AEPA Special Education: Emotional Disabilities 24 by Sharon Wynne

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By Sharon Wynne

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Extra info for AEPA Special Education: Emotional Disabilities 24

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Self-Advocacy Skills Learning about one's self involves the identification of learning styles, strengths and weakness, interests, and preferences. For students with mild disabilities, developing an awareness of the accommodations they need will help them ask for necessary accommodations on a job and in postsecondary education. Throughout school they can also help to identify alternative ways they can learn new information. Self-advocacy involves the ability to effectively communicate one's own rights, needs, and desires and to take responsibility for making decisions that impact one's life.

E. emotional disturbance); social services; legal assistance; housing information and assistance; employment training and job search; or health (including mental health). Some professional associations representing the spectrum of services for individuals with disabilities are listed below. Some of these organizations date from the pioneer times of special education and are still in active service. W. C. org Members Mission Teachers of the deaf, speechlanguage pathologists, audiologists, physicians, hearing aid dealers To promote the teaching of speech, lip reading, and use of residual hearing to persons who are deaf; encourage research; and work to further better education of persons who are deaf.

Results are grouped into scales such as adjustment, achievement, depression, delinquency, and anxiety. These results are generally used with classification and placement decisions. Interpretation of these tests should be done with the issues of reliability and validity. A popular example of this type of test for use with children is the PIC. o Personality Inventory for Children (PIC) was designed specifically for evaluating children. The parent completes the true/false items, and three validity scales are included to determine the “truthfulness” of the responses.

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