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IDEA learning disability classifications (Developmental delay (Cognative,…

- - - - Students with ASD are supported by adding visual aids for their learning. Also these students need to be around other students in the classroom because they learn by observing proper modeling for communication and social interaction. These students need support that targets improving communication and social skills because ASD causes deficiencies in these skill areas. Special attention must be given to these student's need for routine consistency.
    - - Students with deaf-blindness may need support in the form of environmental accommodations such as preferential seating or bus seating plans. These students will need augmented communication technology or devices. This may be in the form of synthesized voice audio, computers, and software. These students may need other special equipment such as cups, and utensils for eating, and equipment for restroom needs. Possibly they will also use wheelchairs. These students will need written material in braille and may need shared note taking or scanned class notes. Students may need to have assignments shortened, use recordings to turn in and complete work, and have instructions broken into smaller steps. They may need extra attention given to teaching self management and study skills. They will also likely have tests modified and changed to different formats.They may also need special instruction in social skills.
    - - Deafness or hearing impairment does not directly effect a students learning capacity or intellectual ability. Students with deafness require some accommodations to support their learning. Most support for students with deafness targets communication assistance. They may need preferential seating to accommodate lip reading ability. They also may use an interpreter to assist with sign language communication. They will also need captioned videos. Technological assistance in the form of sound amplifiers may also be employed. These students also may have a note taker to allow them to be more attentive during instruction. They may also use text cell phones and relay services on mobile devices.
    - - Developmental delay occurs when a child has a significant delay or lack of natural development in one or more of the following areas: Physical, cognitive, adaptive, social, and communication. These students may need accommodations in the form of assistive technology or devices, physical therapy, oral or speech therapy, auditory and hearing services, and nutrition. Children with developmental delay may be eligible of subsidies for extra educators and care givers that may be needed to assist them in early childhood education. These children may also receive subsidies for the cost of preschool programs.
    - - Emotional disturbance disorders may be more specifically in the form of eating disorders, anxiety disorders, conduct disorders, bipolar disorders, OCD, or psychotic disorders. Students with emotional disturbance may have progress reports, preferential seating, restructure of assignments, and special attention and praise may be needed to encourage positive emotional control and interaction. These students may receive services in the form of counseling and therapy subsidies. Differentiated instruction for these students may take the form of instruction geared towards self monitoring and emotional management. These students may require sensitivity as to which students they work with when being places in groups. These students' social skill level should be taken into consideration when being asked for high level participation in certain activities.
    - - Students with hearing impairment will receive services in the form of auditory training with special instructors, technology to amplify sounds, and possibly an interpreter for students that use sign language.These students, like students with deafness, may need to sit closer to the teacher to facilitate lip reading, they will often require captioning on videos and may need a note taker during instruction.
    - - Students with intellectual disability will receive accommodations in the form of modified instruction and assignments. For example, students may have a shorter writing assignment, be given more time on a test, they might respond to an essay question with spoken world instead of written word. These students may need test questions explained by the teacher. These students may be given extra time to complete assignments and tasks. They may have the difficulty lowered for certain assignments. It is important to understand that when lowering the difficulty of certain assignments or being given special accommodations for reading or test taking, these students should still be studying from the same curriculum as their peers. although the topics and subject matter will be the same, their reading may be at a lower level or the may be asked to read a smaller amount.
    - - IDEA suggests that when supporting students with multiple disabilities, it's critical to focus on support in major life activities. These might mean self care, eating, sleeping, manual activities, walking, standing, bending, reading, learning, breathing, concentrating, thinking, and working.These students will need augmentative technology to assist them in completing basic tasks. This might be in the form of communication technology, and alternative communication technology and devices.
    - - Accommodations for students with orthopedic impairment may include preferential seating arrangements, augmentative technology to assist with movement and communication, having instruction modified to focus on development of motor skills, and considerations made to accommodate for students becoming fatigued quickly.
    - - Accommodations for students with other health impairment, will range greatly and depend on the specifics of their condition. For example, students with asthma may need exemptions for certain physical activities or, may take more breaks. Students with diabetes will need to be accommodated as their medical treatment requires. Students with ADD may or may not be on medication and if they are not taking prescription meds, teachers may have them move around more frequently or sit on yoga balls to decrease their anxiety.
    - - Students with a specific learning disability will receive similar accommodations to those with an intellectual disability however they may be more targeted to a specific area or skill. For example, a student with dyslexia might have preferential seating, be give extra time, and have test modifications, but their disability primarily will effect learning through reading.
    - - Speech and language impairments will need teachers and parents to seek ways to target communication difficulties in classroom activities, however generally student accommodations for language and speech impairments will require some form of speech therapy. Progress will be very difficult for the student without intense speech and language correction from a therapist.
    - - For students with a traumatic brain injury, it is important that teachers communicate with parents to learn some of the specifics of their medical treatment plan. Students with TBI will sometimes become fatigued quickly, may need teachers to break down tasks and assignments into more steps and require very meticulously consistent routines and use planners.
    - - Students with visual impairment will generally need to learn a separate skill set such as braille, orientation and mobility, using residual vision and how to use any augmentative technology technology they may need.