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Learning Disabilities (High incidence (Accommodations (Take exams before…

- - - - Personalized Accommodations
        
        Visual prompts or cues (e.g., arrow pointing on page)
        
        Highlighted text
        
        Alternative answer sheet
        
        Information in songs or poems (e.g., facts, definitions).
      - Classroom Accommodations
        
        Textbooks for at-home use
        
        Additional time for assignments
        
        Use of mnemonics
        
        Have student restate information
        
        Provision of notes or outlines
        
        Support auditory presentations with visuals
        
        Assistance in maintaining uncluttered space
        
        Weekly home-school communication tools (notebook, daily log, phone calls or email messages)
        
        Extra visual and verbal cues and prompts
        
        Graph paper to assist in organizing or lining up math problems
        
        Use of tape recorder for lectures
        
        Graphic organizers
        
        Preferential seating
        
        No penalty for spelling errors or sloppy handwriting
        
        Follow a routine/schedule
        
        Alternate quiet and active time
        
        Verbal and visual cues regarding directions and staying on task
        
        Daily check-in with case manager or special education teacher
        
        Adjusted assignment timelines
        
        Visual daily schedule
        
        Immediate feedback
        
        Work-in-progress check
    - - Mind mapping Software
        
        Grammar check.
        
        Spelling checker
        
        Electronic dictionary
        
        Text-to-Speech software
        
        Speech-to-Text software
        
        Calculators, tablets
    - - WHAT IS IT? a disorder in 1 or more of the basic psychological processes involved in understanding or in using language, or processing calculations
      - DISORDERS INCLUDED
        -perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
      - Dyslexia is the most common learning disability. Individuals with this medical condition have difficulty in the areas of language processing.
      - 91% of Americans have heard of dyslexia, but 66 % don’t know about dysgraphia, dyscalculia and dyspraxia.
    - - Allow outlining, instead of writing for an essay or major project
        
        Use of alternative books or materials on the topic being studied
        
        Computerized spell-check support
        
        Word bank of choices for answers to test questions
        
        Provision of calculator and/or number line for math tests
        
        Film or video supplements in place of reading text
        
        Reworded questions in simpler language
        
        Projects instead of written reports
        
        Highlighting important words or phrases in reading assignments
        
        Modified workload or length of assignments/tests
        
        Modified time demands
        
        Pass/no pass option
        
        Modified grades based on IEP
  - - - problems with general mental abilities that affect intellectual and adaptive functioning,has an IQ below 80
    - - graphic organizers
      - sentence starters
      - Reduce amount of questions but not the quality of the question
      - Repeat lesson/instructions multiple times until mastery is achieved
      - Chunck assignments into smaller segments or one step at a time
    - - Visual aide; pictures, charts, graphs
      - Provide visual photograph guides demonstrating each step of a particular task
      - provide computer with word processing software if student can express self in writing
      - use voice output software to read print materials to student
    - - around 6.5 million people in the U.S. have intellectual disability
      - The most common syndromes associate with ID are autism, down syndrome, fragile x syndrome and fetal alcohol spectrum disorder
- - - - Global developmental delay (GDD) 1-3% of kids under 5
      - GDD is defined as having two or more delay in one of the 5 incidents (cognitive, social/ emotional, speech/ languages, fine and gross motor skills, activities of daily living
      - More than a little behind/ lacking skills their age have already
    - - Early intervention services
      - Have a professional exam child strengths and weaknesses
      - Examine the 5 incident areas (cognitive, social/ emotional, speech/ languages, fine and gross motor skills, activities of daily living
    - - Speech and language therapy
      - Occupational therapy
      - Physical Therapy
      - Behavioral Therapy
    - - Speech and Language: computer with voice synthesizer, board with symbols and objects, electrical assisted devices for reading and writing
      - Occupational: pre-made labels, read via tablet or computer with a text to speak feature
      - Physical: wheel chair, scooters, walkers, crutches, hearing aids, ramps and special handles
      - Behavioral: Vibrating watch to get students attention, text to speech software so student can listen instead of speaking and talk light so student can advice when there is too much noise
  - - - A mental condition characterized by difficulty in communicating and forming relationships with other people and in using language and abstract concepts
    - - Talk light: measures the amount of noise and warns when it gets too loud.
      - Noise reducing headphones: This helps the students to stay focused and not be overwhelmed
      - Speech generating devices: This will help them to communicate with pictures when they need something and therefor reducing the communication gap.
      - FaceSay Social skills Software: This helps them to learn sociably accepted behavior.
    - - Visual schedules
      - Narrower decision making
      - Video Modeling so they can watch your instructions repeatedly.
      - Motivation with a reward system
      - Communication technology
      - Give them their own quiet space in class
      - Communication booklet to keep the communication between teacher and parents open.
      - (Hensley, "22 Tips for Teaching Students with Autism Spectrum Disorders")
    - - About 1 in 59 children has been identified with autism spectrum
      - ASD is reported to occur in all racial, ethnic, and socioeconomic groups
      - ASD is about 4 times more common among boys than among girls.
      - More than 3.5 million Americans live with an autism spectrum disorder.
      - Prevalence of autism in U.S. children increased by 119.4 percent from 2000 (1 in 150) to 2010 (1 in 68).
      - 35 percent of young adults (ages 19-23) with autism have not had a job or received postgraduate education after leaving high school.
      - (CDC, "Autism Spectrum Disorder (ASD)", 2018)
    - - Ste a daily schedule/ routing using pictures. Stick to the routine.
      - Avoid sarcasm and figurative speech
      - Teach them sociably accepted skills like taking turns and raising your hand.
      - Take frequent breaks and outside-time
      - Modify the work and homework to fit them.
      - Repeat instructions in a clear manner. Ask CCQs
      - (Tucker, "Differentiated Instruction: What You Need to Know")
  - - - physical
        
        monitor developmental delay
        
        difficulty in basic mobility
      - medical
        
        chronic health needs
      - learning
        
        development of skills
        
        difficulty transfering skills
        
        tendancy to forget skills due to disuse
      - social emotional
        
        importance of membership
        
        help with focus on relationship
        
        limited speech or commuinication
        
        need for support in life activities involving all categoires
    - - Challenges addressed in developing intervention( at a young age)
        
        Objective for students: individualized meaningful curriculum
        
        specialise on helping build independance
        
        adapt classroom layout for medical, dietary,or special equipment
        
        Be able to move towards integrated work environment
        
        self determination
        
        good communicators: being able to express needs andwants
        
        collaborative practice
        
        collaboration between parents and specialist
        
        practices are family centred
        
        sharing information to promote informed decision making
        
        provide families with choices regarding services and roles
        
        form long term partnership
        
        treat families with dignity and respect
        
        physical therapist
        
        occupational therapists
        
        medical therapics
        
        specialist working closesly with classrom teachers and parents
        
        parent to parent support
        
        speech therapists
        
        all parties are involved in the educational planning process
        
        specialised instructional strategy
        
        functional skill development
        
        community based instruction: to develop transferable skills
        
        integrate with non-disabled peers
        
        value of competitive setting over sheltered employment
        
        communication strategies
        
        expression of choice
        
        age appropriate social skills training
        
        positive behaviour support
      - Look at domestic, leisure/recreational, community, and
        vocational
    - - In the 2000-2001 school year, the
      - states reported to the U.S. Department
      - of Education that they were providing
      - special education and related services to
      - 122,559 students with multiple
      - disabilities (Twenty-fourth Annual Report
      - to Congress, 2002).
      - Multiple Disabilities represent approximately
        2.0 percent of all students having a classification in special education
    - - combine assistive technology with effective teaching
      - Additional devices
        
        special toys and switches
        
        self-help devices (bath and sitting)
        
        assist listening device
        
        augmented communication device
        
        mobility
        
        positioning devices
      - adaptation to environment and tools of existing material
  - - - is sudden damage to the brain caused by a blow or jolt to the head. Common causes include car or motorcycle crashes, falls, sports injuries, and assaults. Injuries can range from mild concussions to severe permanent brain damage.
    - - Each year an estimated 1.5 million Americans sustain a TBI.
    - - Mood swings and defiant behavior
      - Memory and communication problems
      - Hyperactivity and Impulsivity
      - Socially inappropriate language
      - Lack of inhibition
      - Inability to recognize their behavior is offensive or inappropriate
      - Depression
      - Inability to focus or pay attention
      - Physical Problems
    - - Multimedia software
      - Electronic organizers
      - Handheld microcomputers allow an individual to easily input, save, and retrieve notes, telephone numbers, dates and daily reminders
      - Small voice recorders on keychains
      - Specialized calculators
      - Alternative keyboards
      - Talking spell checker & dictionary
      - Proofreading programs
    - - Classroom Accommodations
        
        Allow for extra or extended breaks
        
        Allow student to audio record lectures for later playback
        
        Allow additional time to complete in-class assignments
        
        Provide both oral and written instructions
        
        Provide preferential seating at or near the front of the classroom
        
        In grading work, reduce emphasis on spelling and grammatical errors unless it is the purpose of the assignment
        
        Permit referencing a dictionary
        
        Reduce quantity of work required, in favor of quality.
        
        Avoid placing student in high pressure situations
        
        Allow use of a portable computer with spelling and grammar checks for assignments
        
        Provide student with instructor’s notes or help student obtain quality notes from other students
      - Test Accommodations
        
        Assess knowledge using multiple-choice instead of open-ended questions.
        
        Permit student to keep a sheet with mathematic formulas for reference, unless memorizing the formulas is required.
        
        Provide for completion of tests in a quiet, individual environment with the goal of minimizing distractions.
        
        Permit student’s use of a calculator.
        
        Allow additional time to complete tests
        
        If two exams are scheduled on the same day, allow student to reschedule one for another day.
        
        Administer long examinations in a series of shorter segments with breaks allowed between sections.
        
        Allow oral examinations and assist student in having responses scribed, as needed.
        
        Provide color-coded materials
    - - Give short frequent quizzes, rather than all inclusive exams
      - Change skill or task
      - Modify testing type to make it easier.
  - - - Diabetes
        
        Assistive Technologies
        
        Some of the more popular assistive technologies in this category include: Talking blood glucose meters, talking blood pressure cuffs, large print blood sugar log, syringe magnifier, medication labelers, & talking bathroom scales.
        
        Having simple snacks like crackers and juice available in class
        
        Accommodations
        
        • Allow unrestricted bathroom breaks. Let the child know that it is okay to go to the bathroom whenever necessary.
        
        • Plan for school sponsored trips. Plan with the school nurse* and family well in advance for the child to safely participate.
        
        • Plan for classroom parties. Let the family of the student with diabetes know in advance, if possible.
        
        • Accommodate for testing. Both high and low blood sugar levels may make it difficult for the student to concentrate at times. It may be necessary to allow for blood glucose testing prior to a test, for extra time for a test or re-scheduling a time for the student to take a test if his/her blood sugar levels are too high/low.
      - Inattentive and Hyperactive-Impulsive AD/HD
        
        Assistive Technologies
        
        There are no specific technological devices that are recommended, but there are a number of tools that can be helpful in strengthening and supporting the organizational abilities of these individuals.
        
        Low tech devices for younger students such as notebooks and dividers can be utilized to record and organize assigned homework and classroom tasks
        
        For older students; personal digital assistants, dictating machines as well as various organisational computer programs
        
        Accommodations
        
        Have student sit close to the teacher and away from doors and windows86424543
        
        Increase space between desks
        
        Have the teacher stand near when teaching
        
        Provide footrests, seat cushions or resistance bands on chair legs to help satisfy the need to move and improve focus
        
        Don’t grade for neatness
        
        Break large assignments into smaller chunks
        
        Give directions out loud and in writing
      - Hemophilia (and other bleeding disorders)
        
        Assistive Technologies
        
        • Hemophilia Treatment Center (HTC) nurse to speak to your school nurse
        
        • Exercise for older students (no contact sports) as it strengthens muscles protecting joints
        
        • Medical alert bracelets and informing all school staff of the student’s affliction
        
        Accommodations
        
        • Extended time traveling around the building
        
        • Alter location of seating arrangement to allow child easy access in and out of classroom
        
        • Practice emergency exit from school building
        
        • Physical education credits for participating in out-of-school physical therapy
        
        • Permanent pass to school nurse
        
        • Medications, needles, and supplies maintained in nurse’s or central office
      - Epilepsy
        
        Assistive Technologies
        
        https://youtu.be/pfA2ZCbi544
        
        Flicker-free monitors
        Flickering screens may cause seizures among persons with epilepsy. Flickering refers to an event where you can see the on-screen images fade before the screen is redrawn. It is mainly caused by low refresh rates in screens.
        
        Accommodations
        
        The use of knives and scissors should be supervised.
        
        Put pads on sharp corners of furniture.
        
        Replace fluorescent lighting with full spectrum lighting
        
        Provide private area to rest or recover from a seizure
        
        Practice emergency exit from school building
      - Tourette Syndrome is a neurobiological disorder characterized by tics (involuntary, rapid, sudden movements) and/or vocal outbursts that occur repeatedly. It’s an inherited, neurological disorder that is first noticed in childhood, usually between the ages of 7 and 10. The syndrome is four times as likely to occur in boys as in girls.
        
        Accomodations
        
        Provide a separate test location with time
        limits waived or extended.
        
        Breaks, out of the classroom, can sometimes be helpful; e.g., the bathroom, the drinking fountain, a real or made up errand.
        
        Away from heat source
        
        Assistive Technologies
        
        Recording devices can help students retain information
        
        Pre-recording class presentations on video can seduce stress
        
        Word processors and speech-to-text software are useful for writing tasks
        
        Reader software makes reading easier for students with visual tics
      - Leukemia
        
        Accommodations
        
        Reach out to the treatment team. Many hospitals provide support for children as they return to school. An age-appropriate class presentation, either before or after your child returns to school, can let school friends and classmates know that it's okay to discuss the illness.
        
        Meet with school administrators, teachers and counselors before your child returns to school. Make sure the staff is aware of your child's medical condition, and address any special needs or concerns with them.
        
        Ask your child's doctor to write a letter outlining your child's physical limitations or medical needs, such as the need for extra snacks, water or bathroom breaks.
        
        The student will be allowed to wear a hat or scarf throughout the school day.
        
        Assistive Technologies
        
        Word processors and speech-to-text software are useful for writing tasks
        
        You need to know: Treatment plan / Duration of Treatment,Where are they receiving treatment
        
        Provide written outline of key points or
        objectives.
        Recording devices can help students retain information
  - - - Cerebral Palsy
      - Spina Bifida
      - Lesch-Nyhan Disease
    - - Muscular Dystrophy
      - Arthritis
    - - Interventions
        
        Physical Therapy
        
        Occupational Therapy
        
        Speech/Language Pathology
        
        Most frequently, learners with orthopaedic impairments will already be working with an intervention team. Teachers should coordinate with and follow the instructions/suggestions of the learner's family and interventional specialists.
        
        Assistive Tech
        
        Mobility Assistance
        
        Wheelchair
        
        Motorised Wheelchair
        
        Walker
        
        Crutches
        
        Cane
        
        Speech/Language Assistance
        
        Digital Texts
        
        Communication Boards
        
        3 more items...
        
        Speech Recognition Software
        
        Screen Reading Software
        
        Augmentative Communication Devices
        
        Posture/Movement Development
        
        Specialised Tables
        
        Specialised Chairs
        
        Specialised Desks
        
        Specialised Exercise Equipment
        
        Class Accommodations
        
        Movement, speech and other expression can take more effort and more time. Invite participation and be patient with your learner.
        
        Analyse your class seating chart to place your learner in the optimal position to access learning. Consider where groupmates will be, where the board is, where the door is, etc.
        
        Investigate the accessibility of your classroom space. Ensure your learner with orthopaedic impairments can physically access the space, including when using mobility assistance (e.g. wheelchair, motorchair, walker, cane, crutches, etc.)
        
        Design resource and material storage/organisation to minimise physical exertion needed to access items. Consider whether a learner will have to reach above/below midline or too far back.
        
        Consider, too, the weight and size of tools, materials and equipment used in class. Minimise where possible.
        
        Allow learners breaks between and during activities.
        
        Adaptive Physical Education
        
        Music Therapy
        
        Massage Therapy
- - - - Low-Tech
        
        Tele-Braille
        
        Braille
        
        Tele-touch
        
        Perkins Brailler
      - Hi-Tech
        
        Voice over software
        
        I-Devices (Apple’s standard screen reader)
        
        Deaf –blind Communicator
        
        Apps galore https://www.iaccessibility.com/apps/deaf-blind/
  - - - Symbolic Communication
        
        Touch cues
        
        Object symbols
        
        Sign language
        
        Gestures
        
        Picture symbols
        
        Fingerspelling
        
        Signed English
        
        Braille
        
        American Sign Language
        
        Lip-reading speech
        
        Pidgin Signed English
        
        Tadoma method of speech reading
        
        Large print
      - Communication through touch
        
         Individuals who are deafblind will often need touch in order for them to be sure that their partner shares their focus of attention.
        
         Exploring objects should be done in a "nondirective" way, allowing the individual who is deafblind to have control
        
         The individual may have very slow response times. Therefore, the teacher should allow time for the student to respond.
    - - Large-lined paper
      - Writing frame
      - Writing in large print with a thick pen
      - Magnifying lamps
      - Alternate text tags on websites
      - Lighting
    - - Interpreters
      - Note takers
      - Captioned media
      - Real-time captioning
- - - - Schools for Deaf https://www.youtube.com/watch?v=V-8-AhuEBWs
    - - Pros:
        
        Cons:
        
        Without meaningful interactions with classmates and professionals throughout their school experience (not just the classroom) there is a high potential for exclusions and isolation.
        
        Recent research suggests that even with qualified interpreters in the mainstreamed classroom, educators need to understand Deaf children learn differently, are more visual, and often process information differently than their hearing peers.
        
        Here, the same arguments are applied as for all students with different needs - that integration reduces isolation and stigmas that often accompany separation from mainstream schools.
      - Options
        
        Neighborhood Schools with programs for deaf and blind
        
        Schools specializing in bilingual/bicultural education Unique partnership between public and charter school in Arizona
        
        Providing students with modifications and accomodations in mainstream schools & classrooms.
        
        Modifications
        
        Assigned ASL Interpreters
        
        Teachers are trained on how to communicate with Deaf students and use interpreters
        
        Teach students how to communicate with Deaf students Watch this cool video!
        
        Accomodations
        
        Assistive Technology
        
        Captioning on media
        
        Real time transcription devices
        
        Visual alerting devices
        
        Use of smartphones/text for communications
        
        Other Accomodations
        
        Special seating for full visuals - ability to see teacher and other students
        
        Teacher writes key information on board on provides written notes for student and interpreter
        
        1 more item...
        
        Approach differentiation techniques that focus on cultural identify and ESL, not just physical ability.
        
        Shared instructional and communication accomodations for hearing impaired and deaf students
- - - - Provide extra practice
      - Pre-tutor vocabulary
      - Supplemental instruction focused on speech, speech reading, etc.
      - Shortened length of reading and writing assignments
      - Allow extra time on evaluations
    - - Communication
        
        Repeat or rephrase information
        
        Allow time for processing oral information
        
        Obtain student's attention before speaking
        
        Enhance speech reading conditions (avoid hands over mouth, turned away, etc.)
        
        Specialized seating arrangement to reduce background noise.
      - Physical environment
        
        Flashing fire alarms
        
        Noise reduction such as carpets
      - Instructional
        
        Step by step, written instructions
        
        Down time from listening
        
        Buddy system for notes
        
        Visual supplements
        
        Extra time, alternative testing
      - Assistive technologies
        
        TTY/TDD device
        
        Captioned videos
        
        Hearing aid/amplifying systems. These can be worn by the student alone or the student and teacher.
- - - - Refer to Speech Specialist for Diagnosis
        
        Examples of Diagnosis
        
        Treatment is often Speech and Language Therapy
        
        https://www.youtube.com/watch?v=MpdjP0zHeBc
        
        Treatment can often be time-consuming and require hard work by teachers, therapists, students, and family. The good news is when diagnosed and treated early, many speech and language disorders can be minimized and reversed.
        
        AOS (Apraxia of Speech)
        
        Spasmodic Dysphonia
        
        Stuttering/Stammering
        
        Lisping
        
        Speech Delay
        
        Aphasia
    - - Keep a daily log of irregularities with students speech.
      - Communicate with parents to get full picture
      - Shyness or unwillingness to participate could be an attempt to mask speech difficulty
      - Remember it is best to err on the side of caution, if you suspect something get a professional involved, the worse that can happen will determine the student has no speech issues.