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14 Categories of Disability under IDEA
Data Cited (Other Health…
14 Categories of Disability under IDEA
Data Cited
High Incidence
Speech or Language Impairment
(High→ age:3-5，43.7% ；age:6-21,19.6%) Chunyan
:smiley:Course modifications:one-to-one presentations and the use of a computer with a voice synthesizer
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:<3:Be patient and take the time to communicate effectively. Ask students to repeat or clarify if you do not understand their speech
:check:Permit students to be silent in class unless speech is a required course competency appropriate for particular students
:check:Permit students the time they require to express themselves, without unsolicited aid in filling the gaps in their speech
:star: Augmentative communication device :synthesized speech, print output, etc.
Developmental Delay
(High→age:3-5,37%;age:6-21,2.4% )
Andrew
Model the language slowly, during tasks have student repeat the model.
Use clear pictures to reinforce, and paraphrase what student says for clarity.
Discuss alternate ways to communicate with the students that are nonverbal
Make sure child has appropriate tools such as extra large pencils.
Use games and physical activities to help develop motor skills such as cutting and pasting
Use manipulatives such as blocks or tiles to physically represent numbers and shapes. Handling them will help improve motor control.
Strategize to assist with separation from parents.
Model behaviors for how to handle specific feelings and benefits from cooperating.
Create a clear cause and effect for students behavior, and explain the rules for them, and why the rules exist.
Provide activities that don't require sharing, don't force child to work with large groups.
Use the students preferences and interests to keep them motivated and engaged.
allow for extra time to complete tasks.
repeat instructions frequently, ask student to recite the instructions, paraphrase instructions.
Keep instructions simple and single step, focus solely on the task at hand.
Explicitly teach hygiene skills such as hand washing, toileting, etc.
Provide opportunities for students to practice asking for help, model verbal and non verbal communication.
Intellectual Disability (Low Incidence age:3-5 1.9% age:6-21 7.0%) Dephanie
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:!: Break down instructions into short, simple sentences. Repeat often.
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:red_flag: Outline and develop clear rules and guidelines for classroom procedures and behavioral expectations. Model those expectations for students.
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:spiral_note_pad: When possible, use alternative assessment methods such as verbal answers, drawings, etc.
Specific Learning Disability
(High→age:3-5, 1.4%;age:6-21,39.2%)
Stephanie
:<3:Give step by step instructions, repeat directions, stick to daily routines, provide notes for lessons
:check:Teachers can provide extra time for reading and writing, arrange worksheets from easiest to hardest, show examples of work that is correct
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Low Incidence
Deaf-Blindness
(Low→age:3-21 ,less than 0.05%)
Nader Works Cited
:eye: :ear::skin-tone-5: Meet with the family to determine whether the loss of the senses occurred before birth or after partial acquisition of one/both senses. The answer will affect the strategies used to teach the student.
:eye: :ear::skin-tone-4:Sight and sound are the two main senses for determining distance. So much of learning and interacting with people and the environment is linked to the perception of distance. There will be many aspects of your teaching that will need to be redone. Guidelines for designing services for the Deaf-Blind
:eye: :ear::skin-tone-3: The amount of impairment of the two senses varies considerably from person to person, so a knowledge of what medium the acquire information in is needed. You then have to work with stakeholders to ensure the Braille or Magnification resources are available as the student requires them. (Usually before or at the same time as classmates)
:eye: :ear: :red_flag: Considerable time is needed to arrange the classroom depending on the extent of the disabilities. This will require time and the involvement of the student or parents and will happen before and after students are in the room. Account for that time in your plans for the first week of class.
:eyes: :ear::skin-tone-6: You will have develop a tactile system for cueing in the student about things that are happening in class as they will not be able to see or hear verbal and audio cues from the teacher.
Hearing Impairment
(Low→age:3-5 1.2%;age:6-21，1.1%)
Nader Works Cited
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:ear::skin-tone-2: There is a range of equipment you will need for students who have some level of hearing including FM transmission systems. Phonak is one vendor with resources made for the classroom, but there will be considerable expense associated with equipping a classroom.
:ear::skin-tone-6: Hearing impairments affect several aspects of learning that will affect your work including Language acquisition, knowledge and use of Learning Strategies, social skills, reliance on technology, and gaps in background and Domain knowledge
:ear::skin-tone-5: Have the teacher and classmates learn sign language from the impaired student. This will be important for gaining understanding of the disability and for fostering acceptance.
:ear: :red_flag: Arrange the classroom for good acoustics and performance of the wireless aids. This will require time and the involvement of the student or parents and will happen before and after students are in the room. Account for that time in your plans for the first week of class.
:ear: Your planning needs to account for the time taken for things to be translated. While many real-time translation options are available, your student may not have the most capable resources.
:ear::skin-tone-4: Teachers and the entire class need to adjust and agree on routines that will account for and include the disabled student.
:ear::skin-tone-3: Your students areas of interest must be used to choose content that he/she enjoys accessing so that vocabulary development happens as rapidly as possible.
:ear::skin-tone-2: You will need to work with a translator or Shadow Teacher, possibly in class .
Orthopedic Impairment
(Low→age:3-21, 0.8%)
Andrew
:warning: Accessability and classroom layout need to be arranged to suit the child, e.g. wheelchair accessible aisles, etc.
:clipboard: Provide appropriate ways for students to write- individual white board, modified writing utensils.
:<3:Prepare other students for how to handle/react to the impaired students. Ask for volunteers for specific activities, such as help going to the bathroom.
:checkered_flag: Adapt activities so that impaired students can also participate fully without suffering a disadvantage.
Traumatic Brain Injury
(Low→age:3-5,0.1%;age:6-21,0.4%) Dephanie
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:star: Provide multiple ways to access content, such as links to lecture notes or audio/video recordings of lectures.
:check: Create a schedule with plenty of natural breaks, or allows for natural breaks to allow time to process or prevent them from being overwhelmed.
:checkered_flag: Chunk longer tests, quizzes, and projects into smaller sections that can be completed separately.
:pencil2: Give students a heads up when introducing new content. Providing it early allows them to keep pace with other students.
:<3: Show that you are their advocate and ally. Be understanding of behavioral changes and let them know that you are there for them.
Deafness
(Low→age:3-5,1.2%;age6-21,1.1%)
Dephanie
*Please also reference Nader's Work Cited
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:large_blue_circle: When possible, arrange desks so that all students can see each other's faces.
:!: Explicitly teach social graces to all students, as deaf students often lag behind in understanding social and communication norms.
:frame_with_picture: Try to accompany text with visual diagrams or graphics as much as possible when speaking.
:notebook: Pre-print notes and questions for students so that they are able to anticipate questions and plan for answers ahead of time.
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:computer: Utilize technology like MotionSavvy UNI which is translates voice to text and sign language to voice.
Multiple Disabilities
(low→age:3-5, 1.1%;age:6-21, 2.1%)
Hilary
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Chunk assignments into smaller, easier to manage portions
Other Health Impairment
(Medium →age:3-5,3.1%;age:6-21,14.4%)
(Hilary)
:red_flag: Allow students with medical conditions to take time to take care of their condition. This could mean extended bathroom breaks, bringing water or small snacks into the classroom, sitting on the floor or chairs when the class is not, and a variety of other modifications depending on the student's needs.
:star:Find out your school's medication policy. Be aware of students who need to take regular medication, especially medication that is administered during the school day.
Teach your students what to do in case of a medical emergency in the classroom. Designate a class helper to get the school nurse or other important staff members during a medical emergency. Remind students to stay calm.
:pencil2: Consider a flipped classroom model or recording lectures for students who need to miss extended class time due to illness.
:check: Keep distractions to a minimum for students with ADD or ADHD, including posters and classroom decorations
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Create a "safe space" in your classroom, which can be a safe space for a student to retreat too when they need a break
Low Incidence
Emotional Disturbance
(low→age:3-5 0.4% age:6-21 5.9%)
(Medium Incidence) Chunyan
:silhouettes:Provide opportunities for students with emotional disabilities to assume class responsibilities, such as distributing papers.
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:warning:implement a clear classroom behavior plan and routine. Providing the classroom with a visual schedule
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:explode:Use behavior charts,vision board,incentive sheets to help students understand better
Visual Impairment
(Low→age:3-21,0.4%)
Nader) Works Cited
:EYE: :warning: :red_flag: Considerable time must be spent with the sighted classmates to raise awareness of arranging the room in away that helps the visually impaired settle down for the lesson quickly.
:eye: Consider using Shadow Teachers and freelance artists to create/find media and tactile aids because it may be faster than importing aids, clearing customs/censors.
:eye: :red_flag: You will have to find a Braille Printer, paper, and someone to help print translated material a few days ahead of time. Braille Printer
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:eye: :loudspeaker: Teaching the blind requires a teacher to rethink how you cue students in to what they pay attention to. Unconsciously you may use hand gestures or glances to guide students along during the a lesson. You have to create a consistent system of audio cues in lieu of visual cues.
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:eye: For teaching Mathematics, there are a whole host of special tools including tactile boards, speaking Scientific Calculators and specialized software for writing equations. The following video shows examples of these aids:
Teaching Math to the Blind It is better to discuss the availability of these aids with the parents of the blind student or with teachers at s School for the Blind in your country as acquiring them may not be easy/cheap.
:eye: :computer: Visually impaired students include partially sighted and blind students. Some common resources you need to require both to have are headsets and text-to-speech software/websites. Many needs can be addressed though the accessibility options on computers and mobile phones for some languages. Your IT support team must be aware of the resource requirements.
Autism
(High→age:3-5,8.9%；age:6-21,8.6% ) Stephanie
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:silhouette:Sensory tools such as stress balls, pencil toppers, clay, or foot rollers
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:warning:For all categories, teachers need to understand how bullying can manifest for the disabilities they are addressing and work with stakeholders to ensure the special needs student is not bullied during all parts of the day and in all areas the school is responsible for.
:star:I'll be looking specifically at dyslexia: provide audiobooks, large print texts for worksheets, simplify directions, provide bookmarks for reading
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