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14 Disability Categories Under IDEA (Low Incidence (Deafness (0.02%)…
14 Disability Categories Under IDEA
High Incidence
Other Health Impairment (15%)
Assistive Technology :star:
Audiotape or videotape class for students who miss the class
Class website [Edmodo] (
https://www.edmodo.com/home
)
Battery operated scissors
Batery operated scissors
Cup pourers attached to an arm
Biofeedback monitors
Personal digital assistants
Types :question:
ADD (Attention Deficit Disorder) and AHHD (Attention Deficit Hyperactivity Disorder)
Diabetes
Epilepsy
Heart conditions
Hemophilia
Lead poisoning
Leukemia
Nephritis
Rheumatic fever
Sickle cell anemia
Tourette syndrome
HIV
Asthma
Accommodate student needs :check:
Instructional assistant or nurse
Toileting with dignity
Communicate and coordinate with the parents, doctors, therapist etc.
Reduce homework amount in the line with the physical ability of the student
Less writing assignments
More verbal responses
Monitor symptoms
Have an understanding of the medication needs of the student and the effects on the student
Include the student in the activities with peers as much as possible
Consider the emotional aspects of dealing with the pain
Arrange after school class to help the student
Specific Learning Disabilities (38.8%)
Types
Reading (called dyslexia)
Writing (called dysgraphia)
Listening
Speaking
Reasoning
Math (called dyscalculia)
Assistive technology
Abbreviation expanders
Alternative keyboards
Electronic math work sheets
Audio books and publications
Freeform database software
Graphic organizers and outlining
Information/data managers
Optical character recognition
Personal FM listening systems
Portable word processors
Proofreading programs
Speech-recognition programs
Talking calculators
Talking spell checkers and electronic dictionaries
Variable-speed tape recorders
Word-prediction programs
Speech synthesizers/screen readers
Accommodations
Classroom and Assignment Accommodations
assist the student in finding effective peer note-takers from the class. Altetextrnatively, you could provide the student with a copy of your lecture notes or outline.
allow the student to tape record lectures.
allow the student additional time to complete in-class assignments, particularly writing assignments.
provide feedback and assist the student in planning the workflow of assignments. This is especially important with large writing assignments. It may be helpful to break the larger assignment into smaller components with opportunities for draft feedback.
provide assistance with proofreading written work.text
Examination Accommodations
extended exam time, typically time and one half to double time.
to take exams in a room with reduced distractions.
the assistance of a reader, scribe, or word processor for exams.
the option of an oral exam.
to use spelling and grammar assistive devices for essay exams.
to use a calculator for exams.
to use scratch paper during exams.
Speech or Language Impairment (17.3%)
Possible Causes
Hearing Loss
Neurological disorders
Muscular disorders
Developmental delays
Brain Injury
Mental Retardation
Autism
Cerebral Palsy
Drug Abuse
Vocal Abuse or misuse
Other Unknown Causes
Instructional accommodations and modifications
Instructional accommodations and modifications for speech impairment
receive speech therapy given by a speech-language pathologist (SLP)
Based on speech severity, allow the student to substitute oral assignments with written papers or use other available technologies
Modify grading based on speech impairment
Allow the student time to express themselves. Do no interrupt a slow speaker
Provide the SLP with spelling/vocabulary lists
Allow the use of assistive technologies
Develop a procedure for the student to ask for help
Be a good speech model and speak directly to the student
Reduce unnecessary classroom noise as much as possible
Instructional accommodations and modifications for language impairment
Students are greatly benefited by receiving language therapy from a speech-language therapist (SLP)
Provide the student with information on topics prior to going over them in class
Minimize classroom noises and distractions
Provide copy of class notes
Give assignments both orally and written
Allow extended time for assignments and tests
Modify the length of assignments
Provide a private location for testing
Allow use of adaptive technologies
Provide SLP with spelling/vocabulary lists
Pre-teach words/ideas before using them in a real situation
Do not assume understanding of spoken instructions
Ensure student has a way to appropriately express wants and needs
Ask open-ended questions
Present only one concept at a time
Work at the student's pace
Use tactic and visual cues
Use as many hands-on experiences as possible
Graphic organizers are useful in helping students organize and understand various language concepts
Types
Types of Speech Disorders
Articulation: speech impairments where the child
produces sounds incorrectly
Fluency: Speech impairments where a child’s flow of
speech is disrupted by sounds, syllables, and words
that are repeated, prolonged, or avoided and where
there may be silent blocks or inappropriate inhalation,
exhalation, or phonation patterns.
Voice: Speech Impairments where the child’s voice
has an abnormal quality to its pitch, resonance, or
loudness.
Types of Language Disorders
Expressive: Difficulty in expressing ideas or needs.
Receptive: Difficulty in understanding what others
are saying.
Mixed: Involves a mix of expressive and receptive
difficulties.
Assistive technology
TextAloud 3
Communication Board
textHELP
Low Incidence
Hearing Impairment (1%)
Assistive technology
Smartphone apps
Dragon Dictation
Dragon Dictation
eHear
Tap Tap
Tap
Cochlear implants
Hearing aids
Webcam chat technology
TDD (telecommunications device for deaf)
TYY (teletypewriter)
Frequency modulated (FM) system
Using chat rooms and texting technologies for collaborative learning and communication
Voice-to-text
Instructional accommodations and modifications
Full visual access
Quiet environment
Placing students close to the source of the sounds
Repeat important information
Speak clearly
Provide transcripts of audio information
Allow extra time for oral responses
Face the class while speaking
Provide hand-outs in advance
Use more than one way to explain information
Multiple Disabilities (1%)
Instructional accommodations and modifications :check:
Peer tutoring
Change the environment regularly
Physical movement tasks that can be done without teacher support
Cues
Touch cues
Object cues
Routines
Schedules
Assistive technology :star:
Handheld personal computer
Augmentative and alternative communication
AAC
Taped stories
Books available online
Orthopedic Impairment (1%)
Instructional modifications
Provide alternatives to writing
Allow oral responses
Provide frequent positioning changes
Reduce written assignments
Reduce or eliminate the need for a student to copy from the board
Ask yes or no questions whenever a student has a difficulty speaking in front of a group
Allow eye blink for responding
Allow facial expression for responding
Let them use communication device for responding
Instructional accommodations
Extra set of books at home
Graph paper
Instructional software
Text to speech
Word Prediction
Provide frequent breaks
Full visual access
Assistive technology
Adapted writing materials
Pencil grip
Slant board
Raised line paper
Adaptive devices
Adjustable desks
Adjustable chairs
Walkers and wheelchairs
Other adaptive devices
Computer access
Adapted mouse
Touch screen
Modified keyboards
Traumatic Brain Injury (0.4%)
Assistive technology
Speech Generating Devices
Recording Devices
Writing Assistance
Instructional accommodations and modifications
Accommodations
Classroom Accommodations
Allow additional time to complete in-class assignments
Allow for extra or extended breaks
Provide student with instructor’s notes or help student obtain quality notes from other students
Allow student to audio record lectures for later playback
Provide both oral and written instructions; clarify instructions
For lectures, provide student with an outline or study guide when available
Allow use of a portable computer with spelling and grammar checks for assignments and note-taking
In grading work, reduce emphasis on spelling and grammatical errors unless it is the purpose of the assignment
Permit referencing a dictionary or thesaurus for assignments
Provide preferential seating at or near the front of the classroom
Reduce quantity of work required, in favor of quality
Avoid placing student in high pressure situations (e.g., short time frames, extensive volume of work; highly competitive)
Exempt student from reading aloud in front of classmates because of impaired reading skills
Test Accommodations
Allow additional time to complete tests
Provide for completion of tests in a quiet, individual environment with the goal of minimizing distractions
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
Assess knowledge using multiple-choice instead of open-ended questions
Allow student to clarify and explain responses on exams (and assignments)
Permit student to keep a sheet with mathematic formulas for reference, unless memorizing the formulas is required
Permit student’s use of a calculator
Permit the student to utilize a dictionary and thesaurus in writing test responses
If two exams are scheduled on the same day, allow student to reschedule one for another day
Modifications
minimize extraneous auditory and visual stimulation (use study carrels or room dividers)
provide preferential seating
arrange seating to allow for more space between students
provide small group instruction
structure student's activities and schedule to limit number of changes and reduce unstructured time
limit number of persons that the student deals with each day
provide the student with a written schedule and keep the schedule as consistent as possible
provide area to keep supplies, books, etc., away from student's work area
select a classroom buddy
Visual Impairment Including Blindness (0.4%)
Assistive technology
Optical Aids
Video Magnifiers
Closed-Circuit Televisions (CCTVs)
Eyeglasses
Telescopes
Braille
Slate & Stylus
Perkins Brailler
Portable Notetaker
Auditory
Tactile Graphics
Computer Access
Enlarging software
Screen Reader
Tactile access
Instructional accommodations and modifications
Accommodations
Time requirements:
● Time and a half or double time
● Consideration for the student's reading/writing speed
● Consideration for time needed to use adaptive equipment
● Consideration for eye fatigue and scanning ability
Changes in the way students demonstrate learning
● Modified assignments (when appropriate and needed) to accommodate visual fatigue (extended time and/or shortened amount of assignments).
● Avoid activities requiring extensive visual scanning.
● Avoid visually cluttered materials.
● Allow students to use (bold marker, 20/20 pen, mechanical pencil, or other unique writing tool) to complete assignments.
● Use of bold line paper.
● Use of raised line paper.
● Abbreviated homework assignment (includes all concepts, just fewer items).
● Shorter written assignment.
● Oral testing.
Changes in Setting:
● 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.
Changes in the Setting: Environment
● Avoid glare in general from overhead lights. Consider placing light filters on fluorescent lights.
● Open and close doors fully (a half open door can be a dangerous obstacle).
● Eliminate unnecessary background noise. Consider isolation headphones.
● Eliminate clutter from the room, particularly in aisles and movement paths.
● Place materials in consistent places so that students know where particular items are always located.
● Preferential locker position and locks with keys vs. combination locks.
● Use of task lighting as needed.
Modifications
● Based on the student's current assessment results of the student's abilities;
● Based on the student's current skills based on current assessments;
● Based on the student's emotional well-being;
● To help the student be successful; and
● After trying the use of supplementary aids and services.
● Reducing assignments so a student only completes the easiest problems;
● Altering assignments to make them easier;
● Requiring a student to learn less materials than are required by the State's academic content standards;
● Providing help to a student via hints or clues to the correct answers on assignments and tests.
Deaf - Blindness (0.03%)
Educational Challenges
Participating in class discussions
Presenting oral reports
Understanding classroom lectures
Fulfilling reading assignments
Teaching Strategies
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
https://www.youtube.com/watch?v=U_QMS-hzRMs
Large print
Non-Directive Object Exploring
Extra Time to Respond
Repetitive Touch for Focus/Attention
Assistive Technology
Computer adaptations
Braille translation software
:
converts print into Braille and Braille into print
Braille printer
:
connects to a computer and embosses Braille on paper
Screen reader
:
converts text on a computer screen to audible speech
Screen enlargement software
:
increases the size of text and images on a computer screen
Refreshable Braille display
: converts text on computer to Braille by an output device connect to the computer
Adaptive devices
Braille notetakers
: lightweight electronic note-taking device that can be connected to a printer or a Braille embosser to produce a printed copy
Optical character reader:
converts printed text into files that can be translated into audible speech or Braille
Electronic braillewriter
: produces Braille, translates Braille into text or synthetic speech
Telecommunication Devices
TTD : telecommunication device for the deaf
Deafness (0.02%)
Characteristics
Conductive Hearing Loss
Sensorineural Hearing Loss
Mixed Hearing Loss
Central Hearing Disorders
Impact on Learning
Social-Emotional Development
Poor development of speech and language
Difficulties in Educational Achievement (normal education system)
Teaching Strategies
special education services professionals
Audiologists
Teachers of the Hearing Impaired
Speech-Language Pathologists
Interpreters
visible communication modes
Sign Language
Fingerspelling
Cued Speech
Provide written materials
amplification and aural/oral training
in-depth study of a few texts or short speech
Assistive Technology
Hearing Aids and Auditory Training Devices
Alerting Devices
Telecommunication Device for the Deaf (TDD)
Captioning on screen
Medium Incidence
Intellectual Disability (8%)
Instructional modification
Break down the assignment
Yes/No and True/False responses
Graphic organizers
Top 10 graphic organizers
An alternate task when it's not possible to simplify it
Modeling
Immediate feedback
Visual demonstration whenever possible
Step-by-step instructions
Instructional accommodation
Seating arrangement -
Teacher can easily monitor and assist the child
Around peers who are willing to help
Small groups or one-to-one setting
Assistive technology
Educational apps for the students with intellectual disability
Autism Timer
Autism Timer
Story Builder for iPad
Flashcards for iPad
Behavior Assessment Pro
Autism Express
Autism Express: A Mobile Interactive Screening Mechanism for Autism in Rural Bangladesh
Grace
Grace
iCommunicate
iCommunicate
Developmental Delay (2.5%)
Areas of Skill Development Delay
Cognitive Development (intellectual abilities)
Social and Emotional Development
Communication Development (speech and language)
Physical Development
Adaptive Behaviour (activities of daily living)
Teaching Strategies
General Strategies
Establishing procedures and routines
Manipulatives teaching aids
Expressive Learning
Engaging in frequent discussion
Seating Arrangements
Adaptive
Behaviour
Break down each skill into steps
Use visual schedules with pictures / icons
Apply skills to other settings (field trips)
Minimize distractions and over-stimulation
Practice personal care and self-help skills
Social and
Emotional Development
Value and acknowledge student’s efforts
Explore feelings through use of play
Point out consequences of the student’s behavior
Model the benefits involved in cooperating
Put student’s feelings into words
Activities such as art projects, music with own instrument, and sand or water play.
Cognitive Development
Be as concrete as possible
Show a picture when presenting new information verbally
Be consistent with classroom routines
Speak directly to the student in clear short sentences.
Avoid multiple or complex instructions
Allow student to complete tasks at own pace
Communication Development
Speak slowly and deliberately
Speak directly to the student
Be a good speech model
Have easy and good interactive communication
Consult a speech language pathologist
Use active listening
Physical Development
Plan physical activities
Incorporate singing and dancing into many activities
Have a schedule for active and quiet times
Provide nutritious snacks and meals
Manipulatives teaching aids
Assistive Technology
Manipulatives teaching aids
Pictures Boards
Bugs and Numbers App
Arts Supplies / Music Instruments
iDo Hygiene App
HelpKidzLearn Apps
Emotional Disturbance (7.7%)
Impact on Learning
Emotional development
Behavioural development
Cognitive development
Teaching Strategies
Supporting the academic performance
Allowing students to choose between classroom tasks
Consistent and specific praise
Building empathy, trust, and mutual respect with students
Assistive Technology
The Talklight
Stereo - calming music
Behavior Chart
Point Sheets
Book of Possibilities
Find out more about the steps to identify a student suffering from emotional disorders!
Identifying a student suffering from emotional disorders
ASD (Autism Spectrum Disorder) (2%)
Impact on Learning
Deficits in social interactions and communication
Self-Injurious behaviour
Anxiety
Poor or slow responds
Losing Focus on routine
Teaching Strategies
Visual supports and cues
Use instructional goals
Good parent-teacher relations in tutoring
applied behavior analysis or positive behavior supports
More options on teaching strategies by teacher, parents, and classmates partisipations :
https://coggle.it/diagram/WbgYdDnH5QABRjoH
Assistive Technology
The Bluebee Pals
: an Assistive Technology tool used to engage students in learning and socialization.
https://www.bluebeepals.com/
DynaVox Mayer-Johnson:
Augmentative and Alternative Communication (AAC) Devices and Services.
https://www.tobiidynavox.com/
LAMP
: Language Acquisition through Motor Planning
https://www.aacandautism.com/lamp
