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Summary SPD 200 Disability Comparison Template- Grand Canyon University
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SPD 200 Disability Comparison Template- Grand Canyon University/SPD 200 Disability Comparison Template- Grand Canyon University/SPD 200 Disability Comparison Template- Grand Canyon University/SPD 200 Disability Comparison Template- Grand Canyon University/SPD 200 Disability Comparison Template- Gra...

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  • October 21, 2024
  • 51
  • 2024/2025
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  • spd 200
  • summary spd 200 disability comparison template gr

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Summary SPD 200 Disability Comparison Template- Grand Canyon
University

,Summary SPD 200 Disability Comparison Template- Grand Canyon University



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 Potential Effect on
Definition Characteristics Causes Prevalence
Category Learning
Autism Autism is a -Difficulty The causes of Autism are not Autism is one Difficulty with written
neurodevelopme communicating and clear, but has something to do of the fastest expression. Reading
ntal disability interpreting motives with brain development before growing comprehension, math
that can have a and cues of others birth disabilities. problem solving, fine
significant -Not comfortable Prevalence and gross motor skills
impact on a with change has changed may also be affected,
student’s -Poor social skills to 1 in 68 over and under selective
communication -May engage in the children in attention
skills, social same activity over U.S. (Autism
interactions, and and over (SARRC, Society, 2016,
behaviors. Those n.d.) para. 2)
more severely
impacted exhibit
autistic
characteristics at
a relatively
young age with
unusual
behaviors such
as repetitive
behaviors, self-

© 2020. Grand Canyon University. All Rights Reserved.

,Summary SPD 200 Disability Comparison Template- Grand Canyon University

stimulating
movements,
resistance to
change, and
atypical
reactions to
sensory input




Deaf-Blind Deaf-blind, is -They have enough  Down There are When these two major
the vision to move  Trisomy 13 approximately channels for
combination of about in their  Usher 10,000 receiving
both hearing environment Multiple Congenital children and information are
impairment and -Recognize people Anomalies youth in the impaired or not
sight (Lang & they see often  CHARGE Syndrome United States functioning, it has
Sarimski, 2018). -Can see sign (coloboma, heart who have far reached effects
-Having language when they anomalies, choanal been on a child's
difficulties are up close atresia, retardation of identified as development in
when it comes to growth and deaf-blind. several areas,
follow verbal development, and Deaf- including:
directions genital and ear blindness is a 
-Have problem anomalies) low-incidence  Communication/lan
of  Fetal alcohol syndrome disability and guage development
their  Hydrocephaly within this  Movement and
Deaf-blindness  Maternal drug abuse population motor development
mostly occurs  Microcephaly there is great  Cognitive
when variability in development and the
the baby is born terms of age, ability to learn
pre-mature. race/ethnicity,  Emotional/social
Later in cause of deaf- development
life the causes of blindness, and

© 2020. Grand Canyon University. All Rights Reserved.

, Summary SPD 200 Disability Comparison Template- Grand Canyon University

deaf-blindness it severity and Body image and self-
According to type of concept
National hearing and
Consortium vision loss
on Deaf-
Blindness
NCDB (2010)
20.4%
to 8.9% will be
needing vision
testing
-Difficulty
reading
assignments
-Difficultly
presenting oral
reports
assignment
in the classroom
Deaf-blindness
under federal
law means
concomitant
hearing and
visual
impairments, the
combination of
which causes
such severe
communication
and other
developmental

© 2020. Grand Canyon University. All Rights Reserved.

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