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14 IDEA Categories : (Specific Learning Disability is reported as the…

- - - - albums, binders, dry erase boards, folders, picture cards, or other items that facilitate communication
    - - overhead projectors, tape recorders, voice output communication aids
    - - adaptive hardware for keyboards, computers, specialty software, VOCAs
- - - - Intellectual Functioning This affects learning, problem solving and judgment.
      - Adaptive Functioning Affects communication and activities involve with daily life and also affects independent living.
    - - Intellectual Disability Diagnose by the doctor; the doctor diagnosis the patients through test with a scale of 70 to 75.
      - Adaptive Disability Diagnosed through Conceptual, Social, and Practical.
        
        Conceptual Checks language, reading, writing, math, reasoning, knowledge and memory of the child.
        
        Social Checks the communication skills and the abilities to see if they will be able to adapt themselves socially among other people in the society.
        
        Practical Checks the independence areas like having a job and going to school; also organizing responsibilities, task and managing money through every day lives.
- - - - Provide the student with information on topics prior to going over them in class.
      - Students are greatly benefited by receiving language therapy from a speech language therapist (SLP).
      - Minimize classroom noises and distractions.
      - Provide copies of class notes.
      - Give assignments both orally and written.
      - Allow extended time for assignments and tests.
      - Modify the length of assignments.
      - Provide a private place 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.
      - Ask open ended questions.
      - Ensure student has a way to appropriately express wants and needs.
      - 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.
    - - The most effective support for students with speech impairments is to 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.
- - - - Extra testing time
      - Breaks to help process information and reduce visual fatigue
      - Preferential seating when needed
      - Extra storage space/larger desk to support assistive technology
      - Desk copies of material that are on the board.
      - Verbalization of all material present on the board/screen
      - High contrast material on the board/screen
      - Use of concrete materials and descriptive language when possible
      - Avoid glare, provide proper lighting, place students away from windows
  - - - Non-optical low vision devices
      - Low/medium technology devices for tactual learners
      - Optical devices
      - Video magnifiers
      - Screen enlargement/readers
      - Braille technology
      - Tactile graphics technology
      - Auditory access device
- - - - According to IDEA, the following characteristics are associated with Emotional Disturbance:
      - • “An inability to learn that cannot be marked by intellectual, sensory, or health factors.
      - • An inability to build or maintain interpersonal relationships.
      - • Inappropriate types of behavior or feelings under normal situations.
      - • A general pervasive mood of unhappiness or depression.
      - • A tendency to develop physical symptoms or fears when faced with problems.”
      - (Allegheny Intermediate Unit, 2018)
      - Emotional Disturbance includes schizophrenia.
  - - - • Foster listening skills and create opportunities for social interaction. Teaching these skills help the student learn socialization and respect. (Inclusion Resource, 2018)
      - • Changes to classroom environment, such as seating arrangements or additional resources to encourage learning. Also, it is important to set up a clear behavioral management system. Have set rules and clear consequences. This will help when you set meaningful tasks, as the student will have clear guidelines on how to engage in such a task. (Inclusion Resource, 2018)
      - • Praise is also important to ED students and will help them build in confidence when they complete tasks.
  - - - • iPads/computers
      - • Interactive Apps/programs/websites
      - • Videos and songs
      - • Artificial Intelligence Apps (This may encourage a student to talk when they don’t feel comfortable talking with a person)
      - • Collaborative classroom online
      - • Smart Board Activities
      - • Assistive devices for writing (e.g. pencil grips, non-skid surface, typewriter/computer, etc.) (WarmLine Family Resource Center, 2018)
- - - - • Environmental strategies: sensory breaks, seating arrangements, picture schedules, etc.
      - • Organizational strategies: Write out homework step-by-step, set time expectations on work, teach study skills, etc.
      - • Behavioral strategies: verbal/non-verbal reinforcements, set rules and consequences, etc.
      - • Presentation strategies: print worksheets on colored paper (dyslexia students, etc.), large print on screens/worksheets, peer tutoring, etc.
      - • Evaluation methods: adjust time for completion, oral tests, online tests, practice tests, etc.
      - (WarmLine Family Resource Center, 2018)
  - - - • Colored plastic to place of worksheets and books (this helps dyslexia students particularly)
      - • iPads/computers
      - • Interactive Apps/programs/websites
      - • Videos and songs
      - • Smart Board activities
      - • Assistive devices for writing (e.g. pencil grips, non-skid surface, typewriter/computer, etc.) (WarmLine Family Resource Center, 2018)
      - • Emergency devices – diabetes testing kits, insulin pens, allergy pens, asthma pumps, etc.
      - • Programs which can help students to communicate if they are unable to do so due to extreme illness
- - - - • breaking up testing over several days
      - • giving the student extra time to complete assignments or tests
    - - • working in a small group
      - • working one-on-one with teacher
    - - • providing audiotaped lectures or books
        
        • giving copies of teacher’s lecture notes
        
        • using large print books, Braille, or books on CD (digital text)
    - - • reducing the difficulty of assignments
        
        • reducing the reading level
        
        • using a student/peer tutor
    - - • allowing answers to be given orally or dictated
        
        • using a word processor for written work
        
        • using sign language, a communication device, Braille, or native language if it is not English
  - - - Learn more about options for increasing accessibility for students with multiple disabilities.
    - - incorporates multimedia modeling, animation, and auditory support to assist students to develop challenging concepts.
    - - offer a programmable keyboard that allows students who can't use the traditional keyboard and mouse to develop literacy skills through pictures and text on a computer.
    - - a writing-support tool that enables student to write sentences by selecting words, phrases and pictures.
    - - interactive white boards, are a presentation system consisting of a whiteboard, computer, projector and tools.
- - - - Areas of Development
        
        Speech and Language Skills The ability of a child how they communicate with others.
        
        Fine and Gross Motor Skill This is how a child uses their small and large muscles, like hands and the body.
        
        Social and Emotional Skills This is how the child interacts with people around them. They learn how to control their emotions and learn how to get along with others in the society and school.
        
        Activities of Daily Living This is how a child is able to hand everyday tasks through eating. dressing and washing themselves.
        
        Cognitive Skills "The Thinking Skills" that the child has the ability to think, learn and solve problems when they young. The child learns everything through their five senses.
      - Causes of Development Delay
        
        Medical conditions can also delay the development of a child.
        
        Poor nutrition; birth problems such as alcohol or drugs, or problems in family that was in a bad situation or trauma.
        
        When a child is born too early or when a child do not get enough oxygen at birth.
      - How to help?
        
        Take the child to the doctor and take a formal testing instead of thinking the child is just slow.
        
        See which area is difficult for the child and try to strengthen the weakness.
- - - - Slant Boards
        
        Book stands
        
        Book fluffers
        
        Pencil grips
        
        Non slip floor grips
        
        Specialized writing paper
        
        Audio recordings of printed material
    - - Computers
        
        Accommodated keyboards
        
        Mouse sticks/ foot mouse/ hands free mouse
        
        Digital notebooks
        
        Eye tracking technology
        
        Voice recognition technology
        
        (Wadsworth, 2010)
    - - IDEA. (n.d.). Sec. 300.8 (c) (8). Retrieved May 1, 2018, from https://sites.ed.gov/idea/regs/b/a/300.8/c/8
        
        Torreno, S., & Wistrom, E. (2012, June 06). Students with Orthopedic Impairments: Common Characteristics, Classroom Modifications & Assistive Technology. Retrieved from https://www.brighthubeducation.com/special-ed-physical-disabilities/71266-common-classroom-modifications-for-students-with-orthopedic-impairments/
        
        Wadsworth, Cengage Learning. (2010). Assistive technologies that support specific disorders. Retrieved from https://www.cengage.com/resource_uploads/downloads/0495090476_151113.pdf
    - - Desks and furniture that are ergonomically supportive of technological devices.
        
        Equal access to technology and resources for all students.
        
        Special seating arrangements
        
        Writing and note-taking assistance
        
        Instruction that works to improve gross and fine motor skills
        
        Extended time to finish assignments
        
        Teacher and peer awareness and understanding of students disability.
        
        Classrooms free of extension cords , tripping hazards, and items that can block wheelchairs.
        
        (Wadsworth, 2010)
- - - - Braille translation software: converts print into Braille and Braille into print
      - Braille printer: connects to a computer and embossed 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
      - 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 braille writer: produces Braille, translates Braille into text or synthetic speech
    - - [Pamela Leslie, Published May 14, 2016] https://www.youtube.com/watch?v=Imm0JbqJ7Bc
        
        Symbolic Communication ('Deaf-Blindness,' n.d.)
        
        Touch Cues
        
        Object symbols
        
        Sign Language
        
        Gestures
        
        Picture Symbols
        
        Finger Spelling
        
        Signed English
        
        Braille
        
        American Sign Language (ASL)
        
        Pro-Tactile ASL. [Quartz, Published October 31, 2016] https://www.youtube.com/watch?v=9GrK3P15TYU
        
        Pidgin Signed English--A combination of ASL and English language. [peyton c, Published April 1, 2013] https://www.youtube.com/watch?v=xu9hxhMwltc
        
        Large print
        
        Lip-reading speech
        
        Tadoma method of speech reading. [Teki Libras, Published May 7, 2013]
        https://www.youtube.com/watch?v=u7zLNBtHTdc
        
        Appropriate wait-time
        
        Close Proximity to child
        
        Object Exploration
        
        Touch Cues / 'Get Closer'
    - - Differentiated Instructional Strategies - Deaf-Blindness. (n.d.). Retrieved May 2, 2018 from TTAC Online website: https://ttaconline.org/differentiated-instructional-strategies-deaf-blindness.
      - Table 204.50. "Digest of Education Statistics, 2017." National Center for Education Statistics (NCES) Home Page, a Part of the U.S. Department of Education. July 2017. Retrieved May 2, 2018 from https://nces.ed.gov/programs/digest/d17/tables/dt17_204.50.asp.
      - Coonts, T. (2005, March). Teaching Strategies Specific to Children Who Are Deaf-Blind, Fact Sheet #4, pp 14-15. Retrieved from http://mtid.ri.umt.edu/MainMenu/Resources/FactSheets/TeachingStrategies.pdf.
      - Deaf-Blindness. (n.d.). Retrieved May 2, 2018, from Project IDEAL In Action website: http://www.projectidealonline.org/v/deaf-blindness/.
- - - - Classroom Warning Signs (Kreutzer and Hsu 2011)
        
        Re-reading material and not retaining information. Often unable to "create a mental image".
        
        Decreased attention span. Often too shore to focus on any serious task.
        
        Increased study time and poor retention of knowledge
        
        Decreased processing time. Taking longer to formulate ideas and resulting in poor performance on timed tasks.
        
        Students often complain about being too tired to do their homework. Due to the increased difficulty of previously simple tasks, students become exhausted quickly.
      - Diagnosis: Since traumatic brain injuries are generally the result of life threatening head injuries, their diagnosis is usually self-evident. However, despite the damage, no two head injuries are the same and diagnosis is available through established methods. (Traumaticbraininjury.com, n.d.)
        
        CAT Scan
        
        SPECT
        
        PET
        
        MRI
      - Accommodations (Sha 2000)
        
        Memory
        
        Teach a student to use reminders such as sticky notes, calendars, and other self reminders.
        
        Have the student carry an assignment sheet with them. This will allow a student to check off tasks as they complete them.
        
        Use repetitive language and "trigger words" to help jog a students memory.
        
        Following Directions
        
        Rewriting complicated directions into simple bullet points. Communicating both orally and in writing.
        
        Slowing down the speed of speaking. Giving directions and checking understanding throughout each segment.
        
        Providing immediate feedback during assignments. Giving direction throughout the duration of the assignment so that corrective action can be taken, if need be.
        
        Attention
        
        Establishing nonverbal cues to get a student attention. For example, making eye contact or tapping a students desk.
        
        Breaking work into smaller assignments. Using a very specific set of guidelines .
        
        Have the student repeat back instructions to ensure understanding.
        
        Organization
        
        Keep a written schedule of daily routines. in the classroom.
        
        Having the student learn organization skills by taking on a project. The student may be asked to organize a class party, or activity in class.
        
        Color coding classroom materials and supplies. Also, maintaining consistent patterns with the usage of color coding.
      - Assistive Technology (Project IDEAL, 2018)
        
        Devices for Memory & Organization
        
        calendar boards
        
        Schedule organizers
        
        Voice organizers
        
        Medication reminders
        
        Watches
        
        Smartphones
        
        Devices for Accessing information
        
        screen reading software
        
        Tinted overlays for computer screens to assist with visual processing
        
        Speech recogntion software
        
        academic software packages
        
        Devices for Mobility & Positioning
        
        crutches
        
        wheelchairs
        
        canes
        
        specialized beds
        
        specialized chairs and table
      - References
        
        Kreutzer, J. and Hsu, N. (2011). Accommodations Guide for Students with Brain Injury | BrainLine. [online] BrainLine. Available at: https://www.brainline.org/article/accommodations-guide-students-brain-injury [Accessed 2 May 2018].
        Lash, M. (2000). Teaching Strategies for Students with Brain Injuries. [online] Biaoregon.org. Available at: http://www.biaoregon.org/docetc/Resources/children/teaching.strategies.for.students.with.brain.injuries.pdf [Accessed 31 Apr. 2018].
        Traumaticbraininjury.com. (n.d.). TBI: Diagnosis of Traumatic Brain Injury. [online] Available at: http://www.traumaticbraininjury.com/symptoms-of-tbi/diagnosis/ [Accessed 1 May 2018].
        Project IDEAL. (2018). Traumatic Brain Injury - Project IDEAL. [online] Available at: http://www.projectidealonline.org/v/traumatic-brain-injury/ [Accessed 1 May 2018].
- - - - Characteristices
        
        (Autism Speaks, 2018)
        
        Obsessive and repetitive in play and behavior.
        
        Have “inappropriate” eye contact
        
        Difficulty communicating and understanding social cues
        
        Need extended time to process things
        
        Ridgid expectations of others and difficulty making friends
        
        Resistant to change
        
        Sensitive to outside stimuli
        
        Have anxiety and behave aggressively towards others
      - Impact on Learning
        
        (Autism, April 2017)
        
        Have difficulty in unstructured time so unable to participate in free expression time(creative writing, brainstorming)
        
        Needs additional time so may not complete assignments
        
        Unable to organise and plan so will not follow class schedule
        
        Sensory issues may cause them to become overwhelmed and act out in the classroom
        
        Due to anxiety and other stimuli they will have increased disruptive behaviors
      - Teaching Strategies
        
        (Autism, 2017)
        
        Prepare them for any changes ahead of time
        
        Simplify communication for greater understanding
        
        Evaluate the school environment to see if the student could benefit from sensory blockers
        
        Stop bullying immediately and ask the child to draw the incident
        
        Teach awareness about autism to other pupils
        
        Try to incorporate their interest into the lesson
        
        Provide a space for the student to withdraw to when they are overwhelmed
        
        Provide a stress scale so the student can express their emotions
        
        Establish communication with the caregiver for additional interventions
      - Assistive Technology
        
        Voice Output Communication Aids (VOCAs)
        
        High Tech
        
        Communication Computer Software
        
        Digitized Speech Recorders
        
        Symbol & Text Based Devices
        
        Standard mouse, joystick, and rollerball
        
        Visual Recognition Systems(2018, ND)
        
        High Tech
        
        Picture Communication Symbol (PCS)
        
        These computer based programs are ideal for
        
        6 more items...
        
        Low Tech
        
        True Object Based Icons (TOBIs)
        
        Can be accomplished with paper or a white board.
        
        "Visual Schedule"
        
        Activity Schedules
        
        Calendars (home/school)
        
        International "No" (sign with a red "x")
        
        Visual Consequence Cards
        
        Visual Directions
        
        Egg Timers
      - References
        
        https://docs.google.com/document/d/1LPoTgYr110-H1bj8D122VNSMmvJQ_tmpd24ZqL0IDJg/edit?usp=sharing
      - Addition Resources in the Classroom
        
        Digital Scanner
        
        Video Camera
        
        Digital Camera
      - https://youtu.be/DZXjJVrm1Jw