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IDEAhttps://www.youtube.com/watch?v=lTMLzXzgB_s (An umbrella term that can…

- - - - services of an interpreter for those students who use sign language
      - favorable seating in the class to facilitate lip reading, help with volume
      - amplification systems
      - caption on films/videos
      - regular speech, language, and auditory training from a specialist
      - finger spelling / Cued Speech
      - instruction for the teacher and peers in alternate communication methods, such as sign language
      - assistance of a buddy notetaker, who takes notes for the student with a hearing loss, so that the student can fully attend to instruction
      - sound reduction (carpets)
      - limit visual stimuli
      - Clearly enunciate speech
      - Repeat or rephrase information
- - - - break learning into small steps;
      - administer probes;
      - supply regular, quality feedback;
      - use diagrams, graphics and pictures to augment what they say in words;
      - provide ample independent, well-designed intensive practice;
      - model instructional practices that they want students to follow;
      - provide prompts of strategies to use; and
      - engage students in process type questions like “How is the strategy working? Where else might you apply it?”
    - - direct instruction
      - learning strategy instruction;
      - using a sequential, simultaneous structured multi-sensory approach.
    - - Praise your child when he or she does well.
      - Find out the ways the child learns best.
      - Make homework a priority.
      - Meet with school personnel and help develop an IEP to address the child’s needs.
  - - - Paper-based computer pen
      - Personal FM listening systems
      - Variable-speed recorders
    - - Talking calculators
      - Electronic math worksheets
    - - Free-form database software
      - Information/data managers
    - - Audio books and publications
      - Optical character recognition
      - Speech synthesizers/screen readers
    - - Abbreviation expanders
      - Alternative keyboards
      - Graphic organizers and outlining
      - Talking spell checkers/electronic dictionaries
      - Word-prediction software
      - Portable word processors
- - - - The child may be slow to babble, talk, and create sentences.
      - Often, a child with a speech delay has a combination of receptive and expressive delays.
      - A reduced vocabulary of words and complex sentences for his or her age
    - - Indirect treatment and monitoring
        
        Check in with the family periodically to monitor language development
        
        Provide activities for parents and caregivers to engage in with the child, such as book sharing and parent-child interaction groups
      - Direct intervention
        
        Recasts — changing the mode or voice of the child’s original utterance (e.g., declarative to interrogative)
        
        Build-ups and breakdowns — the child’s utterance is expanded (built up) and then broken down into grammatical components (break down) and then built up again into its expanded form
        
        Expansions — repeating the child’s utterance and adding grammatical and semantic detail
    - - Echo microphones
      - Conversational cubes
  - - - Occupational therapy to improve small movement skills or coordination problems
      - Activities to stimulate the muscles
      - Physical therapy to help him with movements that use a lot of muscle groups
      - Medication or other treatment for a muscle disease
    - - Lack of coordination
      - Trouble with movements that use a lot of muscles, such as playing ball, or with smaller movements, like coloring.
      - Can't use scissors properly
      - Struggles to get dressed; brush teeth; walk up or down stairs
    - - Worksheets (e.g. do2learn.com)
      - touch screens, modified keyboards, and even joysticks that direct a cursor through the use of body parts
      - Apps: crabby writer; shapes and robots tracing; little writer bubble pinch
  - - - Give infants and toddlers the safe space they need for movement and discovery (areas for climbing, crawling, pulling up, etc.)
      - Provide a consistent, nurturing relationship with each infant and toddler
      - Remember that children are unique and progress at different rates and that one area of development may take longer than other areas
      - Parents and teachers can help a child develop his ability to focus by pointing out things that seem important or interesting and then asking the child to comment on his observations
      - Teaching content with rhymes or catchy sayings or putting content to music.
    - - Does not answer questions about recent experiences
      - Does not engage in short conversational interchanges but rather uses language solely to get needs met
      - Lack of attention, memory and problem solving
      - A child who is not able to pick up new skills, or forgets things that are taught
    - - App: First, then visual schedules
      - Pre-recorded information can be used as a guide for activities
      - Tele Typewriter, TTYs are proven aids to memory
  - - - Make sure the child is not isolated from others in her age group, either in nor outside of school
      - Children who associate with same-age peers from an early age will be more likely to find ways to fit in, even when one or more areas of development have been delayed
      - Behavior therapy or social-skills training is helpful
      - Medication may help with behavioral problems
    - - They may have trouble understanding social cues
      - It is more likely that a child will not take the time and effort necessary to make friends or form other social relationships
      - Fearful, timid, sad, or aggressive much of the time, or not show a wide range of emotions
      - Unable to separate from parents without difficulty
      - initiating communication with others, or carrying on two-way conversations.
      - They may also have difficulty dealing with frustration or coping with change
    - - Social emotional social stories
      - Sand play activities
      - Apps: Camp discovery; Learn with Rufus
      - Feelings book
- - - - speech recognition software;
      - alternative keyboards and mice;
      - augmentative and alternative communication devices;
        
        https://youtu.be/g95TO20hnmo
      - word prediction software;
      - screen reading software, and;
      - academic software for students with disabilities.
  - - - Non-accessible transportation
      - Trouble maneuvering around the classroom
      - Difficulty navigating school hallways
      - Earning mandated physical education credit
      - Communicating effectively
  - - - Nervous system disorders
      - Muscular dystrophy
      - Cerebral palsy
      - Epilepsy
      - Respiratory disorders (asthma)
      - Spinal cord injuries
  - - - special seating arrangements, larger tables;
      - note-taking assistance;
      - instruction focused on impairments in and the improvement of gross and fine motor skills;
      - securing assistive technology and augmentative communication devices;
      - extended time to complete assignments
      - teacher awareness of student’s condition and its affect (such as tiring easily).
    - - Orthopedic Impairments. (n.d.). Retrieved from http://www.projectidealonline.org/v/orthopedic-impairments/
        
        Weiss, T. C. (2017, June 03). Children and Orthopedic Impairments. Retrieved from https://www.disabled-world.com/disability/children/orthopedic-impairments.php
        
        What are some types of assistive devices & how are they used? (n.d.). Retrieved from https://www.nichd.nih.gov/health/topics/rehabtech/conditioninfo/device
        
        What are some types of assistive devices & how are they used? (n.d.). Retrieved from https://www.nichd.nih.gov/health/topics/rehabtech/conditioninfo/device
        
        What are some types of assistive devices & how are they used? (n.d.). Retrieved from https://www.nichd.nih.gov/health/topics/rehabtech/conditioninfo/device
- - - - Behavior charts that allow students to visually track their own behavior changes and positive outcomes
      - Vision boards that allow students to visually keep track of goals and see reminders for appropriate behavor
      - stress balls for students to hold
    - - The Nintendo Wii is listed in various places as a high tech tool used to reward and reinforce positive behavior
    - - The MotivAider- an electronic behavioral change tool Read more here
  - - - Re-Education Model (Project Re-ed)
        
        The Project on the Re-Education of Emotionally Disturbed Children is designed to provide affordable and effective mental health services for children. It focuses on teaching children effective ways of interacting with others. It focuses on a holistic educational approach rather than a therapeutic one.
      - Individualized behavior programming
        
        Functional Behavior Assessments (FBAs) and individualized positive support plans.
        
        Individualized Education Plans (IEPs)
        
        Specific behavior intervention plans designed for a particular student
    - - Focus on structure and routine
      - Create clear rules and consequenses
      - Use rewards for good behavior
      - Be consistent
      - Offer lots of encouragement and create a supportive environment
      - Give all students responsibilities in the classroom
      - MODIFY
        
        Modify course expectations and evaluation
        
        change grading rubric
        
        accept partially completed assignments
        
        Allow student to have additional time to complete assignments
        
        Modify course/classroom setting
        
        control pair and group work
        
        Move student to another area of the room
        
        switch up arrangement of desks or change setting completely
        
        Modify course presentation
        
        Allow oral responses in stead of written ones
        
        Provide modifications to textbooks
        
        Allow the student to choose between two academic options
        
        Provide both verbal and written instructions (or even instructions through pictures)
    - - Self-Regulated Strategy Development (SRSD)
        
        https://www.youtube.com/watch?v=SkdJYqezAOs
      - Class-Wide Peer Tutoring (CWPT)
        
        https://www.youtube.com/watch?v=V9i5yWzz79s
- - - - Allowing for extra time on assignments/projects to accommodate for slower response times.
      - Symbolic communication such as touch cues and object symbols.
      - Nondirective object exploration, where the individual with deaf-blindness is given control.
- - - - Accommodation:
        
        Use a questioning strategy with the student; ask, What do you need to be able to do this?
        
        Keep asking that question until the student has reached an obtainable goal.
        
        Have student set clear timelines of what he needs to do to accomplish each step (monitor student progress frequently
    - - Accommodation: Break up task into workable and obtainable steps.
        Provide examples and specific steps to accomplish task.
    - - Accommodation: Define the requirements of a completed activity (e.g. your math is finished when all six problems are complete and corrected; do not begin on the next task until it is finished).
    - - Accommodation: Gain students attention before giving directions. Use alerting cues. Accompany oral directions with written directions.Give one direction at a time. Quietly repeat directions to the student after they have been given to the rest of the class. Check for understanding by having the student repeat the directions.
- - - - Language - Problems expressing needs, ideas,
        information and/or understanding others.
      - Voice - Abnormal pitch, resonance or loudness.
      - Fluency - Flow of speech interrupted.
      - Articulation - lisp or other
        challenges making specific sounds.
    - - Signs of speech and language dissabilitiies
        
        Problems communicating with peers
        
        Repetition of sounds or words
        
        Limited vocabulary
        
        Frequently says "um", stuff and things.
        
        Leaves out key words and confuses verb tense
        
        May not talk much even though they comprehend others
        
        Uses limited variety of sentence structures
        
        Seem frustrated by inability to communicate thoguths
        
        Uses certain phrases over and over again
        
        Can pronounce words but sentences,
        but sentences often dont make sense.
        
        Misunderstand social cues
        
        Fighting with peers
      - References
        
        Speech or Language Impairment (SLI) Strategies. (n.d.). In www.do2learn.com. Retrieved August 3, 2018, from http://do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Strategies.html
        
        Early Identification of Speech, Language, and Hearing Disorders. (n.d.). In www.asha.org. Retrieved August 2, 2018, from https://www.asha.org/public/early-detection-of-speech-language-and-hearing-disorders/
        
        American Speech-Language-Hearing Association, . (2005). Helping Children with Communication Disorders in the Schools. In www.readingrockets.org. Retrieved August 4, 2018, from http://www.readingrockets.org/article/helping-children-communication-disorders-schools
        
        Assistive Devices for People with Hearing, Voice, Speech or Language Disorders. (2011, December). In U.S. Department of Health & Human Services. Retrieved August 3, 2018, from https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders
        
        Implication in the Classroom. (n.d.). In www.speechandlanguagedisabilities.weebly.com. Retrieved August 3, 2018, from https://speechandlanguagedisabilities.weebly.com/classroom-implications.html
        
        Speech Disorders: Common Assistive Technologies. (2018, March 18). In University of Illinois, University LIbrary. Retrieved August 3, 2018, from http://guides.library.illinois.edu/c.php?g=613892&p=4265891
        
        Understood Team, . (n.d.). Understanding Language Disorders. In www.understood.org. Retrieved August 3, 2018, from https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/communication-disorders/understanding-language-disorders
    - - Parental Engagement
        
        Model patience and acceptance--
        the child is not their disability.
        
        Find other parents or support groups. A good resource is www.P2Pusa.org
        
        Open line of communication with teacher and school.
        This will include conversation about an IEP.
        
        Give child chores -- this will build confidence.
        
        Become well informed on your child's disabilities.
        
        LISTEN, LISTEN, LISTEN to your child!
        
        https://youtu.be/a43SmCKhfHE
      - School Engagement
        
        This disability is ideal for the IEP process
        
        Classroom Specific Engagement
        
        Consult with other teachers who
        have experience with this difficulty.
        
        Be patient with the child! They are likely already frustrated, your frustration will only amplify their negative inner voice.
        
        Explicitly teach social communication skills
        
        Teacher should use descriptive feedback for the student.
        
        Use visuals to help student organize their thougths
        
        Go over basics of a process such as turning pages and ask clear questions about a reading, helping them find the response.
        
        Partnering with students who have complimentary strengths.
        
        Be aware of the resources
        
        Take advantage of other teachers experiences
        
        Use cues, routines and purposeful activity during transition to help the student clearly understand what to do.
        
        Provide support in transitioning from one activity to another. This is in both class and out of class activities such as P.E. and recess.
        
        Be well aware of the District, State, and private resources that can be taken advantage of to support your students and your teachers.
        
        COMBAT NEGATIVE STEREOTYPES
        This dissability is often coupled with
        social isolation and/or lack of self esteem.
        Teacher awareness of this is very important! :red_flag:
        
        Speech pathologist works with child
      - Common Assisted Technologies: Useful unbiased resource for finding supportive technology -- https://abledata.acl.gov/
        
        Augmentative and Alternative Communication Devices
        
        Unaided communication systems-Rely on
        the user's body. Miming, sign language,
        body gestures, etc. No augmenting technology
        
        Low-tech AAC--Anything that does not require a battery
        A few examples a pen and paper for drawing or writing,
        a picture board a student can point at or a pointer.
        
        High-tech AAC--Anything that requires batteries. These can be speech generators, electronic communication boards or digital devices that produce words, sounds or images.
        
        Electronic Fluency Devices and Sound Differentiation
        
        Delayed Auditory Feedback (DAF) - Resemble hearing aids, or headphones with a mic. They delay the user's voice by a fraction of a second to.
        
        Frequency Altered Feedback (FAF) -- Similar to DAF but alters the pitch of the voice the hearer is listening to.
        
        Assistive Listening Devices (ALD's)-- There are many others. Some diminish background noise, but all help the hearer differentiate the noises they are hearing.
        
        Alerting Devices - This can be a doorbell, telephone, or alarm that emits sound or light.
        
        https://youtu.be/IvYwOmIBwcc
- - - - May not understand the subtle meaning of
        
        Gestures
        
        Body Language
        
        Tone of voice
      - Difficulty with spoken language expression
        
        Some are non-verbal and do not speak at all
        
        Some children speak just a few words
        
        Some may speak but do not make sense in the situation
        
        May have difficulty understanding what they hear with spoken language. Not a hearing issue.
    - - Affects speaking
        
        Difficulties coordinating mouth, lips, tongue, etc.
      - Affects writing
        
        Difficulties with hand-eye coordination
  - - - In some cases, use of sign-language, or simple signs/gestures
      - "low tech" picture based systems representing words
      - communication books and boards
      - Speech Generating Devices (SGDs) or Voice Output Communication Aids (VOCA)
        
        Range from simple single-message devices to computer-based systems
        
        Uses recorded human speech combined with graphic symbols
      - There is a mistaken belief that AAC impedes speech development. Research suggests that once an AAC system is introduced some children IMPROVE their language skills.
    - - portable word processors (keyboard with small LED screen)
      - text-to-speech software
      - pencil grips
      - talking word processor (writing software that provide speech feedback)
    - - Visual assistants (graphic symbols sequentially laying out events)
      - Timers
      - Yoga ball/ball chairs
    - - Therapy bands (fidget foot band that wraps around chair legs)
      - Velcro placed under the desk
      - Minimal/simplify classroom decor
      - Fidgeting tools like balls and toys
      - Mouth tools (things to chew)
      - Weighted vest
      - Fluorescent light covers (classroom light filters)
      - Headphones or earplugs
- - - - (1) More than 425,000 children (ages 3-21) have some level of intellectual disability.
      - (2) In fact, 7% of the children who need special education have some form of intellectual disability.
  - - - The average score is 100.
    - - daily living skills, such as getting dressed, going to the bathroom, and feeding one’s self;
      - communication skills, such as understanding what is said and being able to answer;
      - social skills with peers, family members, adults, and others.
  - - - Early intervention https://www.youtube.com/watch?v=vA5hiIYj5eQ
      - Individualized Family Services Plan (IEP) IFSP
    - - Individualized Education Program, or IEP
    - - General education. It’s important that students with intellectual disabilities be involved in, and make progress in, the general education curriculum.
      - Supplementary aids and services.include instruction, personnel, equipment, or other accommodations that enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate.
      - Transition planning.IDEA requires that, at the latest, transition planning for students with disabilities must begin no later than the first IEP to be in effect when they turn 16.
    - - Learn as much as you can about intellectual disability
      - Recognize that you can make an enormous difference in this student’s life!
      - Be as concrete as possible.
      - Break longer, new tasks into small steps.
      - Give the student immediate feedback.
      - If you are not part of the student’s IEP team, ask for a copy of his or her IEP.
      - Teach the student life skills such as daily living, social skills, and occupational awareness and exploration, as appropriate.
      - Work together with the student’s parents and other school personnel to create and implement an IEP tailored to meet the student’s needs. Regularly share information about how the student is doing at school and at home.
  - - - Automated and computerized dining devices
      - Devices may be used to assist a person with memory difficulties to complete a task or to follow a certain sequence of steps from start to finish
      - An environment can be computerized to give cues and auditory direction for successfully performing tasks or for navigating.
      - Directional guidance systems with auditory cues
      - Technology can assist a person to shop, write a check, pay the bills, or use the ATM machine.