have associated data regarding their relia-
bility and validity; Teachers can use one assessment measure to gather the same
information from all students and can thus screen a large number of students at one
time
37. Formal Assessment Limitations: usually take instructional time to administer;
special education teachers must be sure that they are appropriate and/or adapted
for use with their students; must be administered by staff who are trained to do so
38. Informal Assessments: less structured, nonstandardized methods of evaluat-
ing a student's progress
39. Informal Assessments Examples: teacher-made quizzes and tests, observa-
tions, and interviews; Asking students direct questions to see if they understand the
material presented in a lesson; Conducting a curriculum-based assessment to mea-
sure a student's progress within the curriculum; Observing young children during
