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Disability Categories Under IDEA (Mental Retardationdownload Types of…

- - - - Symptoms
        
        Short attention span
        
        Poor memory
        
        Difficulty following directions
        
        Inability to distinguish between letters, numerals, or sounds
        
        Poor reading and/or writing ability
        
        Poor general and eye-hand coordination
        
        Disorganization and other sensory difficulties
        
        Difficulties with sequencing
        
        Other Characteristics that may be present:
        
        Performs differently from day to day
        
        Responds inappropriately in many instances
        
        Distractible, restless, impulsive
        
        Says one thing, means another
        
        Difficult to discipline
        
        Doesn’t adjust well to change
        
        Difficulty listening and remembering
        
        Difficulty telling time and knowing right from left
        
        Difficulty sounding out words
        
        Reverses letters
        
        Places letters in incorrect sequence
        
        Difficulty understanding words or concepts
        
        Delayed speech development; immature speech
      - References
        
        Introducing The Hybrid Teacher: Hope for Students with LD in the General Education Classroom, retrieved from: https://ldaamerica.org/introducing-the-hybrid-teacher-hope-for-students-with-ld-in-the-general-education-classroom/
        
        Types of Learning Disabilities, Retrieved from: https://ldaamerica.org/types-of-learning-disabilities/
        
        Symptoms of Learning Disabilities, retrieved from: https://ldaamerica.org/symptoms-of-learning-disabilities/
        
        What to Expect When Your Child Has a Learning Disability: Identification and Diagnosis, retrieved from: https://coggle.it/diagram/W422oKYlrbq3DR72/t/learning-disabilities
        
        How many people are affected/at risk for learning disabilities? 12/1/2016, retrieved from: https://www.nichd.nih.gov/health/topics/learning/conditioninfo/risk
      - Types
        
        Dyscalculia
        
        Affects a person’s ability to understand numbers and learn math facts. Individuals with this type of LD may also have poor comprehension of math symbols, may struggle with memorizing and organizing numbers, have difficulty telling time, or have trouble with counting.
        
        Visual Perception/Visual Motor Deficit
        
        Affects the understanding of information that a person sees, or the ability to draw or copy. A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD, it can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
        
        Dyspraxia
        
        Characterized by difficulty in muscle control, which causes problems with movement and coordination, language and speech, and can affect learning. Although not a learning disability, dyspraxia often exists along with dyslexia, dyscalculia or ADHD.
        
        Memory
        
        Three types of memory are important to learning. Working memory, short-term memory and long-term memory are used in the processing of both verbal and non-verbal information. If there are deficits in any or all of these types of memory, the ability to store and retrieve information required to carry out tasks can be impaired.
        
        Auditory Processing Disorder (APD)
        
        A condition that adversely affects how sound that travels unimpeded through the ear is processed or interpreted by the brain. Individuals with APD do not recognize subtle differences between sounds in words, even when the sounds are loud and clear enough to be heard. They can also find it difficult to tell where sounds are coming from, to make sense of the order of sounds, or to block out competing background noises.
        
        Non-Verbal Learning Disorder (NVLD or NLD)
        
        A disorder which is usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial and social skills. Typically, an individual with NLD (or NVLD) has trouble interpreting nonverbal cues like facial expressions or body language, and may have poor coordination.
        
        Dyslexia
        
        Affects reading and related language-based processing skills. The severity can differ in each individual but can affect reading fluency, decoding, reading comprehension, recall, writing, spelling, and sometimes speech and can exist along with other related disorders.
        
        Dysgraphia
        
        A specific learning disability that affects a person’s handwriting ability and fine motor skills. Problems may include illegible handwriting, inconsistent spacing, poor spatial planning on paper, poor spelling, and difficulty composing writing as well as thinking and writing at the same time.
        
        ADHD
        
        Includes difficulty staying focused and paying attention, difficulty controlling behavior and hyperactivity. Although ADHD is not considered a learning disability, research indicates that from 30-50 percent of children with ADHD also have a specific learning disability, and that the two conditions can interact to make learning extremely challenging.
        
        Executive Functioning
        
        An inefficiency in the cognitive management systems of the brain that affects a variety of neuropsychological processes such as planning, organization, strategizing, paying attention to and remembering details, and managing time and space. Although not a learning disability, different patterns of weakness in executive functioning are almost always seen in the learning profiles of individuals who have specific learning disabilities or ADHD.
      - Neurologically-based processing problems
        
        Individuals with learning disabilities will struggle with their disorder throughout life, both in school/work and personal relationships
        
        Students can learn to work with their learning disability in order to minimize disruptions to progress in the classroom and personal lives
        
        Sometimes medication will be prescribed and can help
        
        Despite having a learning disorder, these students generally have average or above average intelligence.
      - Incidence
        
        Some reports estimate between 15-20% of students have a learning disorder
        
        There is a wide range in estimates of the number of people affected by learning disabilities and disorders. Some of the variation results from differences in requirements for diagnosis in different states.
      - Identification and Diagnosis
        
        Parents have the right to write a letter requesting a special education comprehensive evaluation for their child
      - How to best teach to students with Learning Disabilities
        
        Understand the relationship between emotion and cognition.
        
        Focus on the learner first and the curriculum second.
        
        Find out what facilitates effective learning and what gets in the way.
        
        Praise the process that students use as often or more than the product they create.
        
        Know that students learn in different ways.
        
        Understand that it’s not about having kids work harder, but rather that they work smarter.
        
        Know that it’s important to separate skill instruction from content acquisition.
        
        Examine your classroom practices to identify what works and what doesn’t.
        
        Demonstrate the ability to expose students to a variety of stimuli.
        
        Cover the curriculum by understanding the child.
- - - - Always keep your language simple and concrete.
      - Teach specific social rules/skills, such as turn-taking and social distance.
      - Use Task Analysis –very specific, tasks in sequential order.
      - Give fewer choices.
      - If you ask a question or give an instruction and are greeted with a blank stare, reword your sentence.
      - Avoid using sarcasm.
      - Avoid using idioms.
      - Give very clear choices and try not to leave choices open ended.
      - Repeat instructions and checking understanding.
      - Providing a very clear structure and a set daily routine including time for play).
      - Teaching what “finished” means and helping the student to identify when something has finished and something different has started.
      - Providing warning of any impending change of routine, or switch of activity.
      - Addressing the pupil individually at all times (for example, the pupil may not realize that an instruction given to the whole class also includes him/her.
      - Using various means of presentation – visual, physical guidance, peer modeling, etc.
      - Recognizing that some change in manner or behavior may reflect anxiety (which may be triggered by a [minor] change to routine).
      - Not taking apparently rude or aggressive behavior personally; and recognizing that the target for the pupil’s anger may be unrelated to the source of that anger.
      - Avoid overstimulation.
      - Seeking to link work to the pupil’s particular interests.
      - Exploring word-processing, and computer-based learning for literacy.
      - Protecting the pupil from teasing at free times, and providing peers with some awareness of his/her particular needs.
      - Allowing some access to obsessive behavior as a reward for positive efforts.
      - Allowing the pupil to avoid certain activities (such as sports and games) which s/he may not understand or like; and supporting the pupil in open-ended and group tasks.
    - - Appears disinterested or unaware of other people or what’s going on around them
      - Doesn’t know how to connect with others, play, or make friends
      - Prefers not to be touched, held, or cuddled
      - Doesn’t play "pretend" games, engage in group games, imitate others, or use toys in creative ways
      - Has trouble understanding feelings or talking about them
      - Doesn’t seem to hear when others talk to him or her
      - Doesn't share interests or achievements with others (drawings, toys)
    - - Speaks in an abnormal tone of voice, or with an odd rhythm or pitch (e.g. ends every sentence as if asking a question)
      - Repeats the same words or phrases over and over, often without communicative intent
      - Responds to a question by repeating it, rather than answering it
      - Uses language incorrectly (grammatical errors, wrong words) or refers to him or herself in the third person
      - Has difficulty communicating needs or desires
      - Doesn’t understand simple directions, statements, or questions
      - Takes what is said too literally (misses undertones of humor, irony, and sarcasm)
    - - Uses facial expressions that don't match what he or she is saying
      - Doesn’t pick up on other people’s facial expressions, tone of voice, and gestures
      - Makes very few gestures (such as pointing). May come across as cold or “robot-like.”
      - Reacts unusually to sights, smells, textures, and sounds. May be especially sensitive to loud noises. Can also be unresponsive to people entering/leaving, as well as efforts by others to attract the child’s attention.
      - Abnormal posture, clumsiness, or eccentric ways of moving (e.g., walking exclusively on tiptoe)
      - Avoids eye contact
    - - Follows a rigid routine (e.g., insists on taking a specific route to school)
      - Has difficulty adapting to any changes in schedule or environment (e.g., throws a tantrum if the furniture is rearranged or bedtime is at a different time than usual)
      - Unusual attachments to toys or strange objects such as keys, light switches, or rubber bands. Obsessively lines things up or arranges them in a certain order.
      - Preoccupation with a narrow topic of interest, often involving numbers or symbols (e.g., memorizing and reciting facts about maps, train schedules, or sports statistics)
      - Spends long periods watching moving objects such as a ceiling fan, or focusing on one specific part of an object such as the wheels of a toy car
      - Repeats the same actions or movements over and over again, such as flapping hands, rocking, or twirling (known as self-stimulatory behavior, or “stimming”). Some researchers and clinicians believe that these behaviors may soothe children with autism more than stimulate them.
    - - Hand flapping
      - Rocking back and forth
      - Spinning in a circle
      - Finger flicking
      - Head banging
      - Staring at lights
      - Moving fingers in front of the eyes
      - Snapping fingers
      - Tapping ears
      - Scratching
      - Lining up toys
      - Spinning objects
      - Wheel Spinning
      - Watching moving objects
      - Flicking light switches on and off
      - Repeating words or noises
- - - - High Incidence: as low as 2 to more than 30 per 1000 Source
        
        Characteristics:
        The majority of individuals who are considered to have a mild intellectual disability have an IQ in the range of 50 to 60. There is no specific cause as to the cause of their developmental delay.
        Students who are labeled with a mild intellectual disability show delays in cognitive, social, and adaptive behavior skills within the classroom setting. Source
        
        Impact on Learning:
        Curriculum and instruction need to be modified so that these students can reach their full potential not only in an academic setting but also in other fictional areas. While these students will have limitations in many adaptive behaviors, these limitations will co-exist alongside strengths in other areas. Source
        
        Teaching Strategies:
        Teach one concept or activity component at a time.
        Teach one step at a time to help support memorization and sequencing.
        Teach students in small groups, or one-on-one.
        Always provide multiple opportunities to practice skills in a number of different settings.
        Use physical and verbal prompting to guide correct responses, and provide specific verbal praise to reinforce these responses.
        Source
        
        Assistive Technologies:
        Low Tech
        Note-taking cassette recorders
        Pencil grips
        NCR paper/Copy machine
        Simple switches
        Head pointers
        Picture boards
        Taped instructions
        Workbooks
        High Tech
        Optical character recognition
        Calculator
        Word Processors with spelling and grammar checking
        Word prediction
        Voice recognition
        Speech synthesizers
        Augmentative communication devices (e.g., Liberator)
        Alternative keyboards (e.g. PowerPad, intellikeys)
        Instructional software
        Source
- - - - Involve the student in their own IEP and setting reasonable goals
      - Communication between parents and school staff should be open
      - Ensure the child's parents are using the same coping strategies and reinforcement at home
      - School staff should have a cue [speech or nonverbal] to warn child of inappropriate behaviour
      - Student may benefit from a one-on-one aide
      - Psychological or counseling services
      - Staff should be aware of student triggers
      - All parties must be consistent in expectations
  - - - References (Emotional Disturbance)
      - Study.com. (2008). AccommodationsFor Students with Emotional Disturbance. Retrieved from https://study.com/academy/lesson/accommodations-for-students-with-emotional-disturbance.html
      - Parent Center Hub. (2017). Categories of Disability Under IDEA: Emotional Disturbance. Retrieved from https://www.parentcenterhub.org/categories/
      - A Child With Needs. (2012). Emotional Behavioral Disorder: Accommodations and Modifications. Retrieved from http://www.achildwithneeds.com/disabilities/emotional-disability/emotional-behavioral-disorder-accommodations-and-modifications/
      - South Bend Community School Corporation. (2016). Behavioral Accommodations. Special Education Services.Retrieved from http://www.sped.sbcsc.k12.in.us/ppm/behavior/behaccommodations.html*
      - Huise, H. Programming for Children with Social, Emotional, and Behavioral Needs in the Least Restrictive Environment. Retrieved from http://mcandrewslaw.com/publications-and-presentations/articles/programming-for-children-with-social-emotional-and-behavioral-needs-in-the-least-restrictive-environment/
      - The Educator's Room. (2012). 5 Ways to Deal with Emotionally Disturbed Students. Retrieved from https://theeducatorsroom.com/five-ways-to-deal-with-students-who-are-emotionally-disturbed/
  - - - Behavioural contracts
      - Clearly posted classroom rules
      - Visual daily schedule featuring classroom environment
      - Reduced assignment load
      - Rewards when appropriate
      - Give opportunities for breaks
      - Provide choices for student whenever possible
      - Stimulating class material and environment if possible
      - Timers to help with time limits
    - - In certain cases, adequate personal space is needed
      - Positive reinforcement of work and goals
      - Seating child close to a peer role model
      - "Calm down" area away from others to protect classmates and keep ED student in their own space
- - - - Impairments of TBI
        Source
        
        Memory deficits
        
        Attention
        
        Language
        
        Cognition
        
        Reasoning
        
        Problem-solving
        
        Physical Functions
        
        Speech
      - Attributes of Students with TBI
        Source
        
        Impulsive
        
        Slow learning
        
        Verbally Intrusive
        
        Needs accommodation in most tasks
        
        Distractable
        
        Don't accept change
        
        Hyperactive
        
        Struggle with social interactions
        
        Disorganized
        
        Trouble with other children
        
        Difficulty connecting concepts
      - Impact on Learning
        Source
        
        Misdiagnoses is common. Many children with TBI are diagnosed with individual learning disabilities which doesn't allow those children to get the best help. It has a high occurrence however is considered a low incidence. Experts believe if each case was diagnosed correctly it would be a high incidence disability.
        
        Overall many children are unable to succeed with TBI because they are misdiagnosed and never receive the correct level of help.
      - Assistive Technologies
        
        Teaching Strategies
        Source
        
        Reduce distractions
        
        Divide work into smaller segments
        
        Use cue words to help them pay attention
        
        Frequently repeat information
        
        Teach how to take good notes
        
        Let the student rest
        
        Repeat practice
        
        Additional time for review
        
        Establish routines
        
        Practice sequencing
        
        https://youtu.be/Sw4_Ckfr8AA
        
        https://youtu.be/lEMtvsuUEcs
        
        Technology aids
        Students with TBI can have a variety of complications. This list is the common tools to help those with TBI become effective in the classroom. Without the help of technology these kids would have little to no chance for success in the classroom. These technologies also help the teacher become more effective and spend equal amounts of time with the whole class rather than with only one student
        
        Fine motor skills
        
        Writing software
        
        Smart Pens
        
        Computers
        
        Difficulty retaining information
        
        Recorders
        
        translators
        
        Calenders
        
        Daily reminders
        
        Checklists
        
        Speech
        
        Speech generating devices
  - - - More common in boys
- - - - Lectures and lessons must be available for students as a handout or power point presentation.
      - Empower students to record lectures and differentiate instruction via media and internet to reach out to students having difficulties accessing in usual ways.
      - Prepare to make available definition of subject specific vocabulary ahead of time, so interpreters can modify and communicate what is being taught and the student cam assess.
      - Any technology based films or videos need to be captioned
      - For tutorials being used in class, make sure that the student has a clear path to you and control the discussion so only one person is peaking at a time.
      - A rooms lighting can be a factor, dark rooms can make it difficult for the students with hearing impairments.
      - Students with hearing loss may choose for a student to present their tutorial papers, so keep in mind to prepare for groupings.
      - When teaching the lecturer needs to face the classroom and be aware of facial hear, hands, books, microphones, and anything that can make it hard for lip readers to read.
      - Reading lists and guidance to key texts before a course can benefit students who've experienced hearing loss at an early age.
      - Concisely repeat any questions asked in the lecture or class before giving any feedback.
      - Differentiated teaching and modifying teaching style may occur when students have interpreters, so be sure to contact and meet with the providers of service to collaborate on management and approaches.
      - Make sure there is no outside or background noise.
      - If a captioning remote is being used be sure to share the inscription of the lecture to be assessed by the student within a day.
      - Use assistive listening devices such as induction loops. Hearing aids may consist of transmitter/receiver systems with a clip-on microphone for the lecturer.
      - Source
      - Encourage students with a hearing loss to seat themselves toward the front of the lecture theatre where they will have an unobstructed line of vision.
  - - - Source
  - - - Source
  - - - Mixed
      - Sensorineural
      - Conductive
      - Central
- - - - Medical complications during pregnancy and birth, including cerebral palsy.
      - A range of syndromes, including Usher syndrome, CHARGE syndrome, congenital rubella syndrome and Down Syndrome.
      - Premature birth.
      - Illness and accidents.
      - Sensory loss as a result of ageing.
- - - - FM Systems
      - Infrared and Audio Induction Loop systems
      - Coupling accessories (for connectivity to media devices such as computers, TVs, tablets, smartphones, etc.)
  - - - Assistive listening devices (ALDs) help amplify the sounds you want to hear, especially where there’s a lot of background noise. ALDs can be used with a hearing aid or cochlear implant to help a wearer hear certain sounds better.
      - Augmentative and alternative communication (AAC) devices help people with communication disorders to express themselves. These devices can range from a simple picture board to a computer program that synthesizes speech from text.
      - Alerting devices connect to a doorbell, telephone, or alarm that emits a loud sound or blinking light to let someone with hearing loss know that an event is taking place.
- - - - Break down learning tasks into small steps
      - Kinesthetic instructions or 'learn by doing”
      - Use of visual aids like pictures, charts and graphs.
      - Provide direct and immediate feedback (cause and effect)
      - Hands-on Learning
      - Repetition while using multiple approaches
      - Teach life skills
      - Songs
  - - - Timers
      - Variable Speed Recorders
      - Phonetic Spelling Software
      - Real time feed back programs like classdojo
      - Interactive Block Games
      - Picture dictionary graphics
      - Low-Tech Handouts
  - - - Masten, Mackenzie, 2017, 7 Reasons Why Differentiated Instruction Works, retrieved from http://inservice.ascd.org/7-reasons-why-differentiated-instruction-works/
      - Guido, Marcus, 20 Differentiated Instruction Strategies and Examples, retrieved from https://www.prodigygame.com/blog/differentiated-instruction-strategies-examples-download/
      - Sharon, Dominica, 2012, Modifications for Students with an Intellectual Disability, retrieved from https://www.brighthubeducation.com/special-ed-learning-disorders/104639-modificatons-for-students-with-intellectual-disabilities/
- - - - Ergonomic, one handed, expanded, or mini keyboards
      - Breaks
      - Note-takers or note copies for those who fatigue when writing a lot
      - Adjustable work stations
      - Reduced or increased lighting
      - Quiet rooms for writing tests
      - Additional time on tests and assignments
    - - Recorded class sessions
      - Note-takers
      - Online submission for assignments
      - Extended deadlines
      - Well-organized and clear "syllabus" that outlines deadlines so student may prioritize his or her assignments or plan doctor's appointments around said dates
      - Collaboration between home and school / parents and staff
      - Reduced course load
      - Website or email to access classroom information
    - - Special training/awareness for staff and students
      - Accessible field trips, classroom, and labs
      - Adjustable workstations
      - Modified classroom equipment
      - Group work
      - Speech recognition devices
      - Adapted classroom materials
    - - References (Other Health Impairments)
      - Study.com. (2018). Other Health Impairment (OHI) Definition & Characteristics. Retrieved from https://study.com/academy/lesson/other-health-impairment-ohi-definition-characteristics.html
        
        Penn State University. (2018). Typical Accommodations for Students with Disabilities. Retrieved from https://altoona.psu.edu/offices-divisions/student-affairs/health-wellness/student-disability-resources/accommodations/typical-accommodations
        
        Parent Hub. (2015). Other Health Impairment. Center for Parent Information and Resources.Retrieved from https://www.parentcenterhub.org/ohi/*
- - - - Low Incidence:. 2.5 to 5 per 10000 children Source
        
        Characteristics:
        Moderate ID IQ 35 to 49
        Noticeable developmental delays (i.e. speech, motor skills)
        May have physical signs of impairment (i.e. thick tongue)
        Can communicate in basic, simple ways
        Able to learn basic health and safety skills
        Can complete self-care activities
        Can travel alone to nearby, familiar places
        
        Severe ID IQ 20 to 34
        Considerable delays in development
        Understands speech, but little ability to communicate
        Able to learn daily routines
        May learn very simple self-care
        Needs direct supervision in social situations
        Source
        
        Teaching Strategies:
        Assume Competence-When students are assumed to be competent, they gain access to age-level experiences and information. If assumed to not be competent, those around them can limit their access to materials, information, and experiences.
        Inclusive Education- Students with moderate to severe intellectual disabilities need ongoing opportunities to learn from their peers without disabilities. They need regular and close contact to acquire typical interactive behaviors, typical speech patterns where possible, and appropriate behaviors in general.
        
        Positive Behavior Support-nondesired behavior is not perceived as negative but as efforts by the student to communicate. A functional behavioral assessment (FBA) is recommended to determine what may be initiating and maintaining the behavior for the student.
        Self Determination Skills-Students, despite difficulties with communication, must be listened to and must be supported in their efforts to become self-determined. Helping students to develop their interests is a critical for self- determination so that students can advocate for what they desire. Instead of forcing students to learn the same material in the same way, respect the individual student’s interests and strengths.
        Source
        
        Assistive Technologies:
        Speech-to-Text
        Word Prediction
        Text-to-Speech
        Intel Reader
        Proof Reading Software
        Math Talk
        Draft Builder
        Source
        Source
- - - - Assistive Technologies-use depends on degree of visual impairment
        
        Hand held magnification
        
        Large print/electronic print
        
        Video magnifiers
        
        iPads
        
        audio equipment
        
        Monoculars
        
        Computer magnificiation software
        
        Large button keyboards
        
        Highlighted materials
        
        Slant boards
        
        Use of scribe
        
        Dark Lined Paper
        
        Black pens
        
        Reading guides
        
        Braillers and electronic braille notetakers
        
        Braille materials
        
        Equipment that is enlarged or modified with braille, such as protractors, compasses, calculators and rulers
        
        Braille Translation Software
        
        Braille embosser
        
        Cane
        
        Tactile graphics
        
        Talking calculator
        
        Computer screen reader
        
        Slate and Stylus
    - - Teaching Strategies
        source
        
        Video
        
        Address all students by name so it is known who is speaking
        
        Use verbal explanations for any presentations, demonstration or writing on the board/projector
        
        Allow preferential seating at the front of the classroom, on the carpet or wherever learning is taking place.
        
        Allow use of scribe
        
        Use tactile objects
        
        Use real objects
        
        Use spacial directions
        
        As much as possible treat the visually impaired student as you would any other and this will encourage the classmates to do the same.
        
        Plan ahead. Braille and large print materials, especially text books and documents with diagrams and pictures take longer to prepare. Allow 2 weeks for handouts and several months for text books.
        
        Encourage independence in work and problem solving. Observe student, but only help when asked to build self-confidence.