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14 IDEA Disability Categories (Other Health Impairment Mark (Definition…

- - - - Low tech manipulatives and high tech game apps to improve fine motor skills.
      - Text to Speech Software for students with speech delays or difficulty reading.
      - Audiobooks
      - FM systems to help students ignore background noise and focus on teacher's voice.
    - - Seat students away from distractions, perhaps with a buddy who can help keep them on task.
      - For a comprehensive list of strategies see Developmental Delay Strategies (http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/DevelopmentalDelay
      - Read to students and ask questions to build comprehension and communication skills.
      - Shorten writing assignments for students who have difficulty holding a pencil.
      - Employ predictable routines in the classroom.
      - Use play-based activities for young children to strengthen muscles, improve motor skills and coordination: blowing bubbles, playing with play dough, hopping and skipping.
      - Be inclusive and encouraging, setting small achievable goals and focusing on successes.
- - - - Accommodations in the Classroom
        Provide written or pictorial instruction
        Use voice recordings of verbal instructions
        Have a peer buddy take notes for the student or permit tape recording
        Divide large tasks into smaller steps
        Provide a checklist of assignments and a calendar with due dates
        
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    - - The phrase "such as" means that other health impairments not listed above can be considered as IDEA Disabilty Categories if they meet the two main criteria
        1) chronic or acute health problems that
        2) adversely affects a child’s educational performance
      - Early intervention services are for children under the age of 3 includes free evaluation of the baby or toddler to see what the problem is, identifying the needs of the child (and family), and designing and delivering an individualized family service plan (IFSP) to address the child’s unique needs.
        
        Special education services are for children from 3 to 21, sometimes older. These services include specially designed instruction and a wide range of supports to address the student’s individual needs that result from his or her disability.
        
        Managing the Health Condition at School
        School Health Services and School Nurse Services, provided by a qualified school nurse or other qualified person
        
        Including
        special feedings
        clean intermittent catheterization
        suctioning
        management of a tracheostomy
        dispensing medications
        changing a child’s position frequently to prevent pressure sores
        chronic disease management
        conducting education and skills training for caregivers
        
        A child with an OHI may have periodic, lengthy absences from school, including hospitalization. During these times, the public school remains responsible for providing educational and related services.
        
        At home, the school may arrange for a homebound instructor to bring assignments from school to home and help the student complete those assignments
        
        Prepare for Transition Back To School.
        
        When hospitalized, services may be provided by the hospital, through arrangement with the school. The hospital may want to review the child’s IEP and may, with the parent’s permission, modify it during the child’s hospitalization.
        After the child is discharged, the hospital will share a summary of the child’s progress with the school, in keeping with whatever local school policies are
        
        Diagnosing the Health Condition
        medical services provided for diagnostic and evaluative purposes only by a licensed physician to determine a child’s medically related disability that results in the child’s need for special education and related services.
- - - - Teach one concept or activity at a time, until they master it.
      - Teach one step at a time, to help support memorization and sequencing.
      - Teach students in small groups, or preferably one-on-one.
      - Always provide hands on learning, and practice skills learnt in numerous different settings.
      - Use verbal and physical feedback to guide correct responses and provide positive reinforcement.
- - - - Speech refers to the actual sound of spoken language (talking). A speech disorder usually indicates that someone has trouble producing certain sounds accurately.
      - Language refers to a whole system of words and symbols - written, spoken or expressed with gestures and body language - that is used to communicate meaning. Language Impairment deals with meaning.
        
        Receptive Language Issues refer to difficulty understanding what is said
        
        Expressive language issues refer to difficulty communication one's thoughts
      - Students with high incidence disabilities can meet same standards as students without disabilities when highly structured interventions are put in place.
        
        Assistive technologies include:
        
        Computer Softward such as Read and Write for Google Chrome that supports learning in the four skills
        
        Communication Apps such as PROLOQUO2GO or iCommunicate that assist teachers and students in designing visual schedules, speech cards, storyboards
        
        Touch Screens and Communication Boards that support children whose speech is not understood by others to communicate
        
        Speech and Languages Strategies for the Classroom
        
        If you cannot understand a student, ask the student to show you or say it in a different way. If the student is able, ask them to write the word.
        
        Use a slow and relaxed rate with your own speech, but not so slow that you sound unnatural. Use pauses to slow down your speech.
        
        If a child makes an error, repeat the word in an appropriate model (e.g. If the child says "nak" for snake, you would say, "Oh, you want a snake"). This way you are not focusing on the error or calling negative attention to the child, but providing an appropriate model.
        
        When introducing new units/stories, compile a list of key vocabulary words (and when possible, pair a picture with vocabulary words). Create a word list with vocabulary and definitions to display in a visible place within the classroom.
        
        Stuttering is the most common kind of speech problem involving fluency. If a student stutters, allow the student to complete his/her thoughts without interrupting or completing the sentence for them.
        
        Allow student to demonstrate learning one-on-one
        
        one-on-one instruction with a speech therapist or push-in help with a speech therapist
- - - - Diseases
        
        Poliomyelitis
        
        Bone tuberculosis
      - According to Bausch et al. (2015) orthopedic impairment was the second most frequent reported disability in students between the kindergarten to grade 12.
        However it is reported that only 1.1% of students, approximately 68,188) in the USA receive special education services based on the classification of orthopedic impairments (Project IDEAL, 2013).
        LOW INCIDENCE
        
        Characteristics of Orthopedic Impairments:
        
        Degenerative Diseases
        
        Composed of various diseases that affect motor development.
        
        Common Type: Muscular dystrophy
        
        Musculoskeletal disorders
        
        Composed of various conditions that can result in various levels of physical limitations.
        
        Examples include: Juvenile Rheumatoid Arthritis and Limb Deficiency
        
        Neuromotor Impairments
        
        Caused by the following: abnormality or damage to, the brain, spinal cord, or nervous system.
        
        Associated Motor Problems
        
        Loss of urinary control
        
        Loss of alignment of the spine
        
        Limited limb movement
        
        Common Types: Cerebral Palsy and Spina Bifida
        
        Teaching Strategies
        
        Students may require the following accommodations to access the general curriculum of a school (Project IDEAL, 2013):
        
        Awareness of medical condition and its affect on the student (such as getting tired quickly)
        
        Securing suitable augmentative communication and other assistive devices
        
        Instruction focused on development of gross and fine motor skills
        
        Special seating arrangements to develop useful posture and movements
        
        Other specialists may be included in an IEP to ensure that all aspects of a students' impairment are covered.
        
        Specialists Included (Project IDEAL, 2003):
        
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        Assistive Technology
        
        Devices for Positioning and Mobility
        
        Crutches
        
        Wheelchairs
        
        Walkers
        
        Specialized exercise equipment
        
        Canes
        
        Specialized chairs, desks and tables for proper posture development
        
        Devices to Access Information
        
        Screen reading software
        
        Augmentative and alternative communication devices (eg. communication boards)
        
        Speech recognition software
        
        Academic software packages for students with disabilities
        
        References:
        
        Project IDEAL (2013). Orthopedic Impairments. Retrieved from http://www.projectidealonline.org/v/orthopedic-impairments/.
        
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      - Other causes
        
        Fractures or burns that cause contractures
        
        Cerebral palsy
        
        Amputations
      - Congenital anomalies
        
        Clubfoot
        
        Absence of some member
- - - - Accommodations during assessments (some examples):
        
        Extra time (usually 25%) (dyslexia/dyscalculia)
        
        Separate room for assessments (dyslexia/dyscalculia)
        
        Spell check (dyslexia/dyscalculia)
        
        Breaking long assessments into chunks
      - Phonetic Spelling Software and abbreviation expanders to convert the student's typing into the word they intended to write (dyslexia)
      - Talking calculator makes it easier to check assignments, read numbers and perform calculations. (dyscalculia)
      - Electronic worksheets to complete the assignments. These worksheets help students to format/line up words, equations and numbers. A text to speech or a speech synthesizing technology may be available. (dyslexia)
      - Proofreading programs may help students who struggle in writing, since these softwares scan documents and alert to possible errors.
      - Accommodations in class (some examples):
        
        Formula cards, calculation checklists and calculator (dyscalculia)
        
        Examples should be written either horizontally, or vertically but not both
        
        Highlighting or circling of the important information in a problem
        
        Squared paper
        
        Time organizers
        
        Mnemonics
        
        Note taking with the 2- columns approach
        
        Prioritizing with different coloured highlights: important information in one colour and details in another