Disability Categories
Autism
Deaf-Blindness
Deafness
Specific Learning Disability
Visual Impairment
Speech & Language Impairment
Traumatic Brain Injury
Hearing Impairment
Low Incidence
Intellectual Disability
Orthopedic Impairment
Low Incidence
Developmental Delay
Multiple Disabilities
Low Incidences 2% of Students Age 3-21 according to the National Center for Education Statistics
Other Health Impairment
Assistive Technology
Audiobooks
Text-to-Speech Software
FM Systems
Accommodations or Interventions
Types of Developmental Delay per IDEA
Physical development
Cognitive development
Communication development
Social or emotional development
Adaptive development
Accommodations and support
Assertive Technologies
What is it?
Children with Autism Spectrum Disorders (ASD) usually demonstrate impairments in social interactions, have challenges with communication, and/or exhibit delays in cognitive skills. It is considered to be a High-Incident disorder
Low -Incidence (6%)
Daily Routines:
Students with ASD benefit from a repetitive and routine schedule.
Sensory tools: There are many different types of sensory tools suitable for classrooms, including stress balls, pencil toppers, tangle puzzles, clay, wiggle cushions, weighted lap pads, chair bands and foot rollers
Extra breaks:
Teachers can help the school day go much smoother by building breaks into the schedule. Breaks should also be available on an as-needed basis to allow students with autism to learn how to respond to internal cues and take the actions required to regulate their being
4.Other accommodations:
As teachers navigate the process of providing support for all students, it is important to utilize all of the available resources to create a learning environment-friendly for all.
Frequent check-ins for both content and instruction
Hands on learning
- graphic organizers, calculators, multiplication tables
2.Extended time to complete assignments
3.The Bluebee Pals app on a phone
4.Text to speech software
5.Portable word processor - Headphones
Establishing procedures and routines
Multiple learning strategies
Frequent discussion
Seating Arrangements
Assistive Technology
Accomdations
Optical Character Recognition (OCR) Systems
Portable Notetakers
Adaptive keyboard
Video Magnifier
Braille Translation Software
Screen Magnification
Screen Reader
Talking Calculators & Dictionaries
Slate & Stylus
Closed Circuit Television
Peer Note-Taker
Special Seating
Adjusting Time for Assignments/TEsts
Classroom Lighting
Additional Desk/Storage Space
Models
What does it mean?
A student is considered to have multiple disabilities when they cannot be accommodated by the special education program for one disability.
Assessments
--be 1-on-1
--be on-going
--be appropriate for the functional ability of the student
--include choice-making by the student whenever possible
--work with a multidisciplinary team to fully utilize the various expertise needed for the different disabilities
--assess learning abilities and life skills
https://coggle.it/diagram/W4XpTrU2KGNS4s5l/t/is-the-student-struggling/634e6ea8db7fa068a2c9d965908bf86dae864d46e53568e5e21941b01fb8feed
Physical Positioning & Skill Development for Severe and Multiple Disabilities
Technology to Assist
Handheld Personal Computers
Computer Software
Augmentative Communication Systems
Instructional Techniques
Instructional techniques for multiple disabilities can be as simple as using the techniques prescribed for each individual disability. However, due to the many different combinations of disabilities possible, it is hard to create specific guidelines. Instead, teachers and special education teachers must partner with a multidisciplinary team to determine each individual student's plan and evaluate and adjust continually.
Accommodations
Assistive Technology
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What is It?
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.
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- 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.
Computer adaptations: Braille translation software, Braille printer, and screen enlargement software. Adaptive devices: Braille notetakers, optical character reader (converts printed text into files that can translated into audible speech or Braille), electronic braillewriter (translates Braille into text or synthetic speech)
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What is it?
Interventions and Accommodations
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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
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Assistive Technologies
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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.
High Incidence
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).
6% of students ages 3-21 served under the IDEA Act with an Intellectual Disability for the 2015-2016 school year
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What is it?
Hearing impairment is similar to the category of deafness, but it is not the same. 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. A hearing loss below 90 decibels is classified as a hearing impairment.
Accommodations and support
Assistive Technology
FM systems
Assistive Listening Devices (ALD)
C-Print - Transcription Services
Preferred seating
Sign Language Interpreting
Note taking
Communication Access Realtime Translation (CART)
Note taking
Specialized lighting in the environment
Room design modification
Video Captioning
C-Print
Remote Captioning
Real Time Captioning
Communication Access Real Time Captioning
Video Relay Services
Real-Time Text
Voice Carry Over Telephone
IP Relay Services
Teletypewriters
Strategies
Sit close to the teacher
Don’t underestimate a child’s intelligence
Designating a note taker
Step by step directions
Voice and articulation training
Buddy system for notes, extra explanations, directions
Oral and manual communication
Emotional Disturbance
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High Incidence - Low tech assistive technologies include behavior charts and point sheets. Some midpoint technolgies include the talklight and ipod, and high tech technologies include online arcade games for positive reinforcement and the Wii!
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What is it?
Acquired injury to brain by external force.Does not include congenital or degenerative brain injuries.
Low incidence (>0.5% of students served under IDEA)
Accomodations
Assistive Technology
Small keychain voice recorder
Talking clock and calendar
Repetition and consistency
Demonstrate new tasks, state instructions, and provide examples to illustrate ideas and concepts
Avoid figurative language
Teach compensatory strategies for increasing memory
Be prepared for students' reduced stamina and increased fatigue and provide rest breaks as needed
Give directions one step at a time. For tasks with many steps, it helps to give the student written directions
Specialized chairs, desks, and tables
Smart watches
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.
Allow student to video lessons to be re-watched.
Provide notes of lessons
LiveScribe Smart Pen records audio that synchs to when specific notes were taken
A severe orthopedic impairment which adversely affects a child's educational performance. This includes congenital anomalies (e.g., clubfoot, absence of some limb, or portion of one or more limbs, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).
What Is It?
Classroom Accommodations
Special seating arrangements to develop useful posture and movements
Instruction focused on development of gross and fine motor skills
Securing suitable augmentative communication and other assistive devices
Awareness of medical condition and its affect on the student (such as getting tired quickly)
Specialists Involved
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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.)
Assistive Technology
Devices to Access Information
Devices For Positioning and Mobility
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speech recognition software
screen reading software
augmentative and alternative communication devices (such as communication boards)
academic software packages for students with disabilities
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canes
walkers
crutches
wheelchairs
specialized exercise equipment
specialized chairs, desks, and tables for proper posture development
Low - Incidence (http://forums.atozteacherstuff.com/index.php?threads/high-and-low-incidence-disabilities.102888/) Less than 1%
Accommodation or interventions (http://www3.gallaudet.edu/clerc-center/tips-to-go/accommodating-deaf-and-hard-of-hearing-students-in-schools.html)
Maintain the same high expectations for deaf and hard of hearing students as you have for their hearing peers.
Take time to learn about each student’s family and background.
Learn what works in communicating effectively with each student (e.g., being close to the student, speaking clearly, showing your face to the student when speaking, lighting, amplification)
Create visual supports such as graphics, charts, hands-on demonstrations, and PowerPoint presentations
Allow time to view pictures and/or read information
Repeat and paraphrase information to ensure clarity
Identify who is speaking during class discussions
Create accessible materials as appropriate for students’ skill levels as indicated on their Individualized Education Programs
Definition(Dr. Thumann and IDEA)
“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.'”
Bilingual-Bicultural: In this approach, American Sign Language is the only method used in the classroom. Traditional English is taught through exposure to printed words on paper.
Auditory/Oral: This teaching approach does not use sign language, but instead teaches the English Language through residual hearing and speech
otal Communication: This method combines auditory and visual communication for instruction. A combination of sign systems can be used, including American Sign Language, signed English, speech and sign language used simultaneously, cued speech and/or other communication methods.
Understanding the difference Dr. Thumann
Dr. Thumann's experience and insight as a C.O.D.A (Child of Deaf Adult)
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.
Assistive Technology(http://www3.gallaudet.edu/clerc-center/info-to-go/assistive-technology.html)
Captioned Telephones
C-print system
Described and captioned media
white boards
Animation
Video
The strategy
Have the lessons on powerpoint
Reach out to the administration about an interpreter to stay in accordance with Section 504 of The US Department of Education OCR (Office of Civil Rights)
As an ASL (American Sign Language) learner I will also sign as I teach
Utilize the whiteboard as much as humanly possible to make sure everyone has all the information provided.
What it is?
The Individuals with Disabilities Education Act defines speech and language impairment as "a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child's educational performance."
Accomodations
What is it?
Developmental delay is defined as a condition which represents a significant delay in the process of development. It does not refer to a condition in which the child is slightly or momentarily lagging in development. The presence of developmental delay is an indication that the process of development is significantly affected, and that without special intervention it is likely that the child's ability to attain normal developmental milestones and educational performance at school would be jeopardized.
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
Interventions
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.
Augmentative and Alternative Communication Devices (AAC): The use of symbols, aids, strategies and techniques to enhance the communication process.
Low tech AAC: Any type of aid that does not require batteries or electricity. These can be things such as picture boards to aid in communication or simple pen and paper to write and draw.
High tech AAC: Any aid that requires electricity or batteries (think about more modern, digital devices.) This would include software, specialized devices, electronic communication boards. I put a picture of several high tech AAC's below. Some are speech generating devices as seen in the video below of "The Dynavox"
Recognizing Language Disorders -Receptive language behaviors: Student can sometimes look blank when spoken to, short attention span for things the student likes to do, gives inappropriate answers, has difficulty sequencing events. -Expressive Language Behaviors: uses more physical behavior than verbal expressions, seems unusually quiet and often uses words incorrectly
Ways in which S&L Impairment can limit learning: students have problems with morphology, phonology, syntax, semantics and pragmatics. They also have difficulty with receptive and expressive language. Their articulations can include substitutions, omissions, distortions and additions to words and sounds.
Prevalence of Speech and Language Impairment: HIGH INCIDENCE
-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:
Other Health Impairment (OHI) covers numerous diseases, disorders, health conditions, and injuries that impact a student’s alertness, strength, and/or vitality and substantially impact their education performance. For example, ADHD, ADD, cancer, diabetes,epilepsy, heart conditions, sickle cell anemia, etc. OHI affects approximately 14% of students in the USA & is the 3rd highest impairment.
Accommodations:
Assistive Technology :
Flash Cards
Cool speech to convert text into spoken words
Touch screen monitor
Notebooks, iPad, Android Tablets, & Computers
Dictating machine or recorders
Digital assistants
Click to Read: Life Skills use SymbolStix assist with reading, comprehension, & increase vocabulary
Assignment & testing modification
Provide a checklist for student and/or parent
Have student restate assignment and/or instructions
Student may need to work in group or be isolated
Allow student to move, stand, etc. while working
Do assignments that require more concentration in the AM
Special education classes
Allow for extra time between classes
Educate staff & administration
Specific & precise instructions
Modify teaching strategy accordingly
Peer tutor
School counseling & support staff
Monitor attention span, stress & fatigue, adjust according
Provide seating options
Reinforce appropriate behavior
Praise & Redirect student as needed
What is Other Health Impairment:
Low Level
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SLD is a processing disorder in one or more psychological processes that affects the ability to understand or use language, spoken or written, that may manifest itself in the imperfect ability to think, listen, speak, read, write, spell or compute mathematically. SLD does not include learning problems that stem directly from visual, auditory, motor, intellectual, emotional, cultural, environmental, or limited English proficiency.
Assistive Technology:
• Use of calculators (for older students)
• Use of tape recorders
• Use of computer with spell and grammar check
• Provide audio books
What is Specific Learning Disability (SLD)
Accommodations:
• 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
Low