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Cohort 8: Unit 3, Activity 3 (Deaf-Blindness (Assistive technologies…

- - - - Routines: Keeping set routines everyday help students with developmental delays to be independent and able to focus on tasks more easily. https://www.brighthubeducation.com/special-ed-inclusion-strategies/78461-teaching-tips-for-students-with-developmental-delays/
        
        Predictability: Students with developmental delays find routines and procedures very helpful. Schedules and timers are also helpful. They are visual displays that the students can look at and feel comfortable that they know what's happening next or when something will be over. https://www.brighthubeducation.com/special-ed-inclusion-strategies/78461-teaching-tips-for-students-with-developmental-delays/
        
        Seating Arrangements: students with developmental delays often do better at individual desks. https://www.brighthubeducation.com/special-ed-inclusion-strategies/78461-teaching-tips-for-students-with-developmental-delays/
    - - Speech and Language Skills
        
        Fine and Gross Motor Skills
        
        Social and Emotional Skills
        
        Activities of Daily Living
        
        Cognitive or thinking skills
- - - - The Physical Environment
        
        seating arrangements should be considered by keeping student away from potentially harmful objects or substances in the classroom
        
        keep student in close proximity to a teacher or teachers aide as well as keeping student away from a peer who they may interact negatively
        -a quiet spot in the classroom to give child a place to go when feeling anxious, stressed or frustrated
      - Classroom Materials
        
        implement a self-monitoring checklist to help student stay organized and therefore more in control
        
        break assignments down into shorter segments to encourage confidence and alleviate anxiety
        
        checklist for student to self-monitor behavior (teacher encourages behavior through positive reinforcement and classroom rewards
      - Instruction & Evaluations
        
        -scaffold instruction for all students.
        -facilitate a welcoming and safe classroom environment
        
        offer extended time during assessments and testing to help minimize anxiety/fear.
        
        testing environment should be distraction free to help minimize anxieties
  - - - Characteristics & Behaviours
        
        Hyperactivity
        Aggression or self-injurious behavior
        withdrawal
        immaturity
        learning difficulties
    - - Frequency: 17.1 million children have or have had a psychiatric disorder
- - - - "Proloquo2Go:" augmentative communication application (AAC) that offers picture only, picture and text, and keyboard options for message formulation.
      - "Daycape:" allows therapists, teachers, parents, and even the child themselves to set up visual schedules. Benefiting grades pre-k through 5th, this app is an excellent way to help children with a variety of disabilities to manage their day
      - "Choiceworks:" helps children complete daily routines and tasks, understanding and controlling feelings and to improve their patience
      - "I Can Have a Conversation with You!:" An easy-to-follow, self-explanatory program engages the learner’s interest within a fun, supportive environment so that learning to communicate is naturally reinforcing
      - "Speech with Milo:" helps children develop storytelling skills by creating an interactive story book
      - "SceneSpeak:" creates interactive displays and stories with text-to-speech voices added to narrate scenes
- - - - Devices
        
        Specialized audio devices
        
        Hearing aids, earphone/headset and etc.
        
        Check the device often to ensure that it is working.
        Warning- It does not mean that devices return student's hearing to normal.
        
        FM devices, radio system
    - - Visual Alerting
        
        Ex. Behavior reminder not on table.
        
        Using 'captioning' feature with video.
        
        Provide visual element whenever possible.
        
        Ex. vocabulary cards with pictures.
  - - - After the instruction, looking around the class and trying to figure out what's happening based on others reaction.
      - Trouble to following what teacher asks to do
      - Not responding to others especially in the middle of noise
    - - 1.1 billion young people (aged between 12–35 years) are at risk of hearing loss due to exposure to noise in recreational settings. (World Health Organization)
      - According to WHO, Around 466 million people worldwide have disabling hearing loss, and 34 million of these are children.
  - - - Allow extra time for the student to finish his/ her task.
      - 2.Shut classroom door/ widow to eliminate the noicse
      - Make predictable routines for the child.
      - Provide small group activity.
      - Communication tool such as board, book, etc for the teachers and parents collaboration.
      - Do not hesitate to repeat the information, instruction to student.
      - Portable devices such as microphone
      - Speak slowly during the instruction
    - - Counseling/ Communication
      - Interact with parents for effective support. (ex.Parent-teacher conference)
      - Sign language instruction
      - Providing role models who struggled with the same factor to overcome.
- - - - Exclusion: Deaf-blindness
      - Prevalence
        
        The U.S. Department of Education reports 5,971,495 students receiving special education services in the 2003-2004 school year. Of that number, roughly 2.2%, or 132,333 students, received special education services based on a classification of multiple disabilities.
    - - Common traits.
      - Limited speech or communication
        
        Difficulty in basic physical mobility
        
        Tendency to forget skills
        
        Trouble generalizing skills from one situation to another
        
        A need for support in major life activities (e.g., domestic, leisure, community use, vocational)(National Dissemination Center for Students with Disabilities).
      - Teaching Strategies
        
        Determining an appropriate educational program for a student with multiple disabilities can be a daunting task due to the variety of pervasive supports needed by these students.
        
        The planning process should be a multidisciplinary process, including parents, teachers, physical therapists, assistive technology teachers, and any number of additional support staff. Of course, at the center of the planning process should be the student, and the strengths and desires of the student should guide the entire process.
        
        Specific steps to success need to be identified, and timelines set for each educational objective. In addition, resources and supports needed for the student to achieve his goals should be defined and addressed.
        
        One area of support that can be particularly effective for all involved is peer tutoring. Peer tutoring has been proven to have positive results for students with multiple disabilities in a number of separate research studies.
        
        However, care must be taken that the tutoring is not a one-way relationship, but is reciprocal. The student with multiple disabilities should also be able to provide something to the tutoring process, even if it is a simple social behavior. Some training on both sides will be necessary to make this a fruitful support system.
    - - Causes of Multiple Disabilities
        
        Chromosomal abnormalities
        
        Premature birth
        
        Difficulties after birth
        
        Poor development of the brain or spinal cord
        
        Infections
        
        Genetic disorders
        
        Injuries from accidents
      - Evaluation Process
        
        An in-depth evaluation of the child must be conducted (with parental consent) before any services or supports may be provided under IDEA (Individuals With Disabilities Education Act). This evaluation is free of charge to families. Its purpose is to gather detailed information about:
    - - Parent Centre Hub. 2015. https://www.parentcenterhub.org/multiple/#causes
        
        Special Education Guide. 2018. https://www.specialeducationguide.com/disability-profiles/multiple-disabilities/
        
        Project IDEAL. 2018. http://www.projectidealonline.org/v/multiple-disabilities/
        
        SPECIAL EDUCATION ELIGIBILITY ‐ AASEP. http://aasep.org/fileadmin/user_upload/Protected_Directory/BCSE_Course_Files/Course_5/Chapter-9-Special_Education_Eligibility.pdf
- - - - Incidence and prevalence
        
        Incidence can be convoluted since there is no standard criteria to identify ID. Typically, an individual with an IQ less than 70 is identified as having ID.
        
        Overall prevalence ranges from 1 to 1.5% of the total population
        
        Recent studies show a surge in incidence in children and adolescents with a prevalence up to 5.8% in children aged 2-17
        
        Prevalence is higher in males than females with 7 to 9 females with ID for every 10 males.
        
        Prevalence of ID is lower in children with ASD (4 children per 1000)
        
        Approximately 15% of deaf children are also diagnosed with ID.
      - Assistive Technologies
        
        Educational
        
        AT can act as a communication aid for students with ID who cannot verbally communicate
        
        Computer assisted instruction can help reinforce math and reading skills for students with ID
        
        Computers can promote interaction with non-disabled peers.
        
        Computer-assisted learning can help reinforce basic academic skills, such as spelling and word recognition
        
        Life Skills
        
        Video based instruction can help individuals to learn a variety of daily tasks, such as cooking a meal or using an ATM
        
        Videos can also be used for job training, social skills, therapy, and behavioral development
        
        Prompting devices can help individuals with memory problems complete daily and sequenced tasks.
      - Accommodation
        
        These students will not be able to keep pace with peers in integrated classrooms, therefore an alternate curriculum is required
        
        The modified curriculum must be adapted to focus on academic advancement as well as skills that foster independence and self-reliance
        
        The modified curriculum should focus on real-world reading, writing and math skills as it relates to the academic material, such as money (math), time concepts, and vocational training
        
        Teaching Strategies
        
        Break down large tasks into smaller segments
        
        Teach one concept at a time and in a logical sequence
        
        Teach in small groups or one-on-one
        
        Provide multiple opportunies to practice and reinforce learned skills in different settings
- - - - Arrows everywhere ! Make them stop!
    - - It is estimated that 70-80% of people with poor reading skills, are likely dyslexic. About 1 / 5 of students has a language based learning disability of which dyslexia is the most common.
      - Many students with dysleia are actually very gifted in some area, but are mistakeningly label by society as being dumb or lazy.
      - In my experience, I had a friend in high school with dyslexia, he could take apart a car, fix it, and put it back together without any formal training whatsoever. He just had difficulty doing the same thing with a sentence.
      - Here is a fun fact, Ozzy Ozbourne has dyslexia.
      - It is estimated that 70-80% of people with poor reading skills, are likely dyslexic. About 1 / 5 of students has a language based learning disability of which dyslexia is the most common.
      - Many students with dysleia are actually very gifted in some area, but are mistakeningly label by society as being dumb or lazy.
      - In my experience, I had a friend in high school with dyslexia, he could take apart a car, fix it, and put it back together without any formal training whatsoever. He just had difficulty doing the same thing with a sentence.
      - Here is a fun fact, Ozzy Ozbourne has dyslexia.
- - - - According to the American Association of Intellectual and Developmental Disabilities, an individual has intellectual disability if he or she meets three criteria:
        IQ is below 70-75
        There are significant limitations in two or more adaptive areas (skills that are needed to live, work, and play in the community, such as communication or self-care)
        The condition manifests itself before the age of 18
        
        Low Incidence
        
        About 6.5 million people in the United States have an intellectual disability.
        Approximately 1-3% of the global population has an intellectual disability (around 200 million people)
        Intellectual disability is significantly more common in low-income countries – 16.41 in every 1,000 people.
        The United Nations Development Program estimates that 80% of all people with disabilities live in low-income countries.
      - Assistive Technologies
        
        text-to-speech (TTS) software
        
        Sip-and-puff systems. These systems allow for control of a computer, mobile device or some other technological application by the child moving the device with his or her mouth or cheek.
        
        Automatic page-turners, book holders, and adapted pencil grips.
        
        Barriers in community buildings, businesses, and workplaces can be removed or modified to improve accessibility. Such modifications include ramps, automatic door openers, grab bars, and wider doorways.
        
        Lightweight, high-performance wheelchairs have been designed for organized sports, such as basketball, tennis, and racing.
        
        Adaptive switches make it possible for a child with limited motor skills to play with toys and games.
      - Accommodations
        
        scheduling
        
        Giving the student extra time to complete assignments or tests.
        Breaking up testing over several days
        
        Setting
        
        Working in small groups.
        Working one-on-one with the teacher.
        
        Materials
        
        Provide audiotaped lectures or book.
        Using large print books, Braille, or books on CD.
        Giving copies of teacher's lecture notes to parents
        
        Instruction
        
        Reducing the difficulty of assignments
        Reducing the reading level
        Use a student peer or tutor
        
        Student Response
        
        Allowing answers to be given orally or dictated.
        Using a word processor for written work.
        Using sign language, a communicative device, Braille, or a native language if needed.
- - - - Disorders of expressive and receptive language (i.e., language comprehension and expression of ideas)
        
        Often referred to together as Speech-Language Disorders and treated by Speech-Language Pathologists, though children may have one or both. Childhood Speech and Language Disorders
      - Signs/Symptoms
        
        Not understanding the meaning of words and phrases and/or difficult understanding the meaning of the sounds the ear sends to the brain.
        
        Not knowing the words to use or knowing the words, but lacking the ability to put words together in a way that makes sense to others.
        
        Aphasia (difficulty understanding or speaking parts of language due to brain injury or how the brain works.) https://www.youtube.com/watch?time_continue=2&v=zjkgSCIXo3k
    - - Disorders of sound production ability and sound encoding. (i.e. stuttering, stammering, other pronunciation issues and/or sound comprehension issues)
      - Signs/Symptoms
        
        Difficulty forming specific words or sounds correctly
        
        Difficulty making words flow smoothly, like stuttering or stammering.
        
        https://www.youtube.com/watch?v=4K3Sw8-zBSo
        
        Difficulty distinguishing sounds from one another (sometimes caused by hearing loss)
- - - - Implement buddy system so every week a friend can tell their blind classmate about any new information, clubs, games, hot lunches, or events happening in the school.
      - Verbalize school news in the morning.
      - Discuss emergency plans with the student in case of fire, lock downs, earthquakes, etc.
      - Paint edges of the stairs with bright colours.
- - - - Difficulties with transitions between tasks and activities is common through the full range of the autism spectrum.
        
        Students with autism perform best when they know how to break up their time between each tasks required to complete the exercise or project in front of them. Teachers can provide an outline for each assignment to help students transition between the required tasks.
    - - Kids on the autism spectrum often have difficulties with visual or auditory learning styles.
        
        For children exhibiting difficulties with both visual or auditory learning styles, it is possible to provide tactile tools to convey the information provided with each lesson. Tactile tools may include flash cards, board games, pads for notetaking, computer games and craft projects. Although it can be beneficial for the students to try the other types of media from time to time, the best progress will be made with the child’s preferred learning style.
    - - Up to 95% of autistic children have difficulties regulating their sensory system, which is often referred to as sensory processing disorder.
        
        The fidgets allow these kids to self-regulate their emotions and keep themselves on task when distractions compete for their attention.
    - - Loud noise, strong smell
        
        create a quiet corner in a low traffic area of the classroom. The corner should have somewhere for the students to comfortably rest and allow their sensory system to calm down. Noise canceling headphones or ear plugs, sleep masks and weighted blankets can all help the student overcome sensory overload and prepare to begin the learning process anew.
- - - - Touch cues
      - Object symbols
      - Sign language
      - Gestures
      - Picture symbols
      - Fingerspelling
      - Signed English
      - Braille
      - Lip-reading speech
      - Pidgin Signed English
      - Tadoma method of speech reading
  - - - Braille translation software: converts print into Braille and Braille into print
      - Screen enlargement software: increases the size of text and images on a computer screen
      - Braille printer: connects to a computer and embosses Braille on paper
      - Screen reader: converts text on a computer screen to audible speech
      - Refreshable Braille display: converts text on computer to Braille by an output device connect to the computer
    - - 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