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The 14 IDEA Disability Categories (1.LEARNING DISABILITIES (ACADEMIC AREAS…

- - - - Assistive Technologies
        
        Assistive listening
        Closed Captioning
        Computers / software
        Hearing impaired assigned teacher
        
        New Technology for Deaf Students https://www.youtube.com/watch?v=QTZB7jEdLEw
      - Differentiated Instructional Strategies
        
        Substitutions for oral test and oral instructions Preview of instructional material
        Closed captioning for instructional video
        One to one instruction as required
        
        References
        Florida Alliance for Assistive Services and Technology. (2017). 7 Types of Assistive Technology. Retrieved 6 October 2018 from https://faast.org./news/7-types-assistive-technology.
        Deafness Foundation. (2016). Types of Hearing Loss.Retrieved 6 October 2018 from https://deafness.org.au/hearing-loss/about hearing-loss/types-of-hearing-loss/.
        Special Education Guide. (2018). *Deafness. Retrieved 6 October 2018 from https://www.specialeducationguide.com/disability-profiles/deafness/.
        Inclusion Resource. (2018). Disability Categories Under IDEA.Retrieved 6 October 2018 from https://sites.google.com/site/inclusionresourcenotebook/disability-areas.
- - - - d. Strategies ?
        
        a. Accomodation: develop the behaviour patterns of a learner with a severe intellectual disability so as to enable him or her to cope in the social situations he or she is likely to encounter
        b. Locomotion: removal of the learner with a severe intellectual disability from the situations in which he or she cannot cope to those in which he or she can.
        c. Construction: alter the demands and expectations of others in situations which the learner with a severe intellectual disability is likely to encounter, so as to enable him or her to cope despite his or her lack of social ability.
      - e. Assistive technologies & Other Accomodations ?
        
        a. For easier reading: Screen Readers, optical character recognition/ voice output
        b. For communication: Interpreter via “buddy system”/ writing implements or computer with word processing
        c. For general learning: provide visual photograph/ graphic guides demonstrating each step of a particular task
        d. For Cognitive Functioning: customized Habituation Training Programmes/ Simplified Mobile phones
- - - - Reading
        
        Text to speech software to create a spoken version of the text in a computer document.
      - Writing
        
        Talking word processors to provide auditory feedback assisting students in the composition, formatting, sorting and rearranging of text.
        
        Graphic organizers enabling visual representation of information.
        
        Adaptive grips for pencils/pens to redirect attention towards content rather than the process of writing.
      - Mathematics
        
        Specialized calculators providing visual representation of mathematical problems.
      - Behaviour
        
        Stopwatches to monitor or evaluate performance as a function of time.
        
        Computer software such as ClassDojo which enables students to track and monitor their performance.
        
        Palm devices enabling a range of monitoring strategies for various classroom behaviours.
    - - Teach behaviour management skills
        
        Recognize that misbehaviour always has a reason and identify events which trigger disruptive behaviour in order to address and modify routines for a more constructive outcome.
      - Help students establish positive peer relationships
        
        Structure routines that create a sense of classroom community through initiatives such as cooperative learning, peer tutoring and classroom meetings. Provide guidance and use a mentor to reinforce appropriate social skills.
      - Make learning relevant
        
        Establish links between the curriculum and students' lives to inject relevance into lessons. Use high interest materials during instruction.
      - Establish expectations
        
        Set short, concise ground rules and post them clearly in the classroom. Review these frequently to ensure understanding. Establish clear short-term and long-term goals for the student.
      - Help students cope with stress
        
        Stress can result in physical reactions if the cause of stress is not addressed or effective coping strategies are not employed. Consider input from family members to identify unusual stressors, promote stress relieving strategies such as exercise and refer for counselling to build coping techniques if problems persist.
      - Maintaining Organization
        
        Provide students with an organizer and assist to prioritize tasks/activities/assignments, emphasize due dates, identify patterns in routine, follow up on accuracy of entries.
  - - - • Immaturity
        
        • Aggression or self injury
        
        • Hyperactivity
        
        • Withdrawal
        
        • Learning difficulties (performs below grade)
        
        • Severe ED children might have excessive anxiety, odd motor actions or abnormal mood swings
      - Not all emotional problems can be seen. Teachers should be aware of both internal and external warning signs.
        
        A student may have internalized emotional problems if he:
        
        Appears isolated from friends.
        
        Seems overly dependent on others.
        
        Is moody.
        
        Exhibits feelings of helplessness.
        
        Shows an interest in cults.
        
        Has an inordinate attraction to fantasy.
        
        Is apathetic.
        
        Is a bully victim.
        
        Is frequently absent because of illness.
        
        Cries inappropriately and too often.
        
        Is abusing himself/herself.
        
        A student may have externalized emotional problems if she:
        
        Becomes a chronic discipline problem.
        
        Exhibits a lack of empathy or compassion.
        
        Has temper tantrums.
        
        Is truant often.
        
        Experiences poor academic performance.
        
        Has conflicts with authority figures.
        
        Bullies others.
        
        Damages the property of others.
        
        Becomes non compliant.
        
        Becomes impulsive.
        
        Becomes aggressive.
      - Functional Limitations
        
        Time Management
        
        Organization and Prioritization
        
        Social Skills
        
        Concentration
        
        Memory
        
        Communication
        
        Responding to Change
        
        Managing Stress
        
        Screening Out Environmental Stimuli
    - - The IDEA defines emotional disturbance as a condition exhibiting one or more of the following characteristics over a long period of time to a marked degree that adversely affects a child's educational performance:
        
        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 behaviour 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.
    - - 'Emotional disturbance' is an umbrella term commonly used to refer to a number of different mental disorders, included but not limited to:
        
        Anxiety disorders
        
        Bipolar disorder
        
        Conduct disorder
        
        Eating disorders
        
        Obsessive compulsive disorder
        
        Psychotic disorders
- - - - Deficits in social communication & interaction
        
        Loss of previously acquired speech, babbling or social skills
        
        Avoidance of eye contact
        
        Persistent preference for solitude
        
        Difficulty understanding other people’s feelings
        
        Delayed language development
      - Restrictive, repetitive patterns of behavior, interests or activities
        
        Persistent repetition of words or phrases (echolalia)
        
        Resistance to minor changes in routine or surroundings
        
        Restricted interests
        
        Hyper- or hypo reactivity to sensory input or unusual interests in sensory aspects of the environment
        
        Repetitive behaviors (flapping, rocking, spinning, etc.)
  - - - Create a sensory safe environment and routines, hopefully following a sensory diet created by an occupational therapist (ex. have sensory breaks running around school, use the pushing wall, promote use of headphones for all the students)
      - Be consistent with routines, expectations and consequences. Use visuals and technology as resources (ex. social stories, visual timers & schedules).
      - Promote independence and social interaction. Start a Peer Support Network and use peers as a resource to foster independence. Also use Google Calendar on the phone for reminders to help to student be independent with transitions.
      - Follow his interests and plan activities based on this. If the student loves Star Wars, make the Science class Star Wars themed. Show real interest in the things he enjoys.
      - Promote different ways of communication for non verbal students and for expressing emotions and needs. Use apps like Learn with Rufus (emotions) and Upcard (communication of needs) or use emotions flashcards.
      - Follow the accommodations/modifications established on the IEP. I created a website about school adaptations with real life examples. Follow the link! :warning:please do not share the password (GravityFalls) with anyone outside the cohort because of students confidentiality.
      - Allow breaks as needed. Sometimes you need to help the student identify when he is feeling tired and needs a break.
      - Be creative and have fun!
- - - - Types of Deaf-Blindness
        
        Symptoms
        
        Assistive Technologies
        
        Strategies for using an iPad
        
        Teaching Strategies
- - - - Teaching Strategy
        
        Assistive Technology
        
        References
- - - - When diagnosing, professionals look at two factors: Intelligence Functioning and adaptive skills. Additionally, looking at IQ scores, individuals who fall below 70-75 are considered Intellectually Disabled (average IQ is 100). Adaptive skills refer more to daily life; skills such as communication with others or ability to take care of one’s own needs.
      - https://www.youtube.com/watch?v=C3RWbLl4bUk
    - - MID manifests in delays in social development.
      - Typically students with a Mild Intellectual Disability function 2-4 years below grade level.
      - Students with this disability may be unable to pick up non-verbal cues, exhibit obsessive compulsive behaviors and may need frequent reminders about proper social interaction.
      - MID also impairs adaptive skills, meaning students might be disorganized, clumsy and forgetful.
      - These students struggle to differentiate discrete and abstract concepts. Figurative language is typically very confusing for these students.
      - MID affects speech development, memory and attention span.
    - - Lesson Modifications (fewer problems at a lower grade level, shorter periods of time to work, brief breaks)
        
        Reinforce productive work with desired activities
        
        Create a positive environment (these students typically struggle with self worth and confidence)
        
        Simple and clear rules for the classroom (and consequences for when they are broken.) These students often struggle with rules, keeping them clear and concise can help.
        
        Whenever you are introducing procedures or processes or giving directions, ensure that stages or sequences are made clear and are explained in verbal as well as written form.
        
        Depending on severity of Intellectual Disability, might need supplemental instruction from special education
    - - Behavior Contracts (classroom behavior is often difficult for students with MID, behavior contract give them a process for following behavior guidelines)
      - Visual Aids: pictures, charts, graphs
      - Use technology to record student work (i.e. photography, tape, video, voice recordings)
      - Computer and Tablet Applications
      - Toys (students with MID are typically "hands on" learners, toys are particularly helpful for younger students)
      - Videos (videos of correct social interactions can help students with MID learn adaptive skills)
- - - - 455,462 children with vision difficulty (serious difficulty seeing even when wearing glasses and blindness)
      - 42,000 children with a severe vision impairment (unable to see words and letters in ordinary newsprint)
      - 61,739 children in educational settings
        who are legally blind
  - - - Learn about your student's specific visual impairment
      - Access to specialized materials and tools (Braille or enlarged books, tactile maps, and adaptive technology)
        
        Bookshare | For those with print disabilities, including visual impairments or blindness. Offers free membership to qualified U.S. students and schools, and makes more than 539,823 titles available digitally.
        https://www.bookshare.org/
        
        Learning Ally | For those cannot read standard print. Offers more than 80,000 digitally recorded textbooks and literature titles for download. Formerly Recording for the Blind and Dyslexic.
        800.221.4792 | http://www.learningally.org/
        
        LOUIS | Database of info on more than 421,789 titles in accessible formats, including braille, large print, sound recording, and electronic files.
        http://louis.aph.org/catalog/CategoryInfo.aspx?cid=152
      - Make sure you have access to the student's IEP and educational goals listed within
      - Consult with special educators and orientation and mobility (O&M) specialists
      - Communicate with the student's parents
      - Allow the student to explore new items with their hands, and then consider using hand-under-hand or hand-over-hand instruction (resting students' hands in or over your own while you perform a task)
    - - If you notice these symptoms, it is important to give it immediate attention because of how disruptive visual impairment is to a students' learning
        
        Visually impaired kids are capable of most of the activities & tasks that sighted children are; however, they need additional tools or modification.
- - - - Teaching Strategies
        
        Assistive Technology
        
        Hearing Aids and Auditory Training Devices: Hearing aids are one of the most well-known types of devices used by individuals with hearing impairments. There are a great variety of hearing aids, but all are intended to amplify sound. Auditory training devices include devices such as FM systems. FM systems are more simplistic than hearing aids. To use a FM system, the teacher speaks into a microphone and the student would use headphones or speakers.
        
        Computers: There are many special software programs for students with hearing impairments. The programs can supplement instruction by providing speech drills, auditory training, sign language instruction, and reading and language instruction.
        
        Alerting Devices: Many everyday devices have been adapted for individuals with hearing impairments, including items such as watches, doorbells, fire alarms, school bells, and alarm clocks. Instead of using noise, these devices use vibration and light to alert the individual.
        
        Captioning: Televisions are equipped with the ability to provide captioning for individuals with hearing impairments. Closed-captioning makes television and film accessible for individuals with hearing impairments.
        
        Telecommunication Devices: In order for individuals with hearing impairments to communicate using the telephone, they may use a telecommunication device for the deaf (TDD). A TDD is a small keyboard with a display and modem. In order to use the TDD, the individual must relay information to an operator. Text messaging has recently become a very useful avenue for individuals with hearing impairments to relay messages without using the TDD.
        
        Cochlear Implants: The cochlear implant is a surgically implanted device designed to make sounds audible for individuals with sensorineural hearing loss.
        
        regular speech, language, and auditory training from a specialist
        
        the use of amplification systems
        
        services of an interpreter for those students who use one or more visual communication modes
        
        favorable seating in the class to facilitate speechreading
        
        captioned films/videos
        
        the assistance of a notetaker who takes written notes so that the student with a hearing loss can fully attend to instruction
        
        instruction for the teacher and peers in alternate communication methods such as sign language
    - - Educational obstacles related to hearing impairments stem around communication. A student with a hearing impairment may experience difficulty in:
        
        the subjects of grammar, spelling and vocabulary
        
        taking notes while listening to lectures
        
        participating in classroom discussions
        
        watching educational videos
        
        presenting oral reports
      - Underscoring the difficulty that students with hearing impairments may have in presenting oral reports are the potential language development problems linked to hearing impairments. Arizona’s Department of Education’s Parent Information Network notes that, “Since children with hearing impairments are unable to receive some sounds accurately, they often cannot articulate words clearly.”
    - - These hearing disorders can be caused by genetic or hereditary factors, infections, developmental abnormalities, or environmental/traumatic factors.
      - Conductive
        
        Conductive Hearing Loss is caused by damage or obstruction in the external or middle ear that disrupts the efficient passage or conduction of sound through those chambers. Most conductive losses can be treated medically; however, repeated conductive losses can affect children's language development.
      - Mixed
        
        Mixed Hearing Loss is a combination of both a conductive and a sensorineural hearing loss.
      - Sensorineural
        
        Sensorineural Hearing Loss is caused by damage to the inner ear (cochlea) or auditory nerve that transmits impulses to the brain. Sensorineural hearing loss tends to be more severe, permanent, and usually affects oral language development.
      - Central
        
        Central Hearing Disorders are the results of a disorder or dysfunction in the central auditory system between the brain stem and the auditory cortex in the brain.
      - Typically, hearing loss is categorized as slight, mild, moderate, severe or profound, depending on how well an individual can hear the frequencies that are commonly associated with speech.
- - - - Symptoms:
        
        References:
        
        Processes of IEP
- - - - Impact
        
        Note:language impairments are often misinterpreted as bad behavior; they may interfere with our interpretation of social cues, etc.
      - Speech
        
        Voice
        
        Articulation
        
        Fluency
      - Language
        
        phonological disorders
        
        morphological disorders
        
        semantic disorders
        
        syntactical deficits
        
        pragmatic difficulties
- - - - Categories
        
        Causes
        
        Birth Complications
        
        Environmental Issues
        
        Other Medical Conditions
        
        what to watch for
        
        intervention Strategies
        
        Routines: structure and routine in learning give a sense of stability to kids who know they are different. Teachers and parents should work together to create equal expectations at home and school
        
        Manipulatives hands on learning with blocks or plastic shapes should be employed: handling these things will improve gross motor skills
        
        1 more item...
        
        https://www.youtube.com/watch?v=0Zosc8dEBf8)
        
        a child experiencing developmental delay will often avoid class work in order to hide their disability.
        
        https://www.youtube.com/watch?v=pDmRpaxmQr4
- - - - DYSCALCULA
        
        Those who struggle with basic number sense and early number concepts as well as having difficulties with math calculations and reasoning.
      - DYSGRAPHIA
        
        Students who struggle with motor skills to write thoughts on paper, spelling and thinking skills needed for vocabulary retrieval, grammar and memory.
      - The inability to hear and manipulate sounds in words as well as to read and spell words accurately and fluently.
  - - - 2: Visual and Auditory Memory
        
        3: Visual and Auditory Sequencing
      - 4: Visual and Motor Co-ordination
        
        5: Spacial Relations
        
        6: Temporal Relations
        
        7: Abstract and Logical Thinking
  - - - The Need To Succeed with LD's
        
        1: SELF AWARENESS
        
        Successful students show awareness of their strengths and weaknesses in both academic and non-academic areas. Students are able to compartmentalize their learning disability, seeing their LD as only one aspect of their character.
        
        2: PROACTIVITY
        
        Most successful children with LD's are actively engaged, not only in the world around them, but also eventually controlling their own destinies.
        
        3: PERSEVERANCE
        
        Children showing flexibility in their perseverance to learn, knowing when it is time... not to give up....but try another route to improve their chances of success.
        
        4: GOAL SETTING
        
        Successful students who eventually set goals, had specific and flexible objectives, along with the teachers help, strategies for accomplishing them.
        
        5: EFFECTIVE SOCIAL SUPPORT SYSTEMS
        
        Children who "Triumph" over their LD's had plenty of "Champions" in their lives such as Teachers, Therapists, and Family members who guided them and served as mentors.
        
        6: EMOTIONAL COPING STRATAGIES
        
        Most children growing up with LD's, " Created significant stress in their lives." The children who learn to recognize the events that trigger stress, and then develop strategies to cope with those situations.
  - - - 2: NATIONAL INSTITUTE FOR LEARNING DEVELOPMENT (2016).
        1540 Breezeportway, Suite 500, Suffork, VA. 23435
        http://nild.org/learning-disabilities/how-students-can-be-helped/
        
        3: LANGUAGE, SPEECH and HEARING SERVICES in SCHOOLS, July 2010, Vol.41, 233-264. doi:10. 1044/0161(2009/08-0128)
        History: Received December 9,2008; Revised March3, 2009; Accepted April 22, 2009
- - - - Special seating (for posture development and movement)
      - Help with note-taking
      - Extended time for deadlines of classwork due
      - Teacher awareness!
      - IEP (individualized education program) to try and make it so that the student doesn’t have to go very far in the hallways between classes
      - Instruction focused on gross and fine motor skill development
      - Making sure they have proper augmentative communication and other assistive devices
      - The presence of another type of specialist, such as
      - Physical therapist (gross motor skills)
      - Occupational therapist (fine motor skills)
      - Speech-language pathologist
      - Adapted PE teachers
    - - Devices to access information - these devices assist students with orthopedic impairments in getting access to classroom curriculum material and include the following:
        
        Speech recognition software
        
        Screen reading software
        
        Augmentative and alternative communication devices (ie communication boards)
        
        Academic software packages for students with disabilities
      - Devices for positioning and mobility - these devices assist students with orthopedic impairments in helping them to participate in school and classroom activities and include the following:
        
        Canes
        
        Walkers
        
        Crutches
        
        Wheelchairs
        
        Specialized exercise equipment
        
        Specialized chairs, desks, and tables (for posture development)