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Individuals with Disabilities Education Act (Emotional Disturbance…

- - - - Applied Behavior Analysis (ABA)
        ■ Additional Teaching Methods Often Used with Students with Autism
        
        Discrete Trial Teaching (DTT)/ Lovaas Model
        
        Floortime or Difference Relationship Model (DIR)
        
        Picture Exchange Communication System (PECS)
        
        Pivotal Response Treatment (PRT)
        
        Relationship Development Intervention (RDI)
        
        Social Communication/Emotional Regulation/Transactional Support (SCERTS)
        
        Training and Education of Autistic and Related Communication Handicapped Children (TEACCH)
        
        Verbal Behavior (VB)
    - - ADS normally have a limited imagination and a tendency toward a repetitive pattern of behavior , they tend to focus attention on details, or single words, rather than global coherence. Memory dysfunction may contribute to reading comprehension deficits .It is possible to teach children with ASDs to capitalize on their strengths, such as their attention to detail, and to use well-developed skills to accomplish tasks that call for skills that are otherwise lacking.
  - - - n 2010, overall estimated ASD prevalence was 14.7 per 1,000 (1 in 68) children age 8 years (U.S. Centers for Disease Control and Prevention [CDC], 2014).
        Reported prevalence rates have been rising steadily since the 1960s, and it is not completely clear to what extent this is reflective of a true increase in prevalence or increased awareness of ASD and its diagnosis. For example, studies with access to both school and health records have found substantially higher rates than those with access to health records only. Some researchers believe that the increased prevalence of ASD may reflect changes in practices for diagnosing autism. For example, the likelihood of receiving a diagnosis of ASD increased as children with an earlier diagnosis of intellectual disability (ID) subsequently acquire the diagnosis of ASD (King & Bearman, 2009; Shattuck, 2006).
        It has been established that prevalence varies by gender and race/ethnicity. The CDC study found that prevalence was 18.4 per 1,000 (1 in 54) among males and 4.0 per 1,000 (1 in 252) in females. Prevalence among non-Hispanic white children (12.0 per 1,000) was significantly greater than among non-Hispanic black children (10.2 per 1,000) and Hispanic children (7.9 per 1,000). Given that there are no clearly documented differences between these groups in terms of risk factors for ASD, disparities in prevalence estimates suggest under-identification among Hispanic and non-Hispanic black children. Insufficient data were available for children of Asian/Pacific Island descent.
  - - - References : retrived from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2892026/ https://www.autismspeaks.org/sites/default/files/sctk_educating_students_with_autism.pdf The Autism Speaks Autism Apps Library retrived from (http://www.autismspeaks.org/autism-apps) p
- - - - "Deafblindness, although a lowincidence disability, impacts a child’s development more noticeably and at an earlier age than developmental delays and other more mild disabling conditions. Especially since speech and language delays make up the largest percentage as children reach the age of 3."
        
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  - - - Children with deaf-blindness learn best when information is presented in a consistent and repetitive fashion. This places some additional burdens on the staff working with the child. Staff must work closely together to provide consistency and to coordinate support imperative in educating a child with deaf-blindness. Planning time as a group is critical. Additionally, information and input from the family is vital to a well coordinated program.
      - The constant stress and frustration these children experience often results in behavior that is either withdrawn and passive or volatile and aggressive. To address the underlying cause of these behaviors, one must have an understanding of the ongoing effects of sensory deprivation and an ability to modify the child's instruction to offset these effects.
    - - Through touch an individual can learn and gain perspective on different objects, and you can use touch cues to enhance your child’s academic pursuits. Touch cues involve touching your child in a consistent way to effectively communicate; for instance, a pat on the shoulder lets your son or daughter/student know, “Good job.” [Special Education Guide].
        (2017). Retrieved from (https://www.specialeducationguide.com/disability-profiles/deaf-blindness/)
      - Every means of communication that works best for each student should be taught and encouraged. This approach helps to meet each student at his or her own level of communicative ability.
        [Perkins School for the Blind] (2017). Retrieved from http://www.perkins.org/school/day-residential/deafblind
        
        Sign and spoken language
        Written language
        Braille
        Pictures
        Objects
        Gestures
        Other low and high tech augmentative communication systems
      - Teachers must assess the student's ability levels. Can the student see well enough to understand sign language? Can they read large text books? If profoundly blind, can they read braille? These questions must be answered
- - - - Mixed -hearing loss stems from inner ear, the central nervous system, or both
      - Conductive - hearing loss stems from outer or middle ear.
      - Central -hearing loss stems from inner ear, the central nervous system, or both
      - Locations Where Hearing Loss Occurs
      - Sensorineural - hearing loss stems from inner ear, the central nervous system, or both.
  - - - Tips For Teachers and Parents
        -Early Intervention - This can help reduce communication hurdles.
        -Sign Language and lip reading - This can assist in communicating with others.
        -Voice and articulation training -
        -Assistive technology - Enables hearing impaired students to learn at the same level as their peers.
        -Don't underestimate the child's intelligence based on hearing impairment. - With the right instruction, support and learning aids students with hearing impairments will excel. Educators need to be patient in assisting these children in their learning process.
        
        https://www.youtube.com/watch?v=jylb7TDn2Tk
        
        Assistive Technologies for Hearing Impaired Students
        
        Hearing Aids - These are devices worn on the body, ear, or eyeglasses that amplify sound. Hearing aids need to be used in a quiet and structured environment.
        Signaling Devices - Usually visual or vibrating systems that provide the individual with various types of messages.
        Headphones - Headphones allow students to block out high pitched noises such as alarms, assemblies, and drills that their ears may be sensitive too.
        Audio Voice Amplification - Teachers can use this headset tool in the classroom to adjust their volume, and frequency to increase amplification and clarity of sound.
        
        Photographs - Can help deliver messages, schedules and instruction.
        CD Based Books - Allow students to control the volume and hear how words come alive in a fluent and expressive way.
        Real Time Captioning - This allows for spoken word to be translated into English for the viewer to read.
- - - - Intelligence Functioning- This is measured by ID. If IQ is less than 70.75 then considered Intellectually Disabled
      - Adaptive Skills- refer to day to day life skills
    - - positive atmosphere
        
        compliment positive progress
        
        simplify communication
        
        clear rule/ visual schedule
        
        clear feedback/ one-on-one discussions
        
        basic life skills
        
        social skills/ positive interactions
        
        modify lessons
        
        quiet place for study or break time/ less distraction
        
        Behavior Contracts: 1) the behavioral goal, 2) the criteria for success, and 3) consequences and rewards for behavior.
    - - http://search.proquest.com/openview/1125fc5f0c5ba725c044302f93d6f7ae/1?pq-origsite=gscholar&cbl=48488
      - http://journals.sagepub.com/doi/abs/10.1177/016264340602100204
      - http://www.jstor.org/stable/23879621
    - - The IDEA also provided additional funding for research and training in assistive technology, continuing the federal commitment to AT initiated by previous administrative and congressional policies.
      - The Tech Act developed a set of definitions that have now become common ground for most federal, state, and local institutions. The act divided assistive technology into two categories: services and devices.
      - Evaluating the needs of an individual in the individual's customary environment;
        
        purchasing, leasing, or otherwise providing for the acquisition of AT devices by individuals with disabilities;
        
        selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices;
        
        coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;
        
        training or technical assistance for an individual with disabilities or, where appropriate, the family; and
        
        training or technical assistance for professionals, employers, or other individuals who provide employment services or are involved in the major life functions of individuals with disabilities (Franklin, 1991).
      - Low Tech
        Note-taking cassette recorders
        Pencil grips
        NCR paper/Copy machine
        Simple switches
        Head pointers
        Picture boards
        Taped instructions
        Workbooks
      - High Tech
        Optical character recognition
        Calculator
        Word Processors with spelling and grammar checking
        Word prediction
        Voice recognition
        Speech synthesizers
        Augmentative communication devices (e.g., Liberator)
        Alternative keyboards (e.g. PowerPad, intellikeys)
        Instructional software
  - - - IQ 20 to 34 (Severe ID)
        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
      - Additional Sources:
        https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0ahUKEwi-govckKnXAhWIKCYKHesiBMMQFgg5MAI&url=http%3A%2F%2Fscatp.med.sc.edu%2Fdisabilitiesfact.html&usg=AOvVaw3aJcQpNj-mUlgbUvXjo5Zp
    - - https://youtu.be/fFi5_ctNFl0
        
        Example of technology: Sip-and-Puff System
- - - - Assistive Technologies
        
        -Wheelchairs -walkers -crutches -elevator -adjustable table- communication devises- talking calculator
    - - Musculoskeletal disorders
        
        Multiple conditions that result in physical limitations. Examples include rheumatoid arthritis, osteoarthritis, and congenital limb defects.
      - Degenerative diseases
        
        Multiple diseases that affect motor function. Most common disease is muscular dystrophy. Causes a degeneration of muscle fibers and muscle weakness.
      - Neuromotor impairments
        
        Complex motor problems aquired at or before birth.- Damage to or abnormality of the spinal cord, brain or nervous system. - limited limb movement, loss of urinary control and loss of spinal alignment
        
        Cerebral palsy Four types -Spastic (very tight muscles, stiff uncoordinated movements) -Athetoid (contorted, abnormal and purposless movements) -Ataxic (poor balance and equilibrium in addition to uncoordinated voluntary movement) -Mixed (any combination of the types)
        
        Spina bifida Developmental defect of the spinal column -can involve partial paralysis of part of the body. Possibly affect intellectual functioning. - Spina bifida occulta, mild condition. - Spina bifida cystica, serious condition
    - - Low Incidence
        From a 2003-2004 school year study, out of the 5,971,495 students receiving special education roughly 1.1% of them, or 68,188 were classified as having an orthopedic impairment.
    - - Gargiulo, R.M. (2006). Special education in contemporary society: An introduction to exceptionality. Belmont, CA: Thomson Wadsworth
        Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2007). Exceptional lives: Special education in today's schools. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
        Orthopedic Impairments | Special Ed. Info for Parents & Instructors. (n.d.). Retrieved November 03, 2017, from https://www.specialeducationguide.com/disability-profiles/orthopedic-impairments/
        (n.d.). Retrieved November 03, 2017, from http://study.com/academy/lesson/assistive-technology-for-orthopedic-impairments.html
    - - Teaching Strategies/Accommodations
        
        The biggest challenge for students with orthopedic impairments is getting to and around school. For these students teachers can seat them near the door to the classroom, their schedules can be made for the shortest distance between classes, granted access to the elevator if the school is more than one story. Students with mild orthopedic impairments can fulfill their PE requirements with some assistance or by taking classes that their impairment does not affect their performance while students with more serious impairments can be excused from the PE requirement with a doctors note. Some students will not need any extra help at all and are fully capable of participating with their peers in class. It is important for a teacher to know and understand their students limitations with an orthopedic impairment. Specialists outside of the classroom can also help these students with educational strategies. These students should be included in the general curriculum as much as possible as many of them do not of any cognitive disability.
        
        Physical Education can focus on building fine motor skills
    - - Orthopedic Impairments may or may not affect a student intellectually. If the impairment has no affect on intellect then the impact on learning is mainly mobility. This is more so affected in high school when students have to move around campus and in physical education. The impairment can affect intellect in cases where the spinal cord and/or brain are affected by the orthopedic impairment. The challenges will differ on a case by case basis.
- - - - References
- - - - TBI is classified into 2 categories: 1) Mild - A brain injury can be classified as mild if loss of consciousness and/or confusion and disorientation is shorter than 30 minutes. 2) Severe - A severe brain injury is associated with loss of consciousness for more than 30 minutes and memory loss after the injury longer than 24 hours.
  - - - Brain injuries do not heal like other injuries. Recovery is a functional recovery.
      - Consequences of a brain injury: The person does not realize that a brain injury has occurred.
        
        References: 1) Rimel, Giordani B, Barth, JT, et al. Disability caused by mild head injury. Neurosurgery 1981; 9: 3221-28. 2) Brain Trauma Task Force. Management and prognosis of severe traumatic brain injury. Neurotrauma 2000; 17:451-553.
      - Can affect all aspects of our lives, since our brain defines who we are.
      - References: Rimel RW, Giordani B, Barth JT, et al. Disability caused by mild head injury. Neurosurgery 1981; 9: 3221-28.
        Brain Trauma Task Force. Management and prognosis of severe traumatic brain injury. Neurotrauma 2000; 17: 451-553.
        
        Early response from the family is crucial for long-term positive health outcomes. Effective parenting is a key to early invention for TBI recovery.
- - - - Braille and tactile assistance. Allowing students to read and write.
        Braille translation
        Braille type writer
        Tactile tools for math and science
      - Auditory stimulation, associating sounds with emotions and interpreting meaning.
        Audio books
        Musical stimulation
      - Familiarity in environment. Enabling children with total blindness a safe known area to move around in without worry.
        Classroom familiarity
        Playground familliarity
        Clean unobstructed pathways
      - Color corrected text, and images. Associating colors we see with the colors a color blind individual see.
      - https://www.youtube.com/watch?v=U9I0QhVipMU
    - - There are three main kinds of color blindness, based on photopigment defects in the three different kinds of cones that respond to blue, green, and red light. Red-green color blindness is the most common, followed by blue-yellow color blindness. A complete absence of color vision —total color blindness – is rare.
      - Complete Blindness
      - Color Blindness
      - Blindness is used for complete or nearly complete vision loss. Either stemming from birth or total loss over time. Visual impairment may cause people difficulties with normal daily activities such as reading, socializing, physical exercise and walking.
      - Glaucoma
      - Glaucoma is a varying group of eye diseases which result in damage to the optic nerve and vision loss. The most common of these is open-angle glaucoma. Less common types including closed-angle glaucoma and normal-tension glaucoma. Open-angle glaucoma develops slowly over time and there is no pain from development. A persons side field of vision may begin to decrease followed by central vision resulting in blindness if not treated.
- - - - ASSISTIVE TECHNOLOGY https://www.youtube.com/watch?v=b0udSG_OyT0
        
        Assistive Technology is a must use tool to be an effective and smart teacher.
      - AT DEVELOPMENTAL DELAY PART 1 https://www.youtube.com/watch?v=0Zosc8dEBf8
        
        AT DEVELOPMENTAL DELAY PART 2 https://www.youtube.com/watch?v=FauUZhQXNNo
- - - - https://www.youtube.com/watch?v=OdqaUcq7YVQ
  - - - 1) Provide special test preparation
        2) Provide on-task/focusing prompts
        3) Provide any reasonable accommodation that a student needs that does not fit under the existing categories
        (Accommodations, 2006)
    - - 1) Provide in large print
        2) Reduce number of items per page or line
        3) Provide a designated reader
        4) Present instructions orally
        5) Provide on audio tape
        (Accommodations, 2006)
    - - 1) Administer a test in several timed sessions or over several days
        2) Allow subtests to be taken in a different order
        3) Administer a test at a specific time of day
        (Accommodations, 2006)
    - - 1) Allow for verbal responses or option of oral exam
        2) Allow for answers to be dictated to a scribe
        3) Permit answers to be recorded directly into test booklet
        4) Allow the use of a tape recorder to capture responses
        5) Permit responses to be given via computer
        (Accommodations, 2006)
    - - 1) Provide preferential seating
        2) Provide special lighting or acoustics
        3) Provide a space with minimal distractions
        4) Administer a test in small group setting
        5) Administer a test in private room or alternative test site
        (Accommodations, 2006)
    - - 1) Allow frequent breaks
        2) Extend allotted time for a test
        (Accommodations, 2006)
  - - - 1) Portable Word Processors
        2) Auditory Word Processing Software
        3) Word Prediction Programs
        4) Graphical Word Processors
        5) On-Screen Keyboards
        6) Voice Recognition Software
        7) Organizational/Outlining/Drafting Software
        8) Online Writing Support
        (Specific Learning Disabilities, 2013)
    - - 1) Text to Speech software
        2) OCR software applications
        3) Screen Reading software
        4) Audio Books
        (Specific Learning Disabilities, 2013)