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The 14 IDEA Disability Categories (INTELLECTUAL DISABILITY (TREATMENTS…

- - - -  These students have a limited ability to learn incidentally from their environment.
         Up to 80% of what children without visual impairments learn is through visual cues.
         Children with visual impairments must be taught compensatory skills and adaptive techniques to be able to acquire knowledge from methods other than sight.
         Having a visual impairment can potentially impact the normal sequence of learning in social, motor, language and cognitive developmental areas (Parent Hub, 2017).
  - - - Adapting a classroom to accommodate a student with a visual impairment is a relatively easy task—it requires being aware of the student’s level of visual functioning, as well as how the student works and learns.
        
        Considerations/Accommodations
        • Students must be able to move about safely and independently, which is known as orientation and mobility (O&M)
        • Students will use assistive technologies designed for children with visual impairments
        • Students must be encouraged to use what residual vision they have effectively and efficiently
        • If applicable students will learn to read and write in Braille, if determined appropriate by the IEP team of the child after a thorough evaluation (Parent Hub, 2017).
  - - - References:
        Parent Hub. (2017). Visual Impairments, Including Blindness. Center for Parent Information &
        Resources. Retrieved from http://www.parentcenterhub.org/visualimpairment/
        Visual Impairments. (2015). Project IDEAL. Project IDEAL Online. Retrieved from
        http://www.projectidealonline.org/v/visual-impairments/
      - To access print information, students with visual impairments must be trained in the use of many adaptive devices, methods, and equipment that is referred to as assistive technology. Some of this technology allows access to information presented on a computer while others are devices to be used independently. Computer hardware and software are continuously advancing, allowing for more access to information than ever before (Visual Impairments, 2015).
- - - - Developmental social-pragmatic model: Using everyday interactions with
        autistic children to encourage communication and social skills.
      - Behavior therapy: A therapy focused on modifying harmful behaviors associated
        with psychological distress.
      - Sensory processing: The way the nervous system receives messages from the senses and turns them into appropriate motor and behavioral responses.
        .
      - Animal-Assisted therapy: Using animals to enhance the physical, emotional, and
        social well-being of humans.
    - - Physical exercise: Aerobic activity for 20-30 minutes 5 days a week improves
        cardiovascular health. If injured, pursuing an activity that avoids the injured muscle
        group or joint can help maintain physical function while recovering.
      - Special education: An approach to education that focuses on addressing the
        unique needs of individual students (i.e. Formulation of an IEP)
        
        For more information on "IEP" check out my private Mind Map by clicking here
    - - Occupational therapist: Improves daily living and work skills of patients.
      - .
        Speech therapist: Specializes in voice rehabilitation.
      - Nutritionist: Helps with treatment of undernutrition.
      - Pediatric neurologist: Treats nervous system disorders in children.
      - Clinical psychologist: Treats mental disorders primarily with talk therapy.
      - Psychiatrist: Treats mental disorders primarily with medications.
      - Pediatrician: Provides medical care for infants, children, and teenagers.
  - - - Increases engagement
      - Predictable and reliable - minimally threatening
      - Holds interest more than some traditional methods
      - Source: Brown, D and Trigo, M. (2014, October 16). Remote operation of robots via mobile devices to help people with intellectual disabilities. [slide share presentation]. Retrieved from https://www.slideshare.net/iTAG_conf/remote-operation-of-robots-via-mobile-devices-to-help-people-with-intellectual-disabilities
    - - Can be carried everywhere
      - Can be used in multiple context
      - Mainstream technology - social acceptance
- - - - Definition: According to the Individuals with Disabilities Education Act (IDEA), speech and language impairment is defined as, "A communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child's educational performance.
        
        Diagnosis is determined based on their articulation, fluency, voice, and language development.
        
        Students can either be diagnosed with a speech disorder, language disorder, or both. Some individuals may be diagnosed with a speech-language disorder in addition to another disability.
    - - Speech Disorder: An individual is unable to produce sounds fluently, and may have problems with their pitch.
        
        Accommodations:
        
        Model correct speech and avoid correcting speech difficulties. Be patient when student is speaking. Model acceptance and understanding in classroom. Positive reinforcement when student shows ability to do something unaided, provide alternative procedures for an activity.
        
        Interventions:
        
        Core vocabulary intervention, phonological remediation, dyspraxia programme, phonological awareness therapy, and speech perception treatment all are in a downloadable children's book called Interventions for Speech Sound Disorders.
        
        https://www.youtube.com/watch?v=kTAtVWsvhNA
        
        Here's a video to help with lateral and frontal lisps.
      - Accommodations for Academics and Behavior for Speech-Language Impairment: Reduce classroom noise, quiet spot to work whenever possible, allow more time to complete activities, focus on strengths, and have routines that they can follow.
    - - Language Disorder: Difficulty processing linguistic information such as grammar and semantics. Sometimes an individual has a hard time understands what others are saying.
        
        Interventions:
        
        Augmentative and Alternative Communication (AAC): A communication device that assists individuals to express themselves. It synthesizes speech from text.
        
        Media players: Downloaded videos or TV shows that assist with literacy, social skills, receptive, and expressive language.
        
        E-readers: Text along bottom of of screen while listening to narrator. This assists with phonological awareness, vocabulary development, grammar and story reformulation.
        
        Learn to Talk, Sentence Builder, and Voice44 are great tools for communication.
        
        Accommodations:
        
        Work at the students pace. Present one concept at a time. Utilize computers : for language enhancement. Encourage reading and writing daily, and incorporate fun activities that are functional and practical.
- - - - The classroom should be arranged in the best way suitable for students. For example, chairs and tables should be arranged so there is enough space for students with physical impairments who need extra room to move around.
        Materials should be kept where they are accessible to the students and always be kept in the same places for structure and predictability.
        Student should be seated in the area of the room that works best for their learning experience and environment.
    - - The planning process should include parents, teachers, physical therapists, assistive technology teachers, and a number of additional staff support. The student’s strengths and desires should be guiding the process. There should be a timeline with specific steps on how to attain goals for the student. Peer tutoring has been shown to be very positive and helpful for students as well. It works best if the tutoring is reciprocal so that the student with multiple disabilities is able to help their peer is well in an area that they show strengths or even if it is just the social engagement involved.
      - https://youtu.be/ElsSZHEevdc
        
        Multi-sensory stories for people with learning disabilities
    - - Students rely heavily on assistive technologies and it depends on their disability. For example, students who have a deficit in communication may rely on electronic communication devices in order to speak. Those same students may have another disability such as a physical impairment where they also require a wheelchair for motility. Students who have visual impairments can use personal computers that are set up with programs specific to the individual.
      - These are tools that can greatly impact their education in a positive way and improve their learning environment. This is why it's so important for assistive technology teachers to be involved and for all teachers working with students in this category to be informed.
- - - - Every state has cost-free
        residential Deaf School
        
        Assistive technolgy includes :
        Alert lights rather than bells
        Video Relay Service, 2 way text,
        Smart phone apps,
        online learning
        Cochlear implant
        
        Sources:
        8 Pros and Cons of Deaf Schools - HRFnd. (2015). HRFund.
        Assistive Technology for Deaf Students | Cadan Assistive Technologies. (2017). Cadan Assistive Technologies.
        Early Intervention for Infants and Toddlers. (2017). National Association of the Deaf.
        Johnson, C., & Seaton, J. (2012). Educational audiology handbook. Clifton Park, NY: Delmar Cengage Learning.
        Quick Statistics About Hearing. (2016). NIDCD.
        WATI.org. (2009). Assessing Students' Needs for Assistive Technology (ASNAT) 5th Edition (pp. 1-6, 429-449). Milton, WI: Wisconsin Assistive Technology Initiative.
      - PROS:
        Social "normalcy"
        Schools incorporate sign language.
        Specific extracurricular activities
        Deaf culture and community.
        Strong deaf role models.
        CONS:
        Often away from home /families
        Children can feel isolated from their families.
        There may be expenses involved in this type of schooling.
        
        [The Case for Deaf Schools](www.youtube.com/watch?v=wD0lIk0JHGs)
    - - School Readiness
        
        .
        
        Sign Language Interpreter Interpreter at Work Video
        
        Close captioned ed videos
        
        Personal Computer
        
        Text-to-speech assistive technology
        share comments with class
        give oral presentations
        take oral exams
        
        Classroom Options
        Regular Classroom
        Resource Room -designated periods
        for special instruction.
        Self-Contained Classroom-separate
        class w/ teacher for the deaf.
      - Student Readiness:
        age- or near age-appropriate
        language
        speech
        academic/reasoning
        conversational and social skills.
      - PROS:
        Parental incolvement in designing education experience for their child.
        The student doesn’t need to live away from home for schooling.
        CONS:
        The student may feel isolated from peers.
        Limited professional help for Deaf student.
        Potential parental costs for private tutoring
- - - - No one knows for sure the exact cause(s) of emotional disturbance: however, several factors—heredity, brain disorder, diet, stress, and family functioning—have been suggested and vigorously researched. This research still continues.
        
        1) Aggression 2) Withdrawal 3)Immaturity 4) Learning Difficulties 5) Eating Disorder
        
        Specific Emotional Disturbances: Anxiety disorders: Generalized Anxiety Disorder (GAD), Obsessive Compulsive Disorder (OCD), Panic Disorder, Posttraumatic Stress Disorder (PTSD), & Social Anxiety Disorder. Bipolar Disorder, Conduct Disorder, Eating Disorders, & Psychotic Disorders
        
        Accommodations in the Classroom:  Class rules and expectations should be clearly defined and articulated to the student and should be integrated with an individual behavior plan when possible. There should also be a clear hierarchy of consequences for breaking the rules. These consequences should be enforced consistently.
         Following procedures and routines consistently is very important
         Alternative activities for the student should be planned ahead of time and ready for the student to use as needed.
         Reduce the amount of distractions to the student by seating them away from possible distractions such as; windows, heating or cooling vents, doors, resource areas, or even other disruptive students.
         Use checklists, color coordinated binders, diagrams and other methods of keeping information organized for the student to prevent potential anxiety.
         Allow time extensions to complete assignments.
         Separate tasks into parts to give students a more manageable way to finish assignments.
         Use planners to help keep students visually aware of their tasks
        
        As children grow up, they go through difficult periods. They might go through temper tantrums, or withdrawal phases, periods of poor behavior or frustration. For most children these phases last for a short time and may not be a cause for concern. But if the child is having these bouts frequently and for a longer duration of time, it might be a sign of emotional disturbance (Srikanth, 2015).
        
        References:
        Parent Hub. (2015). Emotional Disturbance. Center for Parent Information and Resources.
        Retrieved from http://www.parentcenterhub.org/emotionaldisturbance/
        Srikanth, S. (2015). 5 Signs your Child is Emotionally Disturbed. Parentous. Retrieved from
        http://www.parentous.com/2015/01/06/5-signs-your-child-is-emotionally-disturbed-
        shubhangi-srikanth/
      - According to the National Alliance on Mental Health Illness (NAMI), mental illnesses can affect persons of any age, race, religion, or income. Mental illnesses are not the result of personal weakness, lack of character, or poor upbringing. Mental illnesses are treatable. Most people diagnosed with a serious mental illness can experience relief from their symptoms by actively participating in an individual treatment plan (Parent Hub, 2015).
- - - - Classroom arrangement to promote ease of movement
      - Speech-Language Pathologists: work with the student on problems with speech and language
      - Physical or Occupational Therapists: work on gross and fine motor skills
    - - Devices to Access Information:
        
        screen reading software
        
        augmentative and alternative communication devices (i.e. communication boards)
        
        speech recognition software
        
        academic software packages for students with disabilities
      - Devices for Positioning and Mobility:
        
        specialized chairs, desks, and tables for proper posture development
        
        canes, walkers, crutches, or wheelchairs
        
        prosthetic limbs video #
    - - .008% of students served by IDEA (USDE, 2016)
- - - - Ability to process information, make decisions and solve problems. They can have problems with working memory and internalized thought process/speech which is why they may sometimes blurt it out. They often have an inability to learn from past mistakes and may make the same mistake repeatedly. The skill of analyzing thoughts and behavior can be a deficit for some students and this can become frustrating for them because they know what is expected but aren't able to follow through or act accordingly.
      - Frequently, students with ADHD have other impairments such as a learning disability. For example, 30% have a reading disability. Some may also exhibit signs or be diagnosed with an emotion disability such as anxiety which can lead to conflict with peers, teachers and parents. Anxiety can also make it harder to connect with others.
    - - Predominantly Inattentive: Does not pay attention to detail and often makes mistakes across a number of activities
        Has difficulty maintaining attention during activities
        Does not complete schoolwork or other assigned activities
        Has difficulty with organization of activities
        Avoids activities that require mental effort or concentration
        Losses materials necessary to complete assignments
        Easily distracted
        Forgetful in many activities
      - Predominantly Hyperactive-impulsive: Fidgets or squirms in seat
        Gets up or leaves seat frequently during class
        Runs about or climbs when inapproprieate, and is generally restless
        Difficulty in engaging in play activities quietly
        Talks excessively
        Blurts out answers
        Has difficulty waiting for their turn
        Interrupts others
    - - Activities
        
        Allow extra time for students to shift from one activity to another
        Allow extra time to finish assignments and tests
        For complex activities, simplify steps to make them more manageable
        Post daily and weekly schedules that clearly outline activities. The schedule can also be used as a tool to direct the student back to a task if they become distracted
        Keep schedules as constant as possible and don’t allow too much unstructured time or activities.
        My Coggle on How to Help Struggling Students
      - Environment
        
        Allow students time to shift from one environment to another
        Organize classroom accordingly, and keep all materials in permanent locations for easy access.
        Seat the student close to the teacher and away from any peers that might be distracting
  - - - Absences due to illness, allergic reaction/shock or asthma attack during school.
    - - Open communication with parents is essential. Create an IEP tailored to student's needs which may include longer periods of absence and doing assignments away from school. Develop an individualized care plan; a written document that is tailored to specific healthcare needs of student.
      - Environment
        
        Reorganizing work spaces to reduce allergens, restricting the use of allergens in the classroom (which may include food), removing old carpets. It's important to inform other students of allergies so they don't bring allergens into the vicinity of the student. Teachers should learn how to administer and EPI pen.
    - - It's important to learn and look out for signs of an episode with condition such as: a student with condition who is scratching a lot, has red/pink blotches that have appeared suddenly, wheezing/breathlessness, change in color/tone of skin and swelling.
  - - - Absences due to SCD episodes
        May become exhausted during class
        Interruptions during class due to episodes of pain/discomfort
        All of these can be a hinder on students ability to learn at the rate of non disabled students.
    - - Look out for signs of exhaustion, discolored/pale skin and lips, signs of dehydration (dry lips, etc), and if student appears to be in physical pain.
    - - Environment
        
        During extreme temperatures and conditions allow accommodations because cold or hot weather can trigger pain crises. Do not assign SCD students to seating near windows/drafty locations, directly in front of fans or air vents. Allow layered clothing in the classroom and remind students with SCD to wear their jackets outside during cold and rainy weather. Also, remind students with SCD to take off layers when going into the heat. There should be no exercise during extreme conditions and it’s important that they aren’t exposed to quick temperature drops/changes.
      - Activities
        
        Ensure adequate access to water/hydration, allow frequent bathroom breaks, allow accommodations during physical education and recess activities, take special care of injuries (do not apply cold packs, learn what is appropriate for students with SCD) and watch for signs of stroke.
      - Communication with parents is very important. Parents can inform you about current condition of student's health and give tips. Develop an individualized care plan; a written document that is tailored to specific healthcare needs of student. Have education plan prepared for longer absences of student.
- - - - A general term for difficulty in learning to read or interpret words, letters, and other symbols.
        
        INTERVENTIONS
        
        Reading Specialists teach reading using
        • Multisensory instruction, such as sandpaper letters
        • Programs such as Orton-Gillingham which explicitly teach students how to organize and recognize the smallest components of language
        
        ACOOMODATIONS
        
        • Audio books – "Bookshare" and "Learning Ally"
        • Reading pens
        • Larger fonts
        • Text with simpler formats
        • Reading strips
        • Reading buddies
        • Tape recorders
        • Note sharing with peers
        • Visual cues and instructions
    - - Difficulty with writing: it can include illegible handwriting, inconsistent spacing, poor spatial planning on paper, poor spelling, and difficulty composing writing as well as thinking and writing at the same time.
        
        INTERVENTIONS
        
        Occupational Therapists help students develop fine motor skills
        
        Educational Therapists help students develop strategies
        
        Multi-sensory writing programs like "Handwriting Without Tears"
        
        ACOOMMODATIONS
        
        • Speech to text software, like "Dragon Speech"
        • Wet / dry boards, pencil grips, slant boards, raised line paper
        • Access to computers
        • Tape recorders
        • Grading content, not handwriting
        • Note sharing with peers
    - - Affects a person’s ability to understand numbers and learn math facts. Individuals may have poor comprehension of math symbols, may struggle with memorizing and organizing numbers, have difficulty telling time, or have trouble with counting.
        
        INTERVENTIONS
        
        Occupational Therapists can help students with visual -spacial skills
        
        Educational Therapists can help students with strategies
        
        ACCOMODATIONS
        
        • Use charts and draw sketches to solve problems
        • Use manipulatives
        • Graph paper to line up #s
        • More space on pages
        • Access to multiplication charts
    - - A disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.
        
        INTERVENTIONS
        
        MEDICATION: there are two main types of medication for ADHD: stimulant and non-stimulant. They work in different ways in the brain to help control ADHD’s key symptoms.
        
        NON-MEDICATION: Behavioral Therapy / Cognitive Behavioral Therapy / Social Skills Groups / Alternative Therapies like Meditation & Diet
        
        ACCOMODATIONS
        
        • Resistance bands, sitting balls, fidget tools
        • Color code material
        • Extra set of books at home
        • Shorter quizzes
        • Choice of assessments
        • Access to computers
    - - Auditory Processing Disorder
        
        Individuals have normal hearing, and a condition that makes it hard for individuals to recognize subtle differences between sounds in words. It affects their ability to process what other people are saying
        
        INTERVENTIONS
        
        Audiologists work with students to help train the ear. Software programs like Fast ForWord help retrain the brain.The software finds the student’s processing level and then builds speed and complexity in tiny, incremental steps.
        
        ACCOMODATIONS
        
        • Preferential seating
        • Improved acoustics: Closing doors and windows minimizes outside noise.
        • An amplification system, the child wears a headset and the teacher wears a clip-on microphone
        • Classroom visuals
        • Quiet rooms for taking tests
      - Visual Processing Disorder
        
        Individuals have normal eyesight, but have trouble differentiating what they see. Visual processing issues affect a person’s ability to recognize letters, symbols and numbers.
        
        INTERVENTIONS
        
        Occupational Therapists and Optometrists can help a student with visual skills like focusing and tracking
        
        Educational Therapists can help students with strategies
        
        ACCOMODATIONS
        
        • Preferential seating
        • Simplified visuals
        • Simplified Texts
        • Spaces with less visual clutter and distractions
- - - - OTHER LEARNING ACCOMMODATIONS
        
        Notetakers, tutors, and readers: The most common form of learning accommodation for deafblind persons are the use of notetakers, tutors, and readers. These resources are powerful because they provide users with a heightened form of information that has already been vetted by another peer or person.Notetakers and tutors serve as the middlemen between the teacher and the student, which allows for a more comfortable and less intimidating exchange of information for the deaf-blind person.
        
        Braille materials or taped textbooks: The most simple and common form of learning materials provided in U.S. classrooms are the textbooks. Therefore, providing taped or braille textbooks to deaf-blind persons provides them with the most common form of learning.
        
        Assistive Listening Devices: Similar to audiovisual devices, assistive listening devices have become commonplace in the classroom because they provide hearing impaired students with the opportunity to leverage their limited hearing to receive and process information audibly. This is a powerful tool because it provides students with the ability to receive information from multiple persons at once.
        
        Reading machines: Reading machines are typically diffiuclt for deaf-blind persons given their dual disability. However, reading machines provide users who still have very limited visual ability to attempt to receive information visually using reading machines.
        
        Audiovisual technologies: As described in the definition section, persons suffering from deaf-blindness are not always necessarily entirely deaf and blind. They oftentimes suffer from severe visual and hearing loss. These persons can, therefore, benefit from audiovisual technologies, which provide them with assistive systems that can increase their visual and hearing senses. This is a benefit especially in the classroom since it allows them to receive and process information in real time.
    - - ASSISTIVE TECHNOLOGIES AND SELF-CARE: According to IDEA, assistive technologies are any items, equipment, or products that increase, maintain, or improve functional capabilities of people with disabilities.
        
        Adaptive devices: Adaptive devices are devices that help disabled persons perform daily functions. Since persons suffering from deaf-blindness are typically able to leverage their other senses like touch, smell, and taste to function daily, they can utilize adaptive devices to make up for their disadvantages. In order for a person with deaf-blindness to live life independently, they are encouraged to leverage devices like Braille notetakers, optical character readers, and electronic braille writers to communicate with others and distinguish the outside world.
        
        Computer adaptations: Given the increased use of technology in the United States, the use of computers has become a popular form of assistive technology for people suffering from deaf-blindness. Since computers can be leveraged to address deafness and blindness, they have become commonplace in special education classrooms. Some types of computer adaptations include braille translation software, braille printer, screen reader, and screen enlargement software.
        
        Telecommunication devices: telecommunication devices are typically used as a way for the deaf-blind to communicate with others via a telephone line. These devices are helpful since they provide the users with the ability to gain information from those outside of their immediate proximity. Similar to the idea of online tutors, telecommunication devices provide access to outside sources. The most common telecommunication device is a braille output, which allows the user to read a message telecommunicated and translated to braille.
      - DEFINITION: Deaf-blindness refers to people who suffer from both hearing and visual disabilities. This type of combined disability typically causes severe communication, developmental, and educational needs that must be addressed dually in special education.
        It is important to note that deaf-blindness does not always mean that full hearing and visual ability is lost; it can also mean that there is a hearing and visual impairment that is within the parameters of deafness or blindness. programs.
        
        CAUSES: a) Typical causes of deaf-blindness at birth (also known as congenital deaf-blindness) include premature birth, an infection picked up during pregnancy, genetic conditions, or cerebral palsy.
        b) Typical causes of acquired deaf-blindness include age-related hearing and visual loss, diabetic retinopathy, or damage to the brain.
        
        LOW INCIDENCE: According to a study commissioned by the Department of Education in 1980, there are an estimated 42,000 to 700,000 people have some level of both hearing and vision loss. Roughly one-seventh of these people are from the United States.
        
        PARAMETERS: A student may be identified as deaf if their hearing loss is in excess of 70 decibels, or they may be identified as having a hearing loss if their hearing loss is 35 to 69 decibels.
- - - - Signs:
        
        failure to develop peer relationships
        
        lack of engagement in play with peers
        
        lack of emotion recognition
        
        difficulties in communication interactions
        
        Video on Autism signs and diagnosis : :video_camera:
      - Children with ASD have a hard time with pragmatics - misinterpret speech because they often depend on literal meaning of words, not contextual
        
        Tantrums, self-injury may occur from lack of communicative understanding
  - - - Choice Boards - Display limited number of options for activities
        
        Help to simplify decision making process
        
        Promote Independence
      - Behavior Charts and Reward Systems - positively reinforce desired behaviors
        
        Target limited number of behaviors
        
        Keep track of # of times the behavior is achieved with tokens/stickers
        
        When a set number of tokens/stickers are earned, a reward is given
      - Extra Time - Students with ASD may need more time.
        
        Quizzes/Tests
        
        Due dates for projects
        
        Getting to and from class
      - Organization Support - Losing things, forgetting things, not knowing what the homework is, not having supplies/lunch money/gym clothes, etc. These are HUGE challenges for students with ASD
        
        Use the following items to help a student organize items, assignments, and organization of thought -
        
        checklists
        -folder systems
        -color-coded materials
        -daily binder checks
        -assignment books
        -visual prompts
        *Give time for a new system to be learned and become part of the student's routine
      - Communication Book: - Good communication is between home and school is important for children with ASD.
        
        Communication book=notebook that travels to and from school and includes notes by teachers and parents
        
        Checklists can go in here
        
        Daily summaries of the child's day in school
        
        Parents can ask questions and comment on homework
        
        Provides daily progress on IEP goals :
  - - - Social Stories(TM): describe events in order to explain expected behaviors, circumstances, that happen during an event. These help get kids ready for a social situation.
        
        Link to example of a Social Story: Keep Your Hands to Yourself
      - Visual Communications Systems: Use pictures symbols to represent words
        
        PECS(TM): Picture Exchange Communication System - There are several stages to this technology which help the child communicate, reduce tantrums and odd behavior, and communicate more effectively. Follow the link below for an in-depth description of the 6 phases:
        
        6 STAGES OF PECS LINK
      - Use of apps on a smart phone or watch: Apps can be downloaded to give visual reminders to children with ADS. For example, a sound may go off which signals a change in the students schedule (lunch, gym class, catching the bus, etc.)
- - - - Assistive Devices:
        TDD
        TV captioned
    - - Supplemental Instruction
        
        Counseling
        
        Sign language instruction
        
        Transition / Vocational services
        
        Family support
        
        Deaf/Hard of Hearing role models
        
        Recreational/Social opportunities
        
        Monitor progress by Hard of Hearing specialist
    - - Curriculum:
        Shorten or adapt reading or eliminate phonics
        Shorten written assignments or adjust evaluation criteria
        Pre-tutor vocabulary
        Supplemental materials and extra pratice to reinforce concepts
        Alternative curriculum
        
        Evaluation:
        Reduce quantity of tests
        Use alternative tests
        Reading assistance with
        tests
        Allow extra time
      - Other Considerations:
        Supplemental instruction (speech, language, pragmatic skills,
        auditory, speech reading skills)
        Counseling
        Sign language instruction
        Transition / Vocational services
        Family support
        Deaf/Hard of Hearing role models
        Recreational/Social opportunities
        Monitor progress periodically by a specialist in Deaf/Hard of Hearing
- - - - physical development [fine/gross motor];
        
        Gross motor:
        • jumping
        • dancing
        • swinging
        • pedaling
        • playground activities
        
        Fine Motor:
        • gripping pencils/crayons or other small items,
        • using stickers
        • painting
        • tying knots
        • building blocks
        • apps to build fine motor skills such as pointing and clicking
      - cognitive development;
        (Peronto, S. 2014)
        
        alphabet singing
        
        counting practice
        
        ask lots of questions
        
        providing new and diverse experiences
        
        Other tools to promote cognitive development #
      - communication [language];
        #
        
        being spoken with: audio books or apps with verbal interactions
        
        Speech or language services Video
        
        practicing difficult sounds
      - social or emotional development;
        
        working with students with a peer without a delay to promote development
        
        reading stories about issues that could arise and then discussing appropriate responses
      - adaptive [behavioral] development
        
        Other tools to promote behavioral development # #
        
        Consistency of tools used to redirect behavior:
        
        Providing a quite space or safe space for a child to calm down
    - - Parent reports: 4% of children ages 2 to 11 have been diagnosed with a developmental delay. Once children receive help over 2% of parents report their child no longer has a delay (Morin, A.).
      - .06% of children served through IDEA have a developmental delay (U.S. Department of Education)IDEA concludes that a developmental delay is “...for children from birth to age three (under IDEA Part C) and children from ages three through nine (under IDEA Part B) (IDEA Partnership, 2017)
- - - - References
        Bowen, Julie. (2017). Classroom interventions for students with traumatic brain injury. WETA. Retrieved from http://www.brainline.org/content/2008/07/classroom-interventions-students-traumatic-brain-injuries_pageall.html
        Center for Parent Information and Resources. (2010).Traumatic Brain Injury
        Retrieved July 3, 2017 from http://www.parentcenterhub.org/tbi/
        National Association of Special Education Teachers. (2007). Accommodations/Modifications. Retrieved from https://www.naset.org/traumaticbraininj2.0.html
        TBI.org. (n.d.). Developing functional Individual Education Plans (IEPs). Retrieved July 3, 2017 from http://www.tbi.org/pediatric-tbi/developing_functional_ieps.html
      - 165,000 people are hospitalized for traumatic brain injury annually
        
        retraining strategies
        
        compensatory strategies
        
        new learning (metacognitive) strategies
        
        ways to help the student understand his/her injury
        
        modification of materials
        
        TBI Rehabilitaion Treatment Areas
        
        HEALTH CARE AND EDUCATION SYSTEM COLLABORATE ON INTERVENTIONS
        
        BY SETTING JOINT GOALS IN 5 MAIN AREAS
        
        Cognitive and Communication
        
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        Psycho-social and Behavioral
        
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        Independent Living and Vocational
        
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        Academic
        
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        Sensory-motor and Other Physical Needs
        
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