Please enable JavaScript.

Coggle requires JavaScript to display documents.

14 of Disabilities by the IDEA 55 (Multiple disabilities (by Karl Tracey)…

- - - - Marty and Deaf and Blind Combination
        
        Deaf and Blind Combo-Low incidence-Students who are Deaf-Blind have both a vision and a hearing loss that negatively affects their educational programs. Deaf-Blindness does NOT mean totally deaf and/or totally blind.
        
        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
        
        Accommodations-Use of good communication techniques • Environmental considerations • Classroom techniques • Equipment (hearing aids/assistive listening devices)
        # #
        
        Accommodations-Interpreters – Note takers – Captioned media – CART (real time captioning)
        
        References
        Speaks, A. (2018, February 26). Supporting Learning in the Student With Autism. Retrieved from Autism Speaks, Inc.: https://www.autismspeaks.org/sites/default/files/sctk_supporting_learning.pdf
        TTAC Online. (2018, February 27). Retrieved from TTAC Online: A Community Sharing Resources to Educate Students with Disabilities: https://ttaconline.org/differentiated-instructional-strategies-deaf-blindness
        
        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
    - - Accommodations-Teachers can help the school day go much smoother by building breaks into the schedule. A single five minute break every hour provides much needed time to transition between tasks and recover from the demands of the classroom environment.
      - Accommodations-Alternate Media. Kids on the autism spectrum often have difficulties with visual or auditory learning styles. Teachers should provide multiple media options to suit each child’s specific learning style. For visual learners, a combination of literature, videos, pictures and charts relays the lesson information best. Auditory learners, on the other hand, often require an audio tape or recording of the written information for the lesson.
- - - - 35% -- Percentage distribution of children and youth ages 3–21 served under the Individuals with Disabilities Education Act (IDEA), Part B, by disability type: School year 2014–15
  - - - • Break learning tasks into small steps.
        • Probe regularly to check understanding.
        • Provide regular quality feedback.
        • Present information visually and verbally.
        • Use diagrams, graphics and pictures to support instruction.
        • Provide independent practice.
        • Model what you want students to do.
        • Clearly define and post classroom expectations for work and behavior.
        • Explicitly teach study and organizational skills.
        • Teach student how to use planner or agenda to record assignments and due dates.
        • Ask process-type questions such as “How is that strategy working?
        • Use Direct Instruction.
        • Provide simple instructions (preferably one at a time).
        • Sequence slowly, using examples.
        • Speak clearly and turn so students can see your face.
        • Allow time for students to process requests and allow them to ask questions.
        • Use graphic organizers to support understanding of relationships between ideas.
        • Use adaptive equipment if appropriate (books on tape, laptop computers, etc.).
        • Ask questions in a clarifying manner
        • Use an overhead projector with an outline of the lesson
        • Reduce course load.
        • Provide clear photocopies of notes
        • Provide a detailed course outline before class begins.
        • Repeat or re-word complicated directions.
        • Frequently verbalize what is being written on the board.
        • At the end of class, summarize the important segments of each presentation.
        • Give assignments both in written and oral form.
        • Have more complex lessons recorded
        • Have practice exercises available for lessons
        • Have student underline key words on activity sheets
        • Write legibly, use large type, and do not clutter the board.
        • Clearly label equipment, tools, and materials, and use color-coding.
    - - • Provide a quiet reading area.
        • books with large print and big spaces between lines.
        • Have students use both visual and auditory senses when reading text.
        • Present material in small units.
        • Use graphic organizers to connect ideas.
        • Read and share stories with students.
        • Provide students with chapter outlines or study guides that highlight key points in their reading.
        • Announce reading assignments well in advance.
        • Point out ways in which reading is important in everyday life (e.g., on labels, instructions, and signs).
        • Teach students how books are organized.
        • Use stories that have predictable words and words that occur frequently in the text.
        • Label objects in classroom.
        • Engage students in activities that help them learn to recognize letters visually.
        • Teach students to attend to the sounds in language.
        • Model and demonstrate how to break short sentences into individual words.
        • Have students clap out syllables and listen for and generate rhymes.
        • Focus on activities that involve sounds of words, not on letters or spellings.
        • Model specific sounds, and ask students to produce each sound in isolation.
        • Teach students to blend, identify sounds, and break up words into sounds.
        • When teaching the letters of the alphabet, activities should be explicit and unambiguous.
        • When teaching decoding, begin with small, familiar words.
        • Model sounding out words, blending the sounds together, and saying the word.
        • Have students read new stories and reread old stories every day to build fluency.
        • Provide high interest reading selections whenever possible.
        • Point out how titles, headings, and graphics reveal main ideas and tell what a book is about.
        • Teach students to identify main ideas presented in the text, as well as the supporting details.
        • Point out unfamiliar words, revisit them, and explore their meaning.
        • Build background for reading selections and create a mental scheme for text organization.
        • Set a purpose for reading – to gain meaning from text.
    - - • Use oral exams in place of written exams when possible.
        • Allow use of tape recorder in class.
        • Assign a note taker for student.
        • Provide notes or outlines to reduce the amount of writing.
        • Provide a partially completed outline that allows student to fill in details under major headings.
        • Allow use of a laptop or other computer for writing assignments.
        • Provide computer with spell check, grammar, and cut and paste features.
        • Reduce copying that the student is required to do (e.g. offer pre-printed math problems).
        • Have wide rule paper, graph paper, and pencil grips available.
        • Provide alternatives to written assignments (video-taping or audio recording).
        • Use mnemonic devices to teach writing process (e.g. COPS: Capitalization, Organization, Punctuation, Spelling).
        • Teach students spelling conventions systematically, such as the “silent e” rule.
        • Allow the student to use print or cursive.
        • Teach pre-organization strategies, such as use of graphic organizers.
        • Use a speech recognition program combined with the word processor so students can dictate rather than type (for older students).
        • Do not count off for poor spelling on first drafts, in-class assignments, or on tests.
        • Have student proofread papers using a checklist (not immediately after writing).
        • Shorten writing assignments and allow extra time if necessary.
        • Have students complete writing tasks in small steps.
        • Stress or de-emphasize certain task requirements during a complex assignment.
        • Allow use of abbreviations in writing assignments, and have student keep a list of appropriate abbreviations available.
    - - • Allow use of fingers and scratch paper.
        • Use diagrams and draw math concepts.
        • Present activities that involve all sensory modalities – auditory, visual, tactile, and kinesthetic.
        • Arrange peer assistance and tutoring opportunities.
        • Have graph paper available so students can align numbers in math problems.
        • Use colored pencils to differentiate problems.
        • Offer manipulatives throughout instruction.
        • Teach students to draw pictures of word problems.
        • Use mnemonic devices to teach steps of a math concept (e.g. order of operations: “Please Excuse My Dear Aunt Sally”).
        • Use rhythm and music to teach math facts and to set steps to a beat.
        • Schedule computer time for drill and practice with math facts.
        • Practice new strategies until students are comfortable with them.
        • Explain why learning math strategies are important while teaching, and match strategies with the material.
        • Encourage and monitor use of strategies to ensure correct usage and generalization.
        • Teach students to understand the problem, develop a plan to solve the problem, carry out the plan, and look back to be sure the answer solves the problem.
        • Use materials such as games for practice, which are interactive and motivational.
        • Use distributed practice, meaning practice in small increments (e.g. two 15-minute sessions per day, rather than an hour session three times a week).
        • Use small numbers of math facts per group for mastery, and frequently practice with mixed groups.
        • Emphasize "reverses," or "turnarounds" (e.g., 1+ 2/2 + 1, 1x2/2x1) in vertical, horizontal, and oral formats.
        • Have students self-chart progress by keeping track of how many and which facts are mastered, and how many more there are to go within a unit.
    - - • Avoid overly complicated language in test questions and clearly separate items when spacing them on the exam sheet.
        • Consider other forms of testing (oral, hands-on demonstration, open-book etc.).
        • Eliminate distractions while students are taking exams.
        • For students who may have difficulty transferring answers, avoid answer sheets.
        • Allow student to write answers on the test.
        • For students who have reading difficulties, have a proctor read the test to the student.
        • For students with writing difficulties, have someone scribe the answers for them or use a tape recorder.
        • Provide study questions for exams that demonstrate the format along with the content of the exam.
        • Teach students how to proofread assignments and tests.
        • Allow students to use a dictionary, thesaurus, or a calculator during tests.
        • Develop a scoring guide, share it with students, and provide models of examples of each level of performance.
- - - - Laughs, cries,or become very angry withoutg
      - Always looking depressed regardless of circumstance
      - Sits with a vacant expression on their face, unproductive and appearig to be daydreaming.
    - - Inappropraite talking without regards to question or answers of others
      - Show great interest in morbid, obscure or gruesome events
      - Talks incessantly, often times without permission and interrupts others without apologies
    - - Is uneasy and anxious most of the times
      - Is fearful of things that most of the people do not fear
      - Excessively jealous or suspicious of others
    - - Cannot make or keep friends
      - Cannot work with others in learning situations
      - Cannot play with others cooperatively
      - Always engaged in fights and arguments
    - - unkempt appearance
      - Exhibits negative reactions to minor failures
      - Unwilling to attempt new or difficult tasks
  - - - .Always remember to positively commend the student with emotional disturbance whenever they are appropriately attending to a task. It is also a good practice to create a quiet corner where students can go to be alone. Make the materials relevant, interesting and appropriate.
    - - Interpersonal skills develop everyday from interaction with
        teachers, peers, family and other adults.
        An appropriately structured environment is supposed to provide the infrastructure necessary for the shaping and maintenance of appropriate behavior.
        But students with emotional disturbance be taught and worked with for skills development.
        It is also important to make interpersonal skill acquisition and development an integral part of the total curriculum
    - - Students who are emotionally disturbed are often lagging in academic skills; therefore basic academic skills like reading, writing, spelling, arithmetic should be taught along with the right interpersonal responses.
        For the student who has difficulty attending to task, the teacher
        may use individual or sequential learning materials which provide
        immediate feedback.
        During academic instruction, highly-motivating, age appropriate
        materials on the student's instructional level should be used.
- - - - Hearing aids: Some of the students may be difficult of hearing and therefore, a hearing aid could help them to understand instructions better.
      - Hand-held personal computer:A hand-held personal computer could have many benefits for students due to all the apps available. Students could have text to speech apps to help with their writing and communication, for example.
      - Talking calculator: Could make it easier for students to do mathematics
      - Smartboards: These can aid in a student's learning process
    - - Assigned aid : Many of the students who suffer from multiple disabilities will have physical challenges and so, a assigned aid could be a huge benefit for the student. Someone who can help with any physical demands the student has in the classroom.
      - Different materials: Of course having materials for other impairments is important, too, such as textbooks that are in braille.
      - Varied instructions: It may help students if instructions are given in multiple ways, to ensure they understand
    - - Since the definition of this disability is to have 2 or more disabilities, it is very difficult to come up with one strategy. Each student with multiple disabilities needs to be looked at individually and the best strategy is most likely a combination of strategies from whatever multiple disabilities the student has, which can be seen on all the other branches of this chart.. This would be a daunting task for any teacher.
- - - - Remove distractions- Many students with TBI will be easily distracted in a classroom, so it’s important that the teacher removes anything that could easily distract the students.
      - Break up work- The students with TBI will most likely require a little more time and as they may be distracted easily it is a good idea for teachers to break up work into smaller pieces so as not to overwhelm the student and give students a longer period of time to complete their work.
      - Post it notes, calenders, etc - As mentioned under technology, a lot of students have cognitive problems. Not all parents or schools will be able to provide a microcomputer, so the student should be taught to take notes. Using post-it notes or calenders the student should be able to have a better chance of remembering instructions at a later date.
      - Prepare for breaks - A significant number of students with TBI will tire easily, hence, the teacher should be prepared to take breaks as necessary.
      - Get to know students - each student with TBI could be affected in different ways. Therefore, it is important that the teacher gets to know the students so that the correct strategy, or possibly strategies, can be implemented.
      - Special Education Assistant: An extra teacher in the room, who can spend extra time with students that need it.
        
        https://www.youtube.com/watch?v=z0s3y-LO-YY
    - - A lot of students with TBI, but not all, have cognitive problems. Therefore, a small voice recorder could be used to record any instructions so they can listen back later. Even better, but more expensive, a microcomputer, such as a Palm Pilot could help students to keeps notes and reminders.
      - Ipads?: Not a great idea because many students with TBI will easily be distracted by the other functions on the tablet.
- - - - 95% or parents report their child’s disability to the school, which is the highest reporting of any of the 14 IDEA categories.
  - - - Provide reading lists or course outlines well in advance to allow time for arrangements for taping or Brailing of texts to be made. Ensure reading lists are up-to-date.
      - Encourage the student to contact the Student Wellbeing Service assist in finding readers, notetakers or other assistance, as necessary.
      - Be aware that guide dogs must not be refused entry to buildings and classrooms. If a guide dog is used, it will be highly disciplined and require little space.
      - Ensure that students who are blind or partially sighted are notified of organisational changes in an appropriate way
    - - Visibility – Make sure you are in the centre of the classroom and visible to the student/s, make sure they are sat in a position with a clear view of the front of the class.
      - Sound – Make sure the student/s are aware that you are the one speaking by identifying yourself as the teacher and be clear with your instructions
      - Noise – Eliminate as much background noise as you can, including other students talking, so that the student/s call clearly hear what their teacher is saying
      - Pace – allow extra time for the visually impaired student to deal with any reading or visual material. Have braille prepared in advance so that they have time to study the topic
      - Pre-planning – make sure a visually impaired student receives all information, such as a change of classroom or time, well before the event as they will not be able to read notice boards etc and so that they can be fully prepared for the class.
    - - Apps
        
        Note taking apps such as Dragon Dictation (which helps you dictate your notes) and Evernote which helps you to record notes or details over a number of platforms.
        
        Braille Apps such as BraillePad and MBraille which provides the user with a braille keyboard.
        
        Magnifier Apps such as BigBrowser which allows vision impaired people to browse the internet by enlarging and pinpoint zooming on selected areas.
        
        Location and Movement Apps such as BlindSquare and iMove. These are particularly personal to me as I have a friend who uses iMove to go to work everyday on his own. He is completely blind but is able to navigate his way through 8 bus stops and an overhead bridge to get to work.
      - Braille Technologies
        
        Braille Embosser - This works very much like a printer but for Braille. This means that new material and new instructions can be made in advance, rather than relying on existing materials for the student/s
        
        Braille Translation Software -
        Braille translation software converts printed text into braille. Translated text may then be printed for the student using a braille embosser
      - Auditory Access Devices
        
        Recording Devices -
        A recording device allows a student to record an instructional lesson for studying, write assignments and for note-taking purposes.
        
        Auditory Books -
        The Library of congress National Library Service for the Blind and Physically Handicapped (talking Book program), Recording for the blind, and other organizations provide free library services to visually handicapped persons.
        
        Electronic Dictionary w/ Speech -
        An electronic dictionary with speech may be used by a student who cannot access a print dictionary. This dictionary, which may also include a thesaurus, is hand-held and battery operated.
- - - - Communication with others
      - Caring for oneself
      - Restricting development of social skills
      - Learning and developing more slowly than a typical child
  - - - Money concepts
      - Time concepts
      - Self-care and hygiene
      - vocational training
    - - Allow more complex tasks to be completed over a longer period of time
      - Break down complicated tasks into small, manageable parts
      - Individualized instructions based on the interests and strengths of students
    - - Teach social skills through games
      - Reduce the pressure of having to perform well
    - - Allow clear and specific expectations to be stated
      - Tailor to fit specific age groups and needs of the students
  - - - Reduce the strain on students of having to imagine e.g. use real objects to teach addition in mathematical
      - Appeal to different types of learners e.g. visual versus kinesthetic
    - - Programs can include video, audio in addition to text to simulate learners in multiple ways
      - Interactive tools such touch screens can generate instant feedback
    - - Work produced can be much more than written texts as students can create graphics or recordings based on their preference
      - Grading criteria can be broader than acknowledge various kinds of achievements
- - - - 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)
    - - Lo-Tech
        
        Canes
        
        Crutches
        
        Wheelchairs
        
        Specialised exercise equipment
        
        specialized chairs, desks, and tables for proper posture development
      - Hi-Tech
        
        Note taking apps such as Dragon Dictation (which helps you dictate your notes) and Evernote which helps you to record notes or details over a number of platforms
        
        Recording Devices -
        A recording device allows a student to record an instructional lesson for studying, write assignments and for note-taking purposes.
        
        Auditory Books -
        The Library of congress National Library Service for the Blind and Physically Handicapped (talking Book program), Recording for the blind, and other organizations provide free library services to visually handicapped persons
        
        alternative keyboards and mice
        
        academic software for students with disabilities
        
        augmentative and alternative communication devices
        
        Getting the best mobility aid to suit the student's need
- - - - Recognise and reinforce the child’s strengths and interests (Armstrong, 2010, para. 5).
      - Develop strength-based learning strategies (Armstong, (2013), para. 7)
      - Develop a learner profile for the child incorporating goals based on acheivable milestones and strategies to meet those goals (Developmental Delay, n.d., para. 1)
    - - 'Occupational therapy...helps people across the lifespan to do the things they want and need to do through the therapeutic use of daily activities (occupations)...Common occupational therapy interventions include helping children with disabilities to participate fully in school and social situations' ("What is Occupational Therapy?, n.d., para. 2-3).
    - - 'Speech and language therapy provides treatment, support and care for children and adults who have difficulties with communication' ("What is Speech and Language Therapy?", n.d., para. 1).
- - - - Language
        
        Provide fun activities that are functional and practical.
        
        Use active listening.
        
        Focus on interactive communication
        
        Incorporate the student’s interests into speech.
        
        Reinforce communication attempts (e.g. their gestures, partial verbalizations) when the student is non-verbal or emerging verbal.
        
        Paraphrase back what the student has said or indicated.
        
        Use storybook sharing in which a story is read to student and responses are elicited (praise is given for appropriate comments about the content).
        
        Ask open-ended appropriate questions.
        
        Use linguistic scaffolding techniques that involve a series of questions.
        
        Emphasize goals and tasks that are easy for the student to accomplish.
        
        Present only one concept at a time.
        
        Have speech therapist present language units to the entire class.
        
        Use tactile and visual cues (e.g., pictures, 3-D objects).
        
        Be aware of the student's functioning level in auditory skills, semantics, word recall, syntax, phonology, and pragmatics (and how they affect academic performance).
      - Speech
        
        Use gestures that support understanding.
        
        Develop a procedure for the student to ask for help.
        Speak directly to the student
        
        Have easy and good interactive communication in classroom.
        
        Encourage participation in classroom activities and discussions.
        
        Model acceptance and understanding in classroom.
        
        Anticipate areas of difficulty and involve the student in problem-solving.
        
        Provide assistance and provide positive reinforcement when the student shows the ability to do something unaided.
        
        Be patient when student is speaking, since rushing may result in frustration.
        
        Model correct speech patterns and avoid correcting speech difficulties.
        
        Devise alternate procedures for an activity with student.
        
        Use a peer-buddy system when appropriate.
- - - - may need major modification of their school day including, but not limited to, rest periods, a shortened school day and/or flexible scheduling and services delivery.
    - - In designing an effective intervention program, the student's teacher(s) must consider the classroom environment (seating arrangement, organization, class schedules), task demands (length, feedback, the student's participation level), classroom rules, communication and learning styles/strategies, and opportunities for generalization of appropriate behavior.
    - - An IEP should list all of a student’s special needs.
      - Successfully educating students with OHIs begins with individualized education programs (IEPs)
  - - - It is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis [a kidney disorder], rheumatic fever, sickle cell anemia, and Tourette syndrome
  - - - In cases in which the school nurse plays a vital role in managing an OHI,
      - Both teachers and parents should communicate regularly with the nurse.
      - Parents, whether your child gets access to medicine, has specific nutritional needs or receives other appropriate accommodations, reiterate these needs to your son’s or daughter’s educators to ensure that they are aware.
      - May need assistance in the development of self-control skills, like impulse control and problem solving.
- - - - Hearing Aid: This can obviously help students to hear clearer in the lesson. Some have a clip on microphone for the teacher to ensure the student can hear the lessons.
    - - Note taker: Have a designated note taker for the student with the impairment, so they can take notes for the student.
      - Sign language: Of course students with hearing impairments may be able to still hear some instructions but communicating in sign language can make sure the student understands.
      - Seating: Particularly important for students who can lip-read. They will need to sit up the front where they can have a clear view of the teacher.
        
        https://www.youtube.com/watch?v=jylb7TDn2Tk
      - Captions: While using any videos in class, make sure the caption are on.
      - Be aware: Don’t speak when facing the board or the student may not understand.