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Disability Categories (Deafness (Accommodation or interventions (http…

- - - - Each student should have an individualized accommodations.
      - Classroom should be arranged for easy access. Materials need to be in easy reach for the students.
      - Routines should be structured, predictable routines.
      - Include symbolic communication: touch cues, object symbols, braille, signed language, gestures, and large print.
  - - - Combined hearing and visual impairments that causes severe communication and educational problems. The child cannot be in a program that is solely meant for blindness or deafness, but needs a program that addresses both.
- - - - Captioned Telephones
      - C-print system
      - Described and captioned media
      - white boards
      - Animation
      - Video
  - - - Before I start I want to talk a bit about the difference between a hearing loss (like someone who is hard of hearing) and someone who is deaf. At Gallaudet when someone says they are deaf they may be hard of hearing but identify as part of the deaf culture (meaning they use ASL, socialize mostly with deaf people, have a deaf partner/spouse, etc)
      - In the k - 12 school system and according the federal definitions in Individuals with Disabilities Education Act (IDEA) deafness is “a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification.” A child with a hearing impairment has “an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but is not included under the definition of 'deafness.'”
      - There is a wide range of hearing loss and a wide variety of impacts of that hearing loss. I am going to stick with deaf children not children who are have a "hearing impairment." Most people who are deaf (90%or more) have hearing parents. Many of those parents do not know ASL and cannot sign well enough to communicate with their child. So those children often have communication issues, issues with language delay (both in ASL and English - spoken and reading/writing). Often because of the communication and language issues and because they cannot hear, when a child who is deaf is in a class full of people who cannot sign they are often socially isolated. They can't follow spoken conversations and if they have an interpreter all communication goes through the interpreter so the child may not have many close friends they can communicate with directly. Communication issues can also result in acting out or behavior issues.
      - The loss of hearing can also result in a lack of incidental knowledge. So think about yourself and how you grew up hearing your mom and dad talk about things around you. Your parents and other people have those conversations and you can hear them so you learn from those conversations. A deaf child who uses ASL as their language and their parents don't sign but speak lose out on picking up information from that kind of interaction.
- - - - • Accommodations:
      - • Scaffolding academic material :
      - • Chunking information
      - • Explicitly teach study and organizational skills
      - • Sequence material slowly with many examples
      - • Graphic organizers
      - • Label objects in the classroom
      - • Pre-teach new material
      - • Provide a copy of class notes
      - • Preview and review key vocabulary
      - • Assign a note taker
      - • Use oral exams in place of written
      - • Provide checklists
      - • Extra time on exams
      - • Study guides
- - - - Language therapy from a SLT (Speech Language Therapist)
      - -Minimize classroom noise and distractions.
      - -Provide a private location for testing.
      - -Allow extended time for assignments and tests
      - ASSISTIVE TECHNOLOGY.
      - -Do not assume understanding of spoken instructions.
      - -Use Tactic and Visual Cues.
      - -Pre-teach words/ideas before using them in a real situation.
      - -Ask open ended questions.
      - -Use as many hands on experiences as possible
    - - Therapy interventions: designed to improve a targeted area of speech or language functions pertaining to:
        
        Expressive and receptive phonology: Understanding and creating speech sounds such as recognizing and differentiating between speech sounds.
        
        Expressive or receptive vocabulary: Production and understanding of words.
        
        Expressive and receptive syntax: Production and understanding of sentences and grammar
      - Directive Interventions: Providing massed blocks of trials, having the professional control the antecedents (stimuli) and consequences (reinforcers) **
      - Naturalistic Interventions: Providing distributed learning opportunities other than massed blocks of trials, following the childs focus of attention or interest, using antecedent and consequent stimuli naturally associated with a particular communication response.
    - - -Around 20% of children receiving special education receive service for speech and language impairments.
        
        Preschoolers with speech and language disorders represent about half of all preschoolers receiving special education
        
        This chart is from the U.S Department of Health and Human Services:
- - - - Medical/Neurological Symptoms: speech, vision, hearing and other sensory impairment, decreased motor coordination, difficulty breathing, dizziness, headaches, impaired balance, loss of intellectual capacities, partial to full paralysis, reduced body strength, seizures, sleep disorders, and speech problems.
      - Cognitive Symptoms: decreased attention, organizational skills, and problem solving ability; difficulty with abstract concepts; memory deficits; perceptual problems; poor concentration, poor judgment; slowed information processing, and poor memory.
      - Behavioral/Emotional Symptoms: aggressive behavior, denial of deficits, depression, difficulty accepting and responding to change, loss of reduction of inhibitions, distractibility, feelings of worthlessness, lack of emotion, low frustration level, helplessness, impulsivity, inappropriate crying or laughing, and irritability.
      - Social Skills Development: difficulties maintaining relationships, inability to restrict socially inappropriate behaviors, inappropriate responses to the environment, insensitivity to others' feelings, limited initiation of social interactions, and social isolation.
- - - - Intellectual Disability is defined as specific limitations in mental functioning of an individual. These limitations cause a child to learn and develop slower than a typical child and involve restrictions in communication skills, social skills, and taking care of themselves. A child with ID (previously called mental retardation) will learn at a slower pace than other children in school. They also may take longer achieving skills such as speaking, walking, and taking care of themselves physically (eating, dressing, daily tasks).
      - Intellectual Disabilities Video
    - - Additional instruction of life and adaptive skills. These include daily living skills, social skills, and occupational awareness and exploration, as appropriate. Involve the student in group activities or clubs.
        
        Transition planning - begin planning early for student’s transition into adulthood and how to prepare them for that.
        
        Small group activities.
        
        Life skills: daily living, social skills (manners, rules of conversation, playing games, getting along with others), occupational awareness (skills to help in the workplace) and exploration also must be taught.
        
        Always give immediate feedback.
        
        Demonstrate steps.
        
        Chunking- break longer, new tasks into small steps.
        
        Use visual aids and hands-on materials and experiences. This can include charts, pictures, graphs.
        
        Be concrete as possible. Demonstrate meaning rather than verbal directions. Students with ID learn best when information is concrete and observed.
        
        IEP (individualized education plan) tailored to student’s needs
    - - Assistive Technologies
        
        Electronic devices - tablet or ipad with special text or speech software
        
        Video-based instruction (also called video modeling)
        
        Activity schedules/visual supports
        
        Computer-based instruction/Computer assisted learning
        
        Video communication devices
        
        Picture cards/word strips
        
        Tech to speech technology
        
        Collaborative Virtual Environments - Teaching academic, social and other skills through the use of a Virtual World. This allows ID students to learn and practice social skills (eye-gaze, turn taking, empathy, joint attention), and focuses on a participatory design
        
        iCanRead: an inclusion programme for comprehension and reading. In includes interactive touch screen, eye gaze control, and content modification
        
        Interactive toys - ex. Hexbugs. These “toys” develop scenarios for human-robot and robot to robot interaction. They use a Vision Recognition System and it is End-user driven. It allows teachers/parents/students to communicate with the ID student through the use of the toy.
- - - - Physical Therapists who work on gross motor skills (focusing on the legs, back, neck and torso)
      - Occupational Therapists who work on fine motor skills (focusing on the arms and hands as well as daily living activities such as dressing and bathing)
      - Speech-Language Pathologists who work with the student on problems with speech and language
      - Adapted Physical Education Teachers, who are specially trained PE teachers who work along with the OT and PT to develop an exercise program to help students with disabilities
      - Other Therapists (Massage Therapists, Music Therapists, etc.)
  - - - .
        
        speech recognition software
        
        screen reading software
        
        augmentative and alternative communication devices (such as communication boards)
        
        academic software packages for students with disabilities
    - - canes
        
        walkers
        
        crutches
        
        wheelchairs
        
        specialized exercise equipment
        
        specialized chairs, desks, and tables for proper posture development
- - - - Video: Introduction to Visual Assistant