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4 Types of Disabilities/Disorders (HEARING IMPAIRMENT (Low Incidence…
4 Types of Disabilities/Disorders
HEARING IMPAIRMENT
(Low Incidence Disability)
Tips for Teachers
Visual Stimulus
Use Captions
Use Technology
Consider Classroom Arrangement
Unnecessary noise to a minimum
Teaching
Math
10
strategies
Pay attention to:
Background noise
Repeat instruction
Do not speak facing the blackboard
Provide student with list of new words and concepts/keywords for the instruction time
Use visual aids often
Speak slowly
Allow recording or transcripts
common core standards
[More Information]
Types of Hearing loss
(
https://hearnet.org.au/hearing-loss/types-of-hearing-loss
)
https://www.asha.org/SLP/schools/Common-Core-State-Standards/
FAQ
Assistive Technologies
3 Types of Assistive Learning
Devices
Type 2: Induction Loop. Hearing Loop
microphone for teacher
Headset for student
Amplifier in the classroom
Loop wires around the room or under carpet
Infrared System
Transmitter that coverts sound waves to infrared
Receiver that converts infrared back to sound wavers
Teacher has a microphone
Student has a headset or hearing aid
Sound is transmitted through FM signal
Understanding Assistive Hearing Devices
Indicators
Questionnaire for teachers
https://www.healthyhearing.com/report/52256-A-teacher-s-guide-to-recognizing-hearing-loss
(Speech problems, struggles with vocabulary, strugles to follow instructions, speaks with a higher volume, etc)
Link Title
IEPs for hearing impaired
http://www.raisingdeafkids.org/learning/rights/iep.php
LINK
Step 1: Consider the grade-level content standards for the grade in which the student is enrolled or would be enrolled based on age.
Step 2: Examine classroom and student data to determine where the student functions in relation to grade-level standards.
Step 3: Develop the present level of academic achievement and functional performance.
Step 4: Develop measurable annual goals aligned with grade-level academic content standards.
Step 5: Assess and report the student's progress throughout the year.
Step 6: Identify specially designed instruction, including accommodations and/or modifications, the student needs to access and progress in the general education curriculum.
Step 7: Determine the most appropriate assessment option.
Role of
Audiologist
Assessment Strategies
Link
When their range of literacy is an issue, students may require the use of a thesaurus or dictionary during exams. personal computer with spelling and grammar functions may be required.
Provide alternatives to those assignments which are based on interviews or questionnaires, and be flexible with assignment deadlines, particularly if students have had to wait for transcripts of learning sessions.
Provide extra time in examinations, particularly extra time for reading questions. Some students will prefer to have questions and instructions ‘signed’ to them.
Debate over low incidence markers
http://www.dinf.ne.jp/doc/english/asia/resource/apdrj/v172006/identify-children.html
http://www.indianjotol.org/article.asp?issn=0971-7749;year=2016;volume=22;issue=2;spage=73;epage=76;aulast=Varshney
Orthopedic Impairment (Low-Incidence disability, <1% of all student served by IDEA in US)
Factors to consider
Assistive Technologies
Ergonomic seating and desk
Augmentative communication device
Professional Services
Physical Therapist
Occupational Therapist
Speech-Language Pathologists
Specialized Physical Education Teacher
Message Therapist
Music Therapist
Speech recognition software
Academic software for students with dissabilities
Screen reading software
Devices for positioning and mobility
canes
walkers
crutches
wheelchairs
specialized exercise equipment
specialized chairs, desks, and tables for proper posture development
Indicators
Neuromotor impairments
limited limb movement
loss of proper alignment of the spine
loss of urinary control
Degenerative diseases
progressive muscle weakness
difficulty walking
muscle loss
Musculoskeletal disorders
pain
stiffness
aching
sleep disturbances
burning sensation
twitching
Recommendations for Teachers
Determine the type of impairment? (Physical, cognitive or both)
Be aware of the impairment and it's effect on the student
Fatigue, Pain, motor skills, cognitive
Collaborate with special educator and other professionals to develop individual education plan
Background
Common Examples: Amputations, Fractures, Bone Tuberculosis, Poliomyelitis, Spina Bifida, Cerebral Palsy, Muscular Dystrophy, spinal cord injuries, amputations and clubfoot
Definition in education: IDEA states, "Severe Orthopedic Impairment adversely affects a child's educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease, and impairments from other causes."
Visual Impairment including Blindness (Low-Incidence disability)
Assistive Technologies
Low-Tech
Enlarged Reading Materials from photocopiers & published in large font
Directed lighting on reading material
Prescribed glasses/contact lenses/magnifier
Bold lined paper
Writing guides (slate & stylus for punching Braille, Perkins Brailler typewriter)
low vision pens
High-Tech
Electronic Magnification
Closed circuit televisions (CCTVs) Merlin/Acrobat family and Amigo models with sliding board and scanner
Pebble - portable hand-held electronic magnifier
Desktop mounted camera aimed at the blackboard for easy viewing
Auditory-Based Technology
Tape recording
Talking calculator
"Jaws" software that converts text to voice or Braille
Kurzweil 1000 voice recognition computer: converts text on computer or scanned pages to speech
Recorded books and speech recognition: both used heavily for older students
Electronic Telescopes
Good for viewing distant images for museum trips and other field trips
VisAble video hand-held telescope
"Jordy" head-mounted display w/ video camera pointed by head movement
Computer Magnification
1.Software programs: Zoom Text (enlarges text) and Web Eyes (enlarges web pages on I.E. browser up to 144 point)
2.Screen magnifiers: attached to desktop monitors, laptops or televisions
Other
PDAs (personal digital assistants)
E-book readers
Computerized pens
Accommodations for struggling students
Set up Classroom Environment
For students' safety:
1.O&M (orientation and mobility) allows student to move safely and independently
Use assistive technologies
Use any residual vision effectively and efficiently
Read and write in Braille if appropriate
Plan of Services
IFSP (individualized family service plan) or IEP (individualized education program) with parents involved
Alternative sensory use
Touching, listening, smelling, tasting, moving, use whatever vision they have
Accommodate for the unique type of orthopedic impairement
Special seating arrangements to develop useful posture and movements
Ensure that assistive devices are available
Instruction focused on development of gross and fine motor skills
Accommodations and teaching tips
At your school, ensure that students with intellectual disabilities are included in school-wide activities. (For example, field trips, educational assemblies, and pep rallies.)
Become familiar with your school's policy on student bullying. If you see a bullying incident, concerning a student with intellectual disabilities, stop the incident as soon as possible, and report the bullying to your head of department, or head of school.
Inside the classroom, be sure to speak at an optimal speed for student comprehension. (Some learners, with intellectual disabilities, may have difficulties understanding what they are hearing, so opt for a slower pace of speaking.)
Be patient, and remember that a student with intellectual disabilities will probably need extra time to understand classroom instructions, complete learning activities, and finish daily living tasks.
(An example of a daily living task: washing hands, or eating lunch.)
(
http://www.projectidealonline.org/v/intellectual-disabilities/
)
Intellectual Disability (classified as a low-incidence disability)
Three tiers of response
(for identifying students with intellectual disabilities in early elementary school)
According to the ESSA (Every student succeeds act) of 2015, students who were previously classified as having Mental Retardation have a new classification: Intellectual Disability. (This change was because of the offensive nature of the first term.)
Additional note:
In America, the ESSA replaced the No child left behind act.)
(
https://www.ed.gov/essa
)
Assistive Technology
Tier 1 (1st level) In general education classes, the entire class is screened for learning and intellectual disabilities
Tier 2 (2nd level) Based on the results of the Tier 1 screening, students with learning and intellectual disablities receive extra instruction in small groups. (in the classroom)
Tier 3 (3rd level) If some Tier 2 students are not making progress, they begin to receive more intensive instruction. (The students spend part of the day in mainstream classes, and part of the day in small group classes.)
Finally, if a student is not making progress, they are referred to the special education department, to receive special education services. (
https://www.understood.org/en/school-learning/special-services/rti/at-a-glance-3-tiers-of-rti-support
)
Computer-based communication displays, electronic picture communication boards, (and books) voice output communication devices (
http://www.gpat.org/Georgia-Project-for-Assistive-Technology/Pages/Assistive-Technology-Devices.aspx
)
A Unique Rehabilitation Approach to Neuromotor Impairments-link to youtube
