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4 Disabilities acc. to IDEA (Developmental Delay (Mark) Developmental…

- - - - determine the need for Occupational Therapy (OT), Physical Therapy (PT), Adaptive Physical Education (APE)
      - determine the need for speech services.
      - use manipulatives such as alphabet letter tiles, wooden blocks and plastic shapes
      - revise lesson plans to include several opportunities to demonstrate the expected outcome
      - determine the need for vision therapy
      - access the need for assistive technology or other forms of assistance
  - - - provide a peer mentor--an older student who can read with the child
      - simplify information on worksheets
      - place the child near the front of the class to help him stay focused
      - provide hands on activities
      - repeat directions
      - utilize a picture cue card on the child's desk showing his schedule
  - - - provide consistency with classroom rules and consequences
      - utilize a behavior rubric to encourage appropriate behavior
      - prepare the child in advance for changes in routine (i.e. an assembly, a field trip)
      - provide individual or group counseling sessions
      - utilize peer modeling/role playing
      - provide positive reinforcement (i.e. verbal, stickers, chart)
- - - - Provide regular breaks
      - Give students plenty of access to water
      - Break assignments into chunks that can be completed outside of the classroom if time is used up
    - - Find ways to used "flipped classroom" strategies to give students the material they need to learn outside of the classroom
      - Record any important class sessions, or have a classmate do so, and post or give these materials to the student
      - Keep in lose touch with student's parents. The students may be required to have additional tutoring at their home or in their hospital, based on state laws.
    - - Problem: Memory Issues
        
        Multiple forms of instructions: Written, spoken, pictographic
        
        Voice or video recordings to help students recover from any memory loss due to seizures
        
        Post a calendar / checklist to remind students of their progress
      - Problem: Missed Classes
        
        Flexibility
        
        Setting a general timetable of each unit
        
        Recording audio or video of classes
      - Problem: Seizures in Class
        
        Remove fluorescent lights, and replace with full-spectrum bulbs.
        
        Provide a quiet place for students to recover in case of an unexpected seizure
        
        Light sensitivity glasses can reduce the risk of seizures caused by flashing lights.
    - - Note: The American Psychiatric Association estimates 5% of Americans have ADHD; the CDC estimates closer to 10% do.
        
        Problem: Inability to focus, inattentiveness
        
        Break activities into smaller steps and reward students for completion
        
        Give students instructions in multiple forms: written, spoken, drawn
        
        Post class rules and expectations, assignments and steps of assignments in an easy-to-see place in the room
        
        Problem: Hyperactivity
        
        Give students regular breaks to move around and release excess energy
        
        Add a physical element to in-class activities, such as running to the board.
        
        Find a physical activity outside of class that can engage the student's energy
    - - Problem: Distracting Tics
        
        Model acceptance for other students when tics are not overly disruptive
        
        Reduce anxiety, which exacerbates tics, by providing regular breaks
        
        Introduce study strategies that can make work more manageable and less intimidating
      - Problem: Handwriting difficulty
        
        Using an in-class scribe
        
        Using a tablet such as Surface or iPad for writing
- - - - DEFINITION:question: The Individual with Disabilities Education Act (IDEA) officially defines the term as “concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.”
        
        CAUSES:question:
        
        Illness
        
        Accident
        
        Genetic Syndrome
        
        Premature Birth
        
        Meningitis
        
        Post Natal Complications
      - A child who is deaf or hard of hearing learns through vision. A child who is blind or visually impaired learns through hearing. A child who is DeafBlind learns through touch
        
        CHALLENGES facing a child who's Deaf-Blind:question:
        
        Depend upon the good will and sensitivity of those around them to make their world safe and understandable.
        
        Challenge of learning to communicate
        
        Challenge of learning to move about in the world as freely and independently as possible.
        
        Behavioural and emotional difficulties.
        
        Limited information available to him or her.
        
        EDUCATIONAL Challenges:question:
        
        Fulfilling reading assignments
        
        Presenting oral reports
        
        Participating in class discussions
        
        Understanding classroom lectures
        
        :star: Principal COMMUNICATION systems for children who are deaf-blind
        
        Touch cues / Gestures / Object symbols / Picture symbols / Sign language / Fingerspelling / Signed English / Pidgin Signed English / Braille writing and reading / Tadoma method of speech reading / American Sign Language / Large print writing and reading / Lip-reading speech
    - - 9] Have classmates identify themselves as they answer questions and participate in class discussions to allow the student to orient to the speaker.
        
        8] Provide appropriate wait time for the student to respond to instruction or directions.
        
        10] Provide instruction at an appropriate pace, frequently checking for understanding and reteaching concepts as necessary.
        
        7] Consult with assistive technology specialists to discuss possibilities of low to high tech devices for increasing independence and participation.
        
        6] Carefully consider the arrangement of the classroom so that mobility is encouraged and comfortable for the child.
        
        5] Optimize use of additional support staff, including interpreters and interveners, to assist the child in accessing classroom information and concept development.
        
        4] Work with other team members to identify appropriate homework options and requirements.
        
        3] Provide information to the student to indicate that a new task is beginning, the expectations for the lesson, and prepare the student for transitions to new activities. Consistency across routines will facilitate learning.
        
        1] Provide directions and instructions using the student’s preferred and strongest mode of communication. Many students will benefit from total communication approach including spoken language, tactile information, and sign language.
        
        2] Involve the student in the brainstorming process; ask him/her to make suggestions about environmental and instructional strategies that are helpful.
      - :star: ASSISTIVE Technologies
        
        Computer adaptations:
        
        Braille translation software: converts print into Braille and Braille into print
        
        Braille printer: connects to a computer and embosses Braille on paper
        
        Screen reader: converts text on a computer screen to audible speech
        
        Screen enlargement software: increases the size of text and images on a computer screen
        
        Refreshable Braille display: converts text on computer to Braille by an output device connect to the computer
        
        Telecommunication Devices
        
        In order for individuals who are deafblind to communicate using the telephone, they may use a telecommunication device for the deaf (TDD) that includes braille output. A TDD is a small keyboard with a display and modem. 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.
        
        Adaptive devices:
        
        Braille notetakers: lightweight electronic note-taking device that can be connected to a printer or a Braille embosser to produce a printed copy
        
        Optical character reader: converts printed text into files that can be translated into audible speech or Braille
        
        Electronic braillewriter: produces Braille, translates Braille into text or synthetic speech