Lesser Known Disorders
Each issue of this series contains at least three lesser known disorders. Some of these disorders may contain subtypes which will also be presented. You will also notice that each disorder has a code. These codes represent the coding system for all disabilities and disorders listed in the Educator’s Diagnostic Manual(EDM) Wiley Publications.
LD 2.02-Attention-to-Sequence Dyscalculia
Disability Category – Learning Disabilities
Definition
A type of dyscalculia specifically associated with difficulties in following the specific and necessary sequence of rules and procedures when performing mathematical tasks or operations.
Explanation
Students with Attention-to-Sequence Dyscalculia often omit key steps when performing mathematical operations (Yisrael, 2000). For example, they will add 25 + 16 and get an answer of 31, because they forgot to “carry the 1” after adding the 5 + 6.
Another example of Attention-to-Sequence Dyscalculia would be a student who multiplies 10.5 x 2 and gets an answer of 210. The correct answer is 21.0, but the student got an answer of 210 because he did not follow the last step in the process which is to move the decimal point over to the right (as the sequence requires in this operation).
Successful students in math understand that it is essential that they follow a step-by-step sequence of rules and procedures. If any one step of the steps is omitted, it will almost assuredly result in an incorrect answer. These types of problems are often evident in students with Attention-to-Sequence Dyscalculia.
HI 6.01-Aplasia
Disability Category-Hearing Impaired
Definition
An aplasia is an abnormal development of either the bony or membranous portion of the inner ear (cochlea) (League for the Hard of Hearing, 2005; MedicineNet.com (2005).
Explanation
The disorders discussed in this section have a variety of symptoms. Therefore no generalized list of diagnostic symptoms can be made.
HI 6.01a-Michelaplasia
A type of Aplasia characterized by the complete absence of the inner ear and auditory nerve, resulting in total absence of hearing. It may appear in one ear (unilaterally) or both ears (bilaterally). Patients cannot be helped by either a hearing aid or a cochlear implant if the hearing nerve is absent. They may be assisted by a vibrotactile device (a device that augments remote voice communication with touch, by converting hand pressure into vibrational intensity between users in real-time).
HI 6.01b-Mondiniaplasia
A type of Aplasia characterized by an abnormal development of the cochlea. The normal cochlea has two and one half turns. In Mondini Aplasia the turns may range from one to four. The most severe form results in a common cavity (no turns). It may occur unilaterally or bilaterally. Hearing loss can range from moderate to profound and is often progressive in cases where residual hearing is present. In less severe cases, hearing aids are beneficial. If the loss is too profound to be helped by hearing aids, cochlear implants are an option
HI 6.01c-Scheibe aplasia
A type of Aplasia characterized by an abnormal formation of the cochlear membrane. The defect may be unilateral or bilateral. There may be residual low frequency hearing that is aidable. If not, a cochlear implant is an option.
ED 2.00-Relationship Problems Disorder
Disability Category – Emotional Disturbance
NOTE: Under IDEA one of the criteria for a classification of emotional disturbance is:
“an inability to build or maintain satisfactory interpersonal relationships with peers and teachers.”
This criterion is termed Relationship Problems Disorder in the EDM classification system.
Definition
A type of emotional disturbance that is characterized by patterns and problems of interpersonal relationships that result in an “inability to build or maintain” satisfactory relationships with peers, teachers, and others. This also includes individuals who are profoundly withdrawn, have poor reality contact, or lack social skills but have the ability to learn them.
Diagnostic Symptoms
Symptoms of a Relationship Problems Disorder may include:
- Demands for constant attention from others; and
- Difficulty attaching to others
- Difficulty separating from caregivers
- Excessively controlling
- Excessively dependent
- Exhibits inappropriate sexual behavior
- Frequent teasing by peers
- Ignored or rejected by peers
- Inability to interact with a group/play by the rules
- Is too easily influenced by peers
- Lack of affect or disorganized/distorted emotions toward others;
- Lack of social awareness—may not understand social conventions
- Lacks trust in others or is fearful of others
- Neglect by peers
- Overly affectionate
- Painful shyness in social situations
- Peer avoidance
- Physical or verbal aggression when others approach him or her
- Poor reality contact
- Sees self as a victim
- Teacher avoidance in general and not to one specific teacher
- Uses/manipulates others
- Victimization from peers.
- Wants constant attention or approval
- Withdrawal from all social interactions
- Withdrawing from social activities or interaction on the playground, physical education, and other social interactions with peers
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