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IDEA Disabilities - An Overview (Intellectual Disability (References:…

- - - - Special seating arrangements to develop useful posture and movements
        
        Instruction focused on development of gross and fine motor skills
        
        Securing suitable augmentative communication and other assistive devices
        
        Awareness of medical condition and its affect on the student (such as getting tired quickly)
      - :red_flag:
    - - Due to the various levels of severity of orthopedic impairment, multiple types of assistive technology may be used.
        
        Devices to Access Information:
        speech recognition software,
        screen reading software,
        augmentative and alternative communication devices (such as communication boards),
        and academic software packages for students with disabilities.
        These assistive technology devices focus on aiding the student to access the educational material.
        
        Devices for Positioning and Mobility: canes,walkers,crutches,wheelchairs,specialized exercise equipment,specialized chairs, desks, and tables for proper posture development.
        These assistive technology devices focus on helping the student participate in educational activities.
        
        Screen reading software：
        https://www.disabled-world.com/assistivedevices/computer/screen-readers.php
    - - Low-Incidence Disability
- - - - preferential seating in the classroom for all films, assemblies and demonstration lessons
      - seated facing away from windows
      - permission to move about the room as needed to see information presented away from his/her desk
    - - Copies of overhead projector/smart board activities to be viewed at his/her desk as needed.
      - The teacher or presenter should verbalize all information as it is written on the board or overhead.
      - Information presented on the board should be in a high contrast color.
      - Use recorded text as needed.
    - - Modified assignments (when appropriate and needed) to accommodate visual fatigue (extended time and/or shortened amount of assignments)
      - Avoid activities requiring extensive visual scanning
      - Shorter written assignment
      - Oral testing
  - - - Portable notetaker:
        small portable units that employ either a braille or standard keyboard to allow the user to enter information. Text is stored in files that cam be read and edited using the built-in speech synthesizer or braille display. File may be sent to a printer or braille embosser, or transferred to a computer.
      - Braille embosser
        a braille printer that embosses computer-generated text as braille on paper.
      - Video Magnifier:
        magnify a printed page through the used of a special television camera with a zoom lens and displays the image on a monitor.
      - Scanners:
        a device that converts an image from a printed page to a computer file.
      - Braille writing equipment
        used for creation of paper braille materials. Can be manual or electronic devices.
      - Adaptive keyboard
        offer a variety of ways to provide input into a computer through various options in size, layout (i.e. alphabetical order), and complexity.
      - Braille translation software
        translate text and formatting into appropriate braille characters and formatting.
      - Augmentative communication device:
        provide speech for people who are not able to communicate verbally. Device may talk, user indicates communication through the use of tactile symbols, auditory scanning, large print symbols, etc.
      - Screen magnification:
        software that focuses on a single portion (1/4, 1/9, 1/16, etc.) of the screen and enlarges it to fill the screen.
      - Screen reader:
        software program that works in conjunction with a speech synthesizer to provide verbalization of everything on the screen including menus, text, and punctuation.
- - - - Mild
        
        • IQ 50 to 70
        
        • Slower than typical in all developmental areas
        
        • No unusual physical characteristics
        
        • Able to learn practical life skills
        
        • Attains reading and math skills up to grade levels 3 to 6
        
        • Able to blend in socially
        
        • Functions in daily life
        
        • High Incidence: About 85 percent of people with intellectual disabilities fall into the mild category and many even achieve academic success. A person who can read, but has difficulty comprehending what he or she reads represents one example of someone with mild intellectual disability.
      - Moderate
        
        • IQ 35 to 49
        
        • Noticeable developmental delays (i.e. speech, motor skills)
        
        • May have physical signs of impairment (i.e. thick tongue)
        
        • Can communicate in basic, simple ways
        
        • Able to learn basic health and safety skills
        
        • Can complete self-care activities
        
        • Can travel alone to nearby, familiar places
        
        • Low Incidence: About 10 percent of those with intellectual disabilities fall into the moderate category. People with moderate intellectual disability have fair communication skills, but cannot typically communicate on complex levels. They may have difficulty in social situations and problems with social cues and judgment. These people can care for themselves, but might need more instruction and support than the typical person. Many can live in independent situations, but some still need the support of a group home.
      - Source: (Gluck, 2016)
      - Profound
        
        • IQ less than 20
        
        • Significant developmental delays in all areas
        
        • Obvious physical and congenital abnormalities
        
        • Requires close supervision
        
        • Requires attendant to help in self-care activities
        
        • May respond to physical and social activities
        
        • Not capable of independent living
        
        • Low incidence: People with profound intellectual disability require round-the-clock support and care. They depend on others for all aspects of day-to-day life and have extremely limited communication ability. Frequently, people in this category have other physical limitations as well. About 1 to 2 percent of people with intellectual disabilities fall into this category.
      - Severe
        
        • IQ 20 to 34
        
        • Considerable delays in development
        
        • Understands speech, but little ability to communicate
        
        • Able to learn daily routines
        
        • May learn very simple self-care
        
        • Needs direct supervision in social situations
        
        • Low incidence: Only about 3 or 4 percent of those diagnosed with intellectual disability fall into the severe category. These people can only communicate on the most basic levels. They cannot perform all self-care activities independently and need daily supervision and support. Most people in this category cannot successfully live an independent life and will need to live in a group home setting.
      - Note: " According to the new DSM-V [Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, 2013]... someone with severe social impairment (so severe they would fall into the moderate category, for example) may be placed in the mild category because they have an IQ of 80 or 85. So the changes in the DSM-V require mental health professionals to assess the level of impairment by weighing the IQ score against the person's ability to perform day-to-day life skills and activities."
  - - - Text-to-Speech (TTS) devices: convert written text to audible speech
      - Speech Generating Devices (SGD)
        
        Tobii Dynovox: SGD that includes eye-tracking software
        
        Mayer-Johnson Systems
      - Voice Output Communication Aids (VOCAs): like SGDs, devices that allow people who have difficulty or are unable to produce speech to have an audible voice.
      - Smartphone and Tablet apps such as Proloquo2Go, which allows users to construct sentences using symbols
      - Picture Exchange System (PECS): a pictorial communication system designed to enable users to communicate within a social context
  - - - Break down learning tasks into smaller steps. E.g. provide visual photograph guides demonstrating each step of a particular task. Each step should be mastered before the next is attempted. This approach is standard in many teaching approaches, but the key difference is that each sequential step is smaller and so more manageable.
      - Modify the teaching approach based on the individual. For some people an experiential approach may be more effective than a verbal one. (e.g. dropping an object or enabling a learner to rock in a swing-set to learn about gravity rather than just describing it verbally or even with images)
      - Use visual aids such as graphs, color-coding, animation. Bear in mind any sensory triggers the person may have. also bear in mind behavioral or emotional associations colors may have as a result of other communication tools such.
      - Positive behaviorial management and support systems : the individual should be involved and aware of this as much as possible, and every effort should be made to preserve and protect their dignity and agency. These should be consistent in different settings and based on consultation with parents and other care givers and/or institutions involved.
      - Direct and immediate feedback, which forms a connection between cause and effect. Consistent reward systems.
      - Disabilities in one language domain can be accommodated in a similar way to specific learning disabilities. For example, a learner who has difficulties processing written language could be presented information aurally or pictorially.
      - Multi-sensory approaches: use color coding to communicate feelings or organize materials. Use textures, sounds, music, smells and taste depending on the abilities and disposition of the individual.
      - Use symbol/sign languages such as Makaton, which is designed to be used with speech and incorporates a flashcard symbol system
      - Assistant trained to support the learner in ways identified by the IEP process
      - Demonstrate and/or role-play to communicate ideas and social norms
- - - - Amplification system
        
        Seating the facilitators lip reading
        
        Subtitles on films/videos
        
        An assistant to take notes so the student can concentration on the listening aspect of the lecture
        
        Learning communication methods (sign language, counselings, etc).
        
        Auditory training from a specialist
        
        References
        
        Deafness and Hearing Loss. (2015, June 16). Retrieved on November 28, 2018 from https://www.parentcenterhub.org/hearingloss/
  - - - Types of HATS: FM Systems, Infrared Systems, Induction Loop Systems, One-to-one communicators.
        
        FM systems include the speaker wearing a microphone that then gives of waves signals and then sends them to the receiver.
        
        Infrared systems will use light waves to send sounds across a room. This system can be word in the ear or as a separate stand alone object.
        
        Induction loop systems have wires that run across the room that are places either in the ceiling or floor. The speakers voice can be transported through those wires to help the receiver hear clearly.
        
        In the one-to-one communicators a speaker will still use a microphone, but this is ideal for very small groups or individual conversations.
        
        References
        
        ASHA. (n.d). Hearing Assistive Technology. Retrieved on November 28, 2018 from https://www.asha.org/public/hearing/treatment/assist_tech.htm
- - - - Big Mack
      - Talk Pad
      - Voice in Box
      - Cheap Talk 4
      - Step-by-step Communicator
    - - Adaptive hardware
      - Complex voice output devices
- - - - Accommodations
        
        Dyslexia is diagnosed through an evaluation that determines a deficit in reading ability
        and rules out other possible causes, like social, environmental, or cognitive factors.
        
        Treatment will first address the symptoms of the disorder, teaching a child how to
        read–not intuitively, as most do, but as a rule-based system. Then, under guidance from a intervention plan,
        the child will develop compensatory skills for learning.
        
        Individualized attention and instruction are critical, and schools often allow extra time
        on tests and other accommodations for students diagnosed with dyslexia.
      - Assistive Technologies
        
        Computer based learning programs.
        
        Tablets, Smartphones and Applications.
        
        Dyslexic Advantage, ‘Microsoft OneNote Learning Tools - Top Dyslexia App 2016.’ Retrieved from https://youtu.be/12TLFH9vnl8
        
        Spell checkers that are specifically designed with dyslexia
        in mind to automatically make corrections to written communications.
        
        Scanning software and hand reading pens.
        
        Mind mapping software.
        
        Text-to-speech software.
        
        Speech recognition software.
      - High-Incidence Disability
        
        Dyslexia is a common learning disability that interferes with the acquisition of reading skills. It causes children to struggle with decoding, word recognition, and spelling. While many people still use the term dyslexia, it is now technically part of the diagnosis “specific learning disorder,” which groups together reading, writing, and math disorders under the same umbrella.
        
        Facts about Dyslexia
        
        Dyslexia is the most common learning disability. Individuals with this medical condition have
        difficulty in the areas of language processing
        
        **MRI studies showed that dyslexia among users of alphabetic scripts such as English and of logographic ones such as Chinese was associated
        with different parts of the brain, just as different parts of the brain were involved in reading the two types of language.**
        
        1 in 5 people suffer from dyslexia.
        
        About 70 to 85% of children who are placed in special education for learning disabilities are dyslexic.
        
        Dyslexia does not reflect an overall defect in language, but a localized weakness within the phonologic module of the brain (where sounds,
        or in the case of Chinese Dyslexia, image association, of language are put together to form words or break words down into sounds).
      - References
        
        Child Mind Institute, ‘Quick Facts on Dyslexia.’ Retrieved from https://childmind.org/article/quick-facts-on-dyslexia/
        
        dosomething.org, ’11 Facts About Dyslexia.’ Retrieved from https://www.dosomething.org/us/facts/11-facts-about-dyslexia
        
        The Economist, ‘Disability of a Different Character.’ Retrieved from
        https://www.economist.com/analects/2014/09/09/disability-of-a-different-character
        
        The Dyslexia Association, ‘Assistive Technology.’ Retrieved from
        https://www.dyslexia.uk.net/services/assistive-technology/
    - - ADHD
        
        ADHD stands for attention deficit hyperactivity disorder. It is a medical condition. A person with ADHD has differences in brain development and brain activity that affect attention, the ability to sit still, and self-control. ADHD can affect a child at school, at home, and in friendships.
        
        Accommodation
        
        For Classroom Learning
        
        Have student sit close to the teacher and away from windows and doors 2. Increase space between desks 3. Have teacher stand near student when teaching
        
        For Organization
        
        Use assignment notebook 2. Provide an extra set of books to keep at home 3. Provide folders and baskets of supplies to keep desk organized 4. Color-code materials for each subject 5. Provide written schedule for daily routines
        
        For Classwork and Taking Tests
        
        Provide worksheets with fewer questions and problems 2. Give frequent short quizzes, rather than one long test for each unit of work the teacher goes over 3. Give extra time and quieter space for work and tests 4. Allow student to answer questions out loud, or fill in the blanks 5. break long assignments into small chunks
        
        For In-Class Learning
        
        Give directions out loud and in writing 2. Use pictures and graphs 3. Have a buddy take notes for the student 4. Give the student the lesson outline 5. Check to make sure the student understands the lesson 6. Keep instructions simple and clear 7. Create a "signal" to get the student's attention. This could be a sticky note on the desk or a hand on a shoulder
        
        For Behavior
        
        Use a behavior plan with a reward system 2. Praise good behavior 3. Talk through behavior problems one-on-one 4. Monitor frustration. Check in with student to understand this mood
        
        Facts about ADHD
        
        It is normal for children to have trouble focusing and behaving at one time or another. However, children with ADHD do not just grow out of these behaviors. The symptoms continue, can be severe, and can cause difficulty at school, at home, or with friends.
        
        A child with ADHD might:
        • daydream a lot
        • forget or lose things a lot
        • squirm or fidget
        • talk too much
        • make careless mistakes or take unnecessary risks
        • have a hard time resisting temptation
        • have trouble taking turns
        • have difficulty getting along with others
        
        ADHD is a non-discriminatory disorder affecting people of every age, gender, IQ, religious and socio-economic background.
        In 2011, the Centers for Disease Control and Prevention reported that the percentage of children in the United States who have ever been diagnosed with ADHD is now 9.5%. Boys are diagnosed two to three times as often as girls.
        Among adults, the Harvard/NIMH National Comorbidity Survey Replication found 4.4% percent of adults, ages 18-44 in the United States, experience symptoms and some disability.
        ADHD, AD/HD, and ADD all refer to the same disorder. The only difference is that some people have hyperactivity and some people don’t.
        
        Assistive Technologies
        
        Electronic math worksheet software
        
        Talking calculators
        
        Audio books and reading software
        
        Speech synthesizers/screen reader systems
        
        Word-prediction software
        
        High-Incidence Disability
        
        References
        
        Kristin Stanberry(n.d.).Assistive Technology for ADHD Challenges at School. Retrieved from https://www.additudemag.com/change-the-program/
        
        ADHD Awareness Month Coalition(2018, October). 7 Facts You Need To Know
        About ADHD Retrieved from https://www.adhdawarenessmonth.org/adhd-facts/
        
        Mathew Lynch (2018, May 22).ASSISTIVE TECHNOLOGY TO HELP CHILDREN WITH ATTENTION DEFICIT DISORDER (ADD) SUCCEED ACADEMICALLY. Retrieved fromhttps://www.theedadvocate.org/assistive-technology-to-help-children-with-attention-deficit-disorder-add-succeed-academically/
        
        CDC Centers for Disease Control and Prevention (2018, September 19) Attention-Deficit/Hyperactivity Disorder (ADHD). Retrieved from https://www.cdc.gov/ncbddd/adhd/facts.html
        
        Kids Health from Nemours (2017, November). ADHD. Retrieved from https://kidshealth.org/en/parents/adhd.html
        
        Dr. Grashow (2015, May 26). How to Teach Children with ADHD Retrieved fromhttps://www.youtube.com/watch?v=JEAYVMFZLM4
- - - - Hyper Activity
      - Agression/Self Injury
      - Withdrawl
      - Immaturity
      - Learning Difficulties
    - - Anxiety Disorder
        
        The most frequently occurring disorder
        
        Note of Interest
      - Bipolar Disorder
      - Conduct Disorder
        
        Aggression to people and animals
        
        Destruction of Property
        
        Lying/Deceit
        
        Serious violations of school rules
        
        Behaviors
      - Eating Disorder
      - OCD
      - Psychotic Disorder
  - - - Councilor Chatting Apps
      - Calming Lighting
      - Medication
      - Point Incentive Apps (Class Dojo)
      - Electronic planners
- - - - Allow opportunities for repetition and practice of previously introduced material
        
        Technologies to assist with learning
        
        Consult with assistive technology specialists to discuss possibilities of low to high tech devices for increasing independence and participation. Some students with visual impairments will benefit from light boxes to increase contrast between objects and background and/or other devices to enlarge or magnify print and materials. Students with hearing impairments may benefit from amplification systems or assistive listening devices.
        
        Provide optimal lighting conditions to capitalize on the student’s residual vision. Reduce glare, increase contrast between materials, manipulatives, and ensure that the size of the materials and print are appropriate for the student’s vision.
        
        Use hands-on learning experiences that incorporate a multisensory approach and rely on information available through touch, smell, and movement
        
        Carefully consider the arrangement of the classroom so that mobility is encouraged and comfortable for the child. Experiencing a simulation of dual sensory impairments may assist in identifying features of the environment that need to be adjusted.
      - Provide ample time for exploration and play with manipulatives before requiring students to complete the task.