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IDEA Disability Categories (Low Incidence (Orthopedic Impairment (0.1%),…

- - - - Assistive Technology
        
        Screen reader – converts text/Braille on a screen to speech
        
        Refreshable Braille Display – converts text on a screen to Braille and is printed out.
      - Teaching Strategies
        
        Utilize group work
        
        Provide instruction in the students’ optimal mode of input (speech, Braille, text, etc.)
        
        Provide instruction at an appropriate pace, checking often for understanding, and allowing time for reteaching
        
        Consider task complexity – how much prep does he/she need to do the task
  - - - Assistive Learning Devices (ALDs) – amplify sounds, help deaf students hear even with a lot of background noise
      - Augmentative and Alternative Communication (AAC) help students communicate better
      - Television with Closed Captioning for videos
      - Frequency Modulated Amplification Systems or Audio Loops that connect directly to hearing aids and reduce background noise
    - - Speak at a reasonable speed
      - Make your face visible (for lip reading)
      - Check constantly for comprehension
      - Try to be in the student’s line of sight.
      - Explain things like idioms or sarcasm, and try not to use them too much
      - If possible, arrange desks in a circular pattern so students can see everyone
  - - - degenerative diseases
      - musculoskeletal disorders
      - neuromotor impairments
    - - Special seating to improve student's condition.
      - Classes that focus on developing motor skills.
        
        Physical and occupational therapists can work with teachers.
    - - Crutches, wheelchairs, canes, and walkers.
      - specialized chairs, desks, and tables for proper posture development
      - Speech recognition software
  - - - An acquired injury to the brain caused by an external physical force,
        resulting in total or partial functional disability or psychosocial impairment, or both,
        that adversely affects a child's educational performance
      - The term applies to open or closed head injuries resulting in impairments in one or
        more areas, such as cognition; language; memory; attention; reasoning; abstract thinking;
        judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical
        functions; information processing; and speech.
    - - Speech-to-text/text-to-speech software
      - Augmentative communication devices
      - Schedule organizers/calendar boards
    - - Cuing expected behavior
      - Parent/teacher sign-off on agenda planner to ensure that student is reminded of homework assignments, due dates, etc
      - Have student repeat directions/instructions
      - Extended time on assignments and assessments, and assessments in alternative settings as appropriate/necessary
      - Scaffolding large assignments
      - Modified/alternate texts
      - Minimize visual/auditory stimuli in the classroom
      - Predictable, posted, and clearly-communicated classroom routines and transitions
  - - - An impairment in vision that, even with correction, adversely affects a child’s educational performance.
      - Includes both partial sight and blindness
    - - Use of ebooks or tablets that allow students to manipulate text size
      - Audio books
      - Speech-to-text/text-to-speech software
      - Magnifying glasses
      - Color-coded keyboards and texts
      - Braille texts
    - - Preferential seating near the board
      - Provide student with copies of lecture notes/information written on the board
      - Ensure students are given clean and clear photocopies and handouts
      - Provide color-coded handouts and texts
      - Allow for extended time on assignments and assessments
      - Tactile/"hands on" activities
      - Assign peer notetaker
- - - - Test-to-speech software to help with writing.
      - Symbol-based (rather than text-based)schedules and classroom-rule charts to ease understanding
      - Interactive whiteboards to provide visual, aural, and tactile instruction/interaction
      - Augmentative and Alternative Communication (AAC) touch-screen speech generating devices.
      - The Bluebee Pals are plush toys that attach to an iPad/tablet and read and interact with the students, helping them with communication, turn taking, and following directions
    - - Use clear, concrete language
      - Avoid idioms, sarcasm, or hypotheticals – these might be misunderstood
      - Use student interests to motivate them
      - Be consistent in your interaction with them
      - Prepare the student for any changes
      - Check often for comprehension
  - - - Worksheets/sticker activities that develop fine motor skills
      - Visual Schedules
      - “Success Stories” – stories about characters who do various types of behaviors
      - Alternative keyboards with less keys, grouped letters, graphic and color aid
      - Apps that help with hygiene.
    - - Explicitly teach life’s skills related to daily living and self care
      - Break down skills into steps
      - Teach and model what you want students to learn/do
      - Use visuals to help with comprehension
      - Plan activities that relate to the child’s interests
      - Encourage participation in group discussions/activities
      - Develop a procedure for students to ask for help
  - - - Quiet work spaces optimize their attention.
      - Teach functional, every day skills over abstract academic concepts.
      - Low student to teacher ratio.
      - Repeat instructions with plenty of time to practice.
      - Safe environment.
    - - text to speech
      - voice recognition
      - portable word processors
    - - Make instructions simple and clear.
      - Ask if they comprehend instructions.
      - Use concrete examples
  - - - Physical and occupational therapy
      - Assigned personal aid
      - Priority seating
      - Customized/special textbooks
    - - Text to speech technology
      - Hearing aid
      - Environmental controls
      - Word prediction
  - - - AD/HD
      - Diabetes
      - Epilepsy
      - Heart Conditions
    - - Varies greatly based on the condition.
    - - Varies greatly based on the condition.
- - - - A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written
      - May manifest itself in the imperfect ability to listen, think, speak,
        read, write, spell, or to do mathematical calculations
      - Examples: perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia
    - - Modified/alternative texts for students with difficulty reading
      - Testing in alternate setting with extended time, and/or test questions read aloud by teacher or paraprofessional for students with difficulty reading and focusing
      - Cuing expected behavior for students who may lose focus, forget routines and expectations, or need frequent redirection
      - Preferential seating so students can clearly see the board and more easily interact with the teacher
      - Ask student to repeat directions to ensure he/she understands instructions and expectations
      - Provide additional books/materials for student to keep at home
    - - Speech-to-text/speech recognition software for students with dyslexia or other disabilities that impair writing ability
      - Smartpens or audio recording devices for students with limited ability to take notes during class
      - Alternative keyboards and calculators with enlarged keys, color-coded keys, and/or limited input choices to assist students with word processing and math work
      - Personal listening systems that help students focus on the teacher's voice and reduce distractions
      - Audio books with varying playback speeds for students with reading/auditory processing difficulties
  - - - It includes any communication disorders such as stuttering, impaired articulation, a language impairment, or a
        voice impairment that adversely affects a child’s educational performance.
    - - Language development software to reinforce work with speech pathologist through the use of visual and games
      - Alerting devices students can use in the case of emergency when they cannot communicate
      - Portable keyboard, laptop, or tablet for students to type or communicate using text-to-speech software
      - Personal FM systems that will amplify a student's voice in a headset worn by teachers, paraprofessionals, and/or peers
      - Augmentative or alternative communication tools, including visual aides, to facilitate communication
    - - Regular sessions with speech pathologist
      - Preferential seating to facilitate communication with teacher
      - Allow student to use visual aids to communicate or demonstrate understanding
      - Reduce excess auditory stimuli in the classroom
      - Provide extended time on assignments and assessments
      - Allow for one-on-one presentations and use of assistive technology for oral presentations
  - - - Behavior Charts – students can see visuals that represent behavior changes
      - Point sheets that reward positive behavior
      - The Talk Light – it ‘s lights flash according to the noise that’s in the room. Might help to calm kids down
      - iPods – play music as a calming activity
      - MeMoves or other sensorimotor multimedia programs
    - - Teaching Strategies
        
        Explore feelings through use of play
        
        Ask students to imagine how their behavior might affect others
        
        When dealing with conflicts, explain what happened in as few words as possible, in a calm, non-angry voice
        
        Read books about feelings
        
        Brainstorm better choices with the student
        
        Explain your reasons for rules and their consequences
        
        Model the benefits of cooperation
- - - - Varies depending on the nature of the specific disability.
      - Emphasis on early detection and accommodation.
        
        Prevention and intervention efforts are the most effective in this time.
        
        Parents can get help from Child Find before their students are school age.
        
        IDEA covers both early intervention and school age services.
    - - Varies depending on the nature of the specific disability.