Please enable JavaScript.
Coggle requires JavaScript to display documents.
IDEA (EMOTIONAL DISTURBANCE(Raina Sukhnani) (INCIDENCE (In 2004, about 480…
IDEA
EMOTIONAL DISTURBANCE(Raina Sukhnani)
ASSISTIVE TECHNOLOGIES
Allowing use of word processing programmes to strength spelling skills
Develop cohesion in writing
Writing
Pen /pencil with adaptive grip written phrases/words. Adaptive parer raised lines.Highlighted lines. Portable software processor.
Computer
compter Accessibility
Key board with accessibility option
Word prediction, abbreviation to reduce keystrokes
Joystick with/on screen keyboard
Computer software to pronounce challenging words
Voice recognition software
Software for concept development and outlining the ideas
Reading
Standard text at lower reading level
Predictable books
Changes in text size, color and spacing
Adapted books
Use of pictures or symbols
Talking electronic dictionary
Electronic books
On screen calculators
INCIDENCE
Emotional disorders usually occur between 12 - 17 years of age
http://aasep.org/
Boy : Girl ratio for emotional disorders is about 4:1
http://aasep.org/
In 2004, about 480,000 students in the US between 2 - 21 years old were identified as emotionally
http://aasep.org/
Approximately 9% of all students in special education are emotionally disturbed
http://aasep.org/
Such students represent about 1% of the entire school-age population
http://aasep.org/
in 1999-2000, 51% of students with emotional disorders aged 14 and above dropped out of school (U.S. Department of Education, 2002)
Only 41.9% of students with ED graduate high school. These students have the highest drop-out rates (Larrivee, 2007)
Half of these students quit school and leave lacking the appropriate social skills that are necessary to be successfully employed (U.S. Department of Education, 2001).
It is estimated that 32% of youth in juvenile corrections have disabilities. Nearly 46% of incarcerated youth with a disability were identified as having emotional and behavioral disorders (Quinn, Rutherford, & Leone, 2001).
OTHER ACCOMODATIONS
Providing mini-breaks
Rewarding positive behavior and academics
Consistent and specific praise
Simple classroom rules
Provide intrinsic motivation
Involve family
STRATEGIES
Peer assistance
Heterogeneous grouping (Using previous week's assignments to create high-low pairs)
Role changing (spending 20 minutes a day with each student taking the role of teacher and learner)
Teaching Strategies
Wraparound planning- devise a program that will capitalize on the strengths and interests of the student while utilizing community resources for placement and intervention.
choose between classroom tasks,
Consistent and specific praise
Forming a relationship with these students that is built on empathy, trust, and mutual respect
Word processing software - edit and revise their work as they produce it.
read the text as it is typed, providing an additional audio cue for the student.
Teaching Strategies
WHAT IS AN EMOTIONAL DISORDER? 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 problems.
https://www.youtube.com/watch?v=UieMBnjJ_t0
VISUAL IMPAIRMENT INCLUDING BLINDNESS (Allison Uros)
ASSISTIVE TECHNOLOGIES
Source
Computer adaptations
Braille translation software and equipment
https://www.youtube.com/watch?v=fi3dH_QnnWQ
Braille printer:
connects to a computer and embosses braille on paper.
Screen Reader
Screen enlargement software
Refreshable Braille display
Adaptive devices:
Braille notetakers
: lightweight electronic note-taking device that can be connected to a printer or a braille embosser to produce a printed or brailled copy.
Optical character reader:
converts printed text into files on a computer that can be translated into audible speech or Braille with appropriate equipment and software
Electronic braillewriter
Talking Calculator
Optical Devices
Closed Circuit Television (CCTV):
enlarges an image to a larger size and projects it on a screen
Magnifiers
: enlarges Images
Telescope
: used to view distant objects
OTHER ACCOMMODATIONS
- Teaching Practices
One of the critical ways in which a teacher can accommodate students with visual impairments is to first gain awareness regarding the type of vision. For example, a student with low vision will need more support than a student with a mild visual impairment.
http://www.projectidealonline.org/v/visual-impairments/
https://www.youtube.com/watch?v=dPC_--R-Ma0
Children with visual impairments must be taught compensatory skills and adaptive techniques in order to be able to acquire knowledge from methods other than sight.
http://www.projectidealonline.org/v/visual-impairments/
Students with visual disabilities will not necessarily gain the full independence of a student with a visual impairment, so it is imperative that the teacher continues to encourage independence by assisting the student use their assistive technologies to avoid "learned helplessness."
Generally imperative that school assists family in terms of resources as well as educating family to prevent severe vision loss.
INCIDENCE
Low Incidence
Disability Statistics, American Community Survey (2015)
Total: 678,000 (0.78%)
Source
Girls: 324,000 (0.76%)
Boys: 354,000 (0.8%)
The number of non-institutionalized males or females, ages 4 and under through 20, all races, regardless of ethnicity, with all education levels in the United States who reported a visual disability in 2015
Source
Prevalence
(Facts & Figures)
"14 million individuals aged 12 years or older have visual impairment (defined as distance visual acuity of 20/50 or worse), and of these, more than 11 million individuals could have their vision improved to 20/40 or better with refractive correction"
https://www.ncbi.nlm.nih.gov/pubmed/16684986
Image Source
Levels of Functional Vision
Source
Low vision
– students use their vision as their primary sensory channel
Totally blind
– students use tactile and auditory channels for learning and functional tasks
Functionally blind
– students can use limited vision for functional tasks but need their tactile and auditory channels for learning
Classification of Visual Impairment
Congenital
– occurs during fetal development, at birth or immediately following birth; visual impairment is present before visual memory has been established
Adventitious – occurs after having normal vision either through a hereditary condition or trauma; visual memory may remain.
Causes of Visual Impairment
World Health Organization Study (2017)
uncorrected refractive errors, 53%
un-operated cataract, 25%
age-related macular degeneration 4%
glaucoma, 2%
diabetic retinopathy 1%.
Causes of Blindness
World Health Organization (2017)
un-operated cataract 35 %
uncorrected refractive error 21 %
glaucoma 8 %.
DEAFNESS-BLINDNESS
Pablo Herrera / Blake Lindsay
ASSISTIVE TECHNOLOGIES (Blake Lindsay)
Assistive Technologies for Deafness (Blake Lindsay)
Hearing Assistive Technologies (HATS)
FM Systems
: sound is transmitted directly from a microphone worn by a teacher or another person speaking, and transmitted via FM radio signals directly to an individual at a constant volume, regardless of the a person's distance from the FM microphone.
Sound Field
- A sound field FM system provides increased and directed sound levels to a group of individuals.
Personal
- A personal FM system is coupled directly to a hearing aid or cochlear implant, with sound transmitted directly to the individual.
Infrared and Audio Induction Loop Systems
Infrared Systems
- An Infrared system uses invisible light beams to carry sound to a personal receiver. Different types of attachments may be connected directly to a personal hearing aid or cochlear implant, or sound can be transmitted to headphones or speakers.
Audio Induction Loop Systems
- An Audio Induction Loop system is a cable (induction loop) that circles a room or is worn around the neck and transmits sound electromagnetically. The electromagnetic signal is picked up by the telecoil in a hearing aid, cochlear implant, or headset. To be tied into the audio loop, the telecoil is switched on in an individual's hearing aid or cochlear implant.
Coupling Accessories
- There are many accessories for hearing aids or cochlear implants that can connect to media devices.
Devices to Convey Information Visually
Visual Alerting Devices
- There are devices available to help individuals alert to sound using visual support. Specially designed alarm clocks, smoke detectors, doorbells, timers, baby monitors, and phone alerting equipment are available to provide typically audible information in visual or vibratory ways.
Captioning
- TVs include settings for the user to enable closed captioning of programs that offer this feature. Closed captioning is also offered on many media devices.
Real-time Transcription
- There are real-time transcription systems that provide instant translation of the spoken word into English text using a stenotype machine, notebook computer, and real-time software.
Telecommunication
- Individuals who are deaf or hard of hearing have increasing access to communication via text or video through current technologies
Assistive Tech. for Blindness (Blake Lindsay)
Screen Reading Software
Magnification Software
Dictation Software
Refreshable Braille Displays
Optical Character Recognition (OCR) Systems
Video Magnifiers or CCTVs
Portable Magnifiiers
OTHER ACCOMMODATIONS
https://www.youtube.com/watch?v=jylb7TDn2Tk
https://www.youtube.com/watch?v=JwWAHyD0f4w
https://www.youtube.com/watch?v=vfg8J_8ZPIs
https://www.youtube.com/watch?v=QniyT6dEYPo
INCIDENCE (Blake LIndsay)
Blindness is Low Incidence
. Based upon data from January of 2015, there are approximately 62,492 U.S. children, youth, and adult students in educational settings who are legally blind.There are a total of 50.7 million students attending elementary and secondary schools in the U.S.
Deafness is Low Incidence
. In 2009 there were 37,828 deaf students in the United States out of a total student population of 50.7 million.
Sorces
-
http://www.aadb.org/index.html
-
http://www.ndcs.org.uk/professional_support/our_resources/education_resources.html
https://www.parentcenterhub.org/deafblindness/#more
AUTISM (Hilary Torres)
ASSISTIVE TECHNOLOGIES
Visual Boards
:Visual boards help children with autism express their preferences, emotions, understand rules, and schedules. Visual boards can be presented with flashcards or on a computer. Visual boards usually consist of a series of pictures, sometimes with words labeling each picture that children can point to or arrange in order to express their needs or desires.
Autism Parenting Magazine, 2018
Picture Exchange Communication System (PECS):
PECS are broken down into six progressive phases: how to communicate, distance and persistence, picture discrimination, sentence structure, responsive requesting and commenting.Children begin at stage one showing their teacher or communication partner a picture of something they desire—a cookie or juice, for example, and their requests are immediately honored. Again, these pictures can be illustrated through the use of a tablet or iPad with smaller children.
Autism Parenting Magazine, 2018
https://www.youtube.com/watch?time_continue=6&v=bHnuaZW2ZWE
Sign Language:
Sign language is considered one of the most practical and functional forms of communication for children with autism. Sign language is widely recognized by a variety of communities including the deaf and hearing impaired community and is a formally recognized form of language.
Autism Parenting Magazine, 2018
Draft Builder:
Most struggling writers spend less than one minute planning. This is why Draft:Builder was developed. It breaks down the writing process into three manageable steps: 1) brainstorming, 2) note-taking and 3) writing the first draft. This tool can help higher functioning students with ASD to put together their ideas on the computer first then on paper.
Teach Thought Staff, 2017
"Mid" Technology:
tape recorders, timers, calculators, Language Master
APPS FOR CHILDREN WITH ASD
Parents Magazine, 2018
https://www.youtube.com/watch?time_continue=1&v=dkSmsGgp8y4
This video illustrates the importance on using apps for children with ASD to communicate and have a voice.
OTHER ACCOMMODATIONS
https://coggle.it/diagram/W2dFLN6yVXiqzCpW/t/-
INCIDENCE
LOW-INCIDENCE:
About 1 in 68 children (1%) of the U.S. population has been identified with autism spectrum disorder (ASD)
CDC, 2014
ASD does not discriminate against race, socio-economic class, or ethnic backgrounds.
Durkin et al, 2015
Prevalence of autism in U.S. children increased by 119.4 percent from 2000 (1 in 150) to 2010 (1 in 68).
Autism is the fastest-growing developmental disability.
CDC, 2008
Autism is about 4 times more common in boys than girls.
Baio et al, 2014
https://www.youtube.com/watch?time_continue=1&v=stzJff9cI4c
This is an interview done with Dr. Grande (2017) explaining what autism is and the many different factors of the disability.
EARLY INTERVENTION STRATEGIES
Early intervention from birth to 3 years old (36 months) can aide in the child's success and help learn important skills.
The IDEA (2004) states children with ASD under the age of 3, may be eligible for early intervention treatment.
Early intervention may include services for therapy to help the child talk, walk, and interact with others.
CDC, Treatment, 2014
DEVELOPMENTAL DELAY
(Legregis Purnell and Jing Jing)
ASSISTIVE TECHNOLOGIES (Jing Jing)
Low tech tools
sticker pages to improve motor skills
High tech tools
iPads & Software programs
Apps examples: crabby writer; shapes and robots tracing; bubble pinch
OTHER ACCOMMODATIONS(Legregis Purnell)
Use the student’s preferences and interests to build lessons (get input from parents).
Plan physical activities for times when the student has the most energy.
Demonstrate what you mean rather than giving directions verbally.
Be aware that students may require another form of communication.
INCIDENCE(Legregis Purnell): Low incidence, reports show that developmental delays occur in about 4% of children ranging in ages 2-11.(understood.org)
Children with developmental delays significantly lag behind in doing things that other kids their age can do.
HEARING IMPAIRMENT
(Lori Torres)
ASSISTIVE TECHNOLOGIES
HEARING AIDS Hearing aids are a device that a student can wear in or behind their ear. It helps to increase the sound level so that they can hear.
NIDCD, 2017
COCHLEAR IMPLANTS Cochlear implants are a small device that has part placed surgically under the skin and a second part that sits behind the ear. It is similar to a hearing aid, but much more advanced
Diagram.
NIDCD, 2017
CAPTIONING SERVICES Provide closed captions when utilizing videos in the classroom.
UNICEF, 2017 p. 184
HEARING AID COMPATIBLE EQUIPMENT School phones available to students must be HAC, which includes volume controls.
FCC, 2017
VOICE RECORDING Let students use a voice recorder for lectures and teachings so that they may listen to it again with their own headphones so they may hear clearer.
SPEECH TO TEXT All the student to use dictation software on their phone or computer so it can put your words on the screen for the student to follow.
UNICEF, 2011 p. 172
OTHER ACCOMMODATIONS
GOOD ENVIRONMENTAL ACOUSTICS IN IN DOOR SETTINGS Minimize background noise, chatter, and reverberation.
ASHA, n.d.
BEING IN THE VISUAL LINEUP TO ALLOW LIP READING Ensure that you face the student when speaking, do not cover your mouth, and provide the best possible seating for the student.
ESC Region 13, 2017
PRINTED MATERIAL Provide printed versions of lectures or teaching materials so that the student can read along.
SIGN LANGUAGE Know sign language or have an interpreter available for the student if all other accommodations or technologies fail.
UNICEF, 2017 p. 184
Top 10 Tips for Teachers of Students with Hearing Loss
ESC Region 13, 2017
https://www.youtube.com/watch?v=z2EfxREKmsA
LOW INCIDENCE Most common sensory impairment; increases with age. About .3-.5% of children are born with hearing loss.
CDC, 2017
STRATEGIES
Inductive loops for the student to hear better.
Sit the student closet to the teacher.
Other methods of presentation delivery.
Flexible assignments when involving others.
ORTHOPEDIC IMPAIRMENT
(Chauncell Wynn)
ASSISTIVE TECHNOLOGIES
Low-Tech AT
Wheelchairs (manual), canes, walkers, crutches, prosthetic devices, orthotic devices, enlarged grip, mouth sticks, head pointers, typing aids, speech recognition/reading software
High-Tech AT
Power/power-assist wheelchairs, electronic wheelchair lifts, hand controls (car), environmental control units (ECU)
Environmental control units are affordable making it a viable option for those with OI. It's made from recycled computers and has a wide range of options to tailor it to each user's needs.
https://www.youtube.com/watch?v=qA6wwQfdVE0
Mid-Tech AT
Automatic page turner, feeding devices, automatic door opener
(Automatic page turner)
Wide variety of of mobility disabilities/diagnoses and wide range and levels of mobility impairments; as a result, AT encompasses many different types of environments, as it is impossible to generalize the functional ability of someone with mobility impairment
(University of Iowa, 2018)
OTHER ACCOMMODATIONS
Modify and adapt the school environment to make it accessible, safe, and less restrictive; special seating arrangements which develops posture and movements; gross/fine motor skills-focused instructions; access to suitable augmentative communication and other assistive devices
(Special Education Nation, n.d.)
INCIDENCE
Low Incidence
In 2015-2016, 6.7 million children received special education services; approx. 1% had orthopedic impairments.
(NCES, 2018)
NCES. (2018). Children and youth with disabilities. Retrieved August 1, 2018 from
https://nces.ed.gov/programs/coe/pdf/coe_cgg.pdf
Orthopedic/neuromuscular disorders: amputation, paralysis, spinal cord injury, Cerebral Palsy, Multiple Sclerosis, stroke, Traumatic Brain Injury (TBI), Muscular Dystrophy, rheumatoid arthritis, endocrine-metabolic disorder, spina-bifida...
(University of Iowa, 2018)
(Special Education Nation, n.d.)
University of Iowa. (2018). Assistive technology application for people with disabilities. Retrieved August 1, 2018 from
http://www.continuetolearn.uiow.edu/nas1/07c187/Module%206/module_6_p6.html
Special Education Nations. (n.d.) Orthopedic impairment. Retrieved August 1, 2018 from
https://sites.google.com/site/specialeducationnation/orthopedic-impairment
.
Many individuals with OI are without cognitive, learning, perceptual, language, or sensory issues. Conversely, when a neuromotor impairment is present initially, there is a higher incidence of other impairments when there has been brain movement.
(Special Education Nation, n.d.)
STRATEGIES
Physical Therapists (gross motor), occupational therapists (fine motor), SLPs, adapted PE teachers (working with OT & PT), massage therapists, music therapists
Use speech/voice recognition software, writing boards, special paper, pencil grips, special pencil holders, weighted vests for coordination issues; using adapted materials for activities
Dragon-Dictate is an extremely useful tool to provide students with access to word processing software with ease.
https://www.youtube.com/watch?v=BsZo1p_5-o4&t=22s
INTELLECTUAL DISABILITY (formerly known as MENTAL RETARDATION) (Shaun Chiles)
INCIDENCE
ID SPECIAL EDUCATION SERVICES ON DECLINE: .91% in 2004 to .66% in 2012 - already lower than the number of cases.
Special Education Services per 1,000
"Only 10% of the people who are in need of assistive products actually have access to them" (
Boot et al., 2017
).
DECLINE DUE TO NEW METRICS: "The use of the autism spectrum disorder diagnostic category may be incentivized—and therefore preferentially used—due to the availability of more or better services and supports or because of less social stigma" (
NCBI, 2015
).
LOW INCIDENCE: Somewhere between .9 and 1.36% of the population in the US (NCBI, 2015).
Prevalence of Intellectual Disability per 1,000 Children
:
HIGHER INCIDENCE OF COMORBIDITIES: Motor, visual or auditory disabilities or multimorbidity (a combination of more than one) are all higher for people with ID (
Boot et al., 2017
).
ASSISTIVE TECHNOLOGIES
"the use of assistive products by people with an intellectual disability (ID) is a neglected area of research" (
Boot et al., 2017
).
Some assistive technologies overlap with other disabilities since they commonly co-occur. These devices are, "hearing aids, walkers and wheelchairs, and desktop video magnifiers" (
Lancioni, 2017
).
Microswitches "allow persons with pervasive motor or multiple disabilities to interact with their context through very simple responses" (
Lancioni, 2017
).
"Speech generating devices serve to enable persons without speech abilities to use verbal sentences for making requests and providing answers" (
Lancioni, 2017
).
Memory aids "are generally aimed at providing... reminders about specific activities/responses to carry out at specific times of the day" (
Lancioni, 2017
).
Video prompts show short clips that help simplify complex actions being taught (
Lancioni, 2017
).
"Robots" can be "used for promoting social responses in children with autism spectrum disorders" (
Lancioni, 2017
).
The iPad! Here's a video that shows how Jean uses hers.
https://www.youtube.com/watch?v=0_n541sj9qU
OTHER ACCOMMODATIONS
Deinstitutionalization: students can be taken out of institutions and live in communities which "enhance their inclusion and wellbeing" (
Larkan & MacLachlan, 2017
).
More research must be done and existing technologies need to be better adapted to allow individuals with ID to access them. There is a growing technology divide "where the most vulnerable have least access" (
Larkan & MacLachlan, 2017
).
Special Olympics: In this video an athlete talks about inclusion of individuals with IDs in sports. While this is an amazing opportunity, there need to be similar programs for academics as well.
https://www.youtube.com/watch?v=BURbLmQL1BE
What is intellectual disability? - ID is "an IQ below 70, manifested during the developmental period (<18 years of age), with impairments in adaptive functioning, such as communication skills, social skills, personal independence, school, or work functioning" (
Boot et al., 2017
). :
DEAFNESS
(Sarah Harding)
A hearing loss so severe that processing of linguistic information through hearing alone, with or without hearing aides, is severly limited.
WATI, 2009 pg 2
LOW Incidence:
2 to 3 out of every 1000 children in the U.S. are born with a detectable level of hearing loss in one or both ears.
NIH, 2016
ASSISTIVE TECHNOLOGIES
Cochlear Implants: Send sound signals directly to the hearing nerve. One part of the implant is placed (via surgery) in the inside of the ear and the other part is placed on the outside of the ear. The outer part sends the sound to the inner part .
CDC, 2018
Speech Recongnition or Speech to Text Apps: Apps that turn speech into text in real time, so student is able participate more fully.
PeopleHearingBetter, 2016
Assistive Listening System (ASL): Amplifiers that bring sound directly to the ear. They help to reduce the background noise and echo effect, seperating the sound, so that the hearing impaired student can hear the speech more clearly.
CDC, 2018
Closed Captioning: Audio content is converted into text and displayed on the moniitor for viewing.
WATI,2009 pg.8-13
Two Way Communication Software: translates sign language into speech and speech into text.
https://youtu.be/NN_WsMd6YIc
Szczerba, 2015
OTHER ACCOMODATIONS
Visual Supports: these should be throughout the classroom as well as thrroughout the school. Teachers can use a variety of materials, icons and mediums to display support.
Gaullaudet, 2015
Interactive white boards: These make great use of visual supports, by dispalying things from the computer onto the white board. Touch screens make it user friendly for all
WATI, 2009 pg 14
Visual access and lighting: allowing the student to sit in the front or in an area where he/she can see the best). Making sure that there is proper, working lighting in the classrooms.
WATI, 2009 pg. 5
Sign Language- Primary language used for deaf people. Have a teacher that knows sign language or an interpreter in the classroom to communicate with or translate for the deaf child.
NIH, 2017
Intervention (Strategies)
Early intervention (0-3 years): Identitiy deafness or hearing loss. Try to intervene as early as possible, this enables more developement in speech, language and social skills.
CDC, 2018
Special Education (3-22 years): Instruction is specifically designed to address the needs of the student.
CDC, 2018
EDHI (Early Hearing Detection and Intervention) Program: designed to help identify deafness or hearing loss. Promotes timely follow up testing and offers family support.
CDC, 2018
MULTIPLE DISABILITIES (Kenneth Marks)
ASSISTIVE TECHNOLOGIES (Jing Jing)
Top 6 assistive technology for people with disabilities
Assistive technology examples
Talking Tactile Tablet
Tactile and Picture Symbols
iPad apps
Cause and Effect apps
Literacy apps
Switch Accessibility apps
Communication apps
Websites and Computer Programs
Switches
Students using a switch to access a talking book
Digital Book Player
OTHER ACCOMMODATIONS
INCIDENCE
SPEECH OR LANGUAGE IMPAIRMENT
(Jessica Fagerstrom)
ASSISTIVE TECHNOLOGIES
COMPUTER SOFTWARE PROGRAMS
FIRST WORDS:
Software that uses graphic presentations combined with synthesized speech to teach high-frequency nouns
AUGMENTATIVE OR ALTERNATIVE COMMUNICATION (AAC)
VOCA:
Voice output communication aids. These are electronic devices used by people who are either unable to speak or whose speech is difficult to understand.
COMMUNICATION BOARDS:
(Manual or Electronic)
Here is a video of a woman using a Communication Board with a little girl:
https://www.youtube.com/watch?v=kiqYapgu69g
ELECTRONIC FLUENCY DEVICES
Plays the user's voice back delayed by a fraction of a second (DAF) or at different pitch (FAF). Devices may resemble hearing aids or headphones with a microphone. There are also apps that can use this technology on phone calls.
OTHER ACCOMMODATIONS
UNAIDED COMMUNICATION SYSTEMS:
Rely on the user's body to convey messages. Examples include gestures, body language, and/or sign language.
SPEECH THERAPY:
Sessions with a speech-language pathologist (SLPs).
INCIDENCE
: We have chosen to categorize this as a
HIGH INCIDENCE
disability.
TOTAL:
Nearly 1 in 12 (7.7 percent) U.S. children ages 3-17 has had this kind of disorder.
INTERVENTION SERVICES:
More than half (55.2 percent) of U.S. children ages 3-17 with these disorders received intervention services in the past year.
GENDER BREAKDOWN:
Boys ages 3-17 are more likely than girls to have this disorder (9.6 percent > 5.7 percent).
ETHNICITY BREAKDOWN:
Nearly one in 10, or 9.6 percent, of black children (ages 3-17) has a voice, speech, language, or swallowing disorder, compared to 7.8 percent of white children and 6.9 percent of Hispanic children.
TRAUMATIC BRAIN INJURY
(Nathan Tarkowski)
OTHER ACCOMMODATIONS
ASSISTIVE TECHNOLOGIES
INCIDENCE
OTHER HEALTH IMPAIRMENT (Vijay Parulkar)
High Incidence
Classroom Accomadations
o Quiet work space
o Wiggle seat cushions
o Squeeze balls
o Structured and Organized wor
o Note taking buddy/ Peer Mentor
Sit up front
o Extra testing time /mini breaks
Weighted Blankets
(Lindstedt ,2013)
ASSISTIVE TECHNOLOGIES
.
Educational Computer Apps
(Ruiz-Manrique et al., 2014)
ABCYA
Dreambox
RAZ-Kids
Learning.com
OCR
(Unicef, 2017 p184)
Microsoft One
Note
.
Feedback
Voice recording answers
Colored Highlighters to mark text
Syllabification
Immersive Reader
Digital Notebook. All subjects can be arranged by subjects in a binder
https://www.youtube.com/watch?v=_bKiatpaacg
Text to Speech
(Gruner et al., 2017
MOBERO, a smartphone-based system that assists families in establishing healthy morning and bedtime routines
(Sonne et al., 2016)
Headsprout Comprehension - computer-assisted reading comprehension
(Cullen et al.,2014)
Computer Assisted Biofeedback
Blanton et al., 1991
.
Computer Assisted Instruction
Mautone et al., 2005
CAI for Math Performance and Classroom Behavior
(Mautone et al., 2005
INCIDENCE
Children 4-17
In 2011, 11% of children/adolescents aged 4 to 17 years received an ADHD diagnosis (6.4 million children). Two thirds of them were on ADHD medication
(Vissner et al.,2014)
Girls: How to Recognize the Symptoms (How to ADHD
, 2016) (
https://www.youtube.com/watch?v=dmeE3qTJRUw
)
Adult with ADHD
62% Female and 38% Male
(Kessler et al., 2006)
Russell Barkley is ADHD Different in Women
https://www.youtube.com/watch?v=_i2OD-Qq7Xo
.
My Strategies i use in Technology Lab & to get kids ready to take Computer Based Testing
Flipped Classroom - You Tube Lessons
Content - Simple Language
Peer Mentorship
Exam Assessment Types
Short Answer
Essay Type
Fill in Blank
Match the columns
Graphical
Viva Voce
Stress Management Techniques
(Sharif et al.,2015)
Dr. Barkley Six Steps to Manage Emotions
https://www.youtube.com/watch?v=AXiJQ98GdhY&t=19s
Parenting skills - How to help your kid be more successful academically
Extended Testing Times.
(Koriakin et al.,2016)
Praise specific aspects of project and provide constructive feedback
Be empathetic and help them develop intrinsic motivation skills
Provide breaks during testing and time/thinking intensive tasks
:
Make sure kid does not miss counselling sessions
Send kid on time to nurse to get medication
You Tube resources to help you understand how to help your loved one with ADHD & all its aspects
.
The most important lesson from 83,000 brain scans - Dr. Amen (TEDx Talks, 2013)
Amen
ADHD As A Difference In Cognition, Not A Disorder: Stephen Tonti (TEDx Talks, 2013)
https://www.youtube.com/watch?v=uU6o2_UFSEY
Dr. Barkley is a Clinical Professor of Psychiatry, Virginia Treatment Center for Children and Virginia Commonwealth University Medical Center, Richmond, VA.
ADHD and Executive Function
https://www.youtube.com/watch?v=GR1IZJXc6d8
30 Essential Ideas you should know about ADHD Dr. Barkley
https://www.youtube.com/watch?v=BzhbAK1pdPM&list=PLzBixSjmbc8eFl6UX5_wWGP8i0mAs-cvY
The Neuroanatomy of ADHD and thus how to treat ADHD
https://www.youtube.com/watch?v=sPFmKu2S5XY
This is how you treat ADHD based off science
https://www.youtube.com/watch?v=_tpB-B8BXk0
4 Simple Ways To Train Your Brain - With Dr Daniel
Amen
How to ADHD channel : Lots of short video's with tips for teenagers
Self Help Videos
Anger How to Build up Your Brakes
https://www.youtube.com/watch?v=9Aq7RNaB0DQ
Dr. Russell Barkley explains ADHD (ADHDtips,2013)
https://www.youtube.com/watch?v=Li_tcua0AJI
What Is ADHD?
A person with ADHD has differences in brain development and brain activity that affect attention, the ability to sit still, and self-control. ADHD can affect a child at school, at home, and in friendships.
.
SPECIFIC LEARNING DISABILITY (Kim Day)
ACCOMMODATIONS
: (
https://coggle.it/diagram/W2DJLcyXU43SS16j/t/specific-learning-disability-accommodations
)
HIGH INCIDENCE:
According to the U.S. Department of Education, there are over 2.8 million students being served for specific learning disabilities. This is approximately 47.4% of all children in the U.S. receiving special education services.
ASSISTIVE TECHNOLOGIES
Word-prediction programs
Talking spell checkers and electronic dictionaries
Talking calculators
Speech synthesizers/screen readers
Proofreading programs
Electronic math work sheets
Audio books and publications
Alternative keyboards
Abbreviation expanders
.
TYPES OF SPECIFIC LEARNING DISABILITIES
Auditory Processing Disorder (APD)
Dyscalculia
Dysgraphia
Dyslexia
Language Processing Disorder
Non-Verbal Learning Disabilities
Visual Perceptual/Visual Motor Deficit
How to get sleep
https://www.youtube.com/watch?v=zbhUFX6ZRYA
