Please enable JavaScript.

Coggle requires JavaScript to display documents.

High-Incidence Disabilities :pen: By: Kimberly, John & Charlie (Speech…

- - - - Be Patient: It may take some time for the student to understand what you're saying to them as well as the student to express what they want to say.
      - Repeat yourself: Using simple 1 word language, or sign-language (thumbs up)
      - Comprehension: Make sure they are understanding what is being said. Pause and let the student guide you.
- - - - Effective Strategies to help students with Learning Disabilities :star:
        
        Early Intervention: Breaking learning into smaller more achievable steps. Providing Quality feedback regularly. Modeling behaviors for LDs. Scaffolding from teacher explicit instruction to student mediated. :check:
        
        Differentiated Instruction helps students take control of their learning and set them on the correct path towards success. :checkered_flag:
        
        Teach Planning Strategies: Providing work plans with specific tasks that students can check off. Planning for individualized tutoring sessions or instruction. Utilizing scoring guides in class for LDs to follow. :check:
        
        Preventative Strategies: Encouraging positive self talks. Helping LDs create realistic expectations. Having moments of fun with LDs. :check:
        
        Assistive Technology:
        Different types of programs from low to high tech. Various computer programs such as "text to speech" or "speech to text," tablet applications, word predictions, and graphic organizers can be utilized to assist LDs. :check:
        
        Dragon Dictation (speech recognition software) :checkered_flag:
        
        Mobility assistance aids (walkers, wheelchairs, prosthetics) and hearing aids and other assisting aids can be utilized by LDs :checkered_flag:
        
        Text enlargement applications and screen enlargers :checkered_flag:
        
        Parents and Teachers can look for early signs. Common signs of Learning Disabilities :check:
        
        Identifying and Helping Struggling Students (personal coggle) :check:
- - - - Children with the most serious emotional disturbances exhibit distorted thinking, excessive anxiety, bizarre motor acts, and abnormal mood swings. :
        
        Help for school-aged children :smiley:
        
        Individuals with Disabilities Education Act (IDEA) requires that special education & related services be free of charge to every eligible child with a disability including preschoolers (aged 3-21) :check:
        
        Identify classroom management techniques that support improved behavioral outcomes by increasing appropriate behaviors and decreasing inappropriate behaviors. :check:
        
        Early detection: Working together with teachers and other professionals in collaborating to address child's specific needs. An IEP would be best to set-up goals and good framework. :check:
        
        Behavior Intervention Plan (BIP) is based on the results of a functional behavior assessment which would be conducted to try and determine why the behavior was occurring & then use that information to identify intervention strategies that include positive behavior supports. :check:
        
        Supporting students w/Emotional Disabilities
        
        Getting involved with after school activities or finding an interest that the student enjoys doing.
        
        This could lead to making friends with similar interest, having the student identify with someone of their age and relatable can have a positive impact on the students emotional state and well-being.
- - - - Effective strategies to help MID students in the classroom: :star:
        
        Foster Listening Skills: : Modeling active listening skills can give students a great example of how they should listen. Looking at the student and repeating back what they say can ensure you're listening and allow the student to follow your example. :check:
        
        Proximity Control: Moving around the classroom and letting students be aware of your location can help to redirect their attention. This is also a great strategy to avoid verbal cues, which could distract the teacher or other students from the task at hand. :check:
        
        Classroom Routine: A consistent routine that is predictable for MID students can allow them to feel in control of their school day and focus more on their learning. :check:
        
        Class Dojo
        
        Behavioral Rewards System: Creating a rewards system with set rules that are transparent with the students can help them to make better choices during school. Following through with what you say is essential for this system to work. A link to Class Dojo above shows a great site that is colorful, fun, and interactive for the students to praise them and track their progress. :check: