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IDEA disability categories (Traumatic Brain Injury by Project IDEAL http…

- - - - Cochlear Implant:
        Many families of deaf children decide to get a cochlear implant to assist with hearing. However, as they do not create normal hearing or allow for "normal" speech for the user, other assistive technologies may be required for students to thrive.
      - Picture Board:
        Students can carry tablets or similar smartboard-type technology for ease of communication. This can be helpful for deaf students who are more comfortable thinking and communicating visually. Smartboards formatted for deaf users are capable of producing digitized speech from user's input.
      - Augmenting Devices:
        Personal FM systems can be used in conjunction with a Cochlear implant. Teachers can be outfitted with a microphone that connects directly to the student's hearing assistive device. These devices are enhanced beyond normal hearing aids in many ways, including using FM radio waves and infrared light to reduce the "signal to noise" ratio the student experiences while trying to concentrate in class.
- - - - low tech
        
        behavior chart- tracks progress and student can visually see improvements in behavior
        
        point sheets- can be used as a motivational tool and gives student a more tangible way to track their behavioral changes
        
        Book of possibilities- helps student to create goals and work towards them
      - mid tech
        
        I-pod- Music can be used as a settling tool
        
        The Talk-light- Helps to self-monitor noise levels and assist student to calm down or transition to a new project by flashing according to noise in the room.
        
        the motivaider -device that buzzes at intervals to remind student to stay on task. Can help to lessen the dependency on teacher to stay on track.
      - High tech
        
        funmaths.com- arcade game to help positively reinforce good behaviors in and out of the classroom
        
        brainpop.com- has free lessons that can help supplement students' learning to provide a fun way to interact in the class
        
        inspiration- an app to help organize thoughts and make schoolwork less stressful for students, thereby reducing in-class behavioral problems.
        
        wii- provides a reward for students and acts as an incentive for good behavioral from a struggling student. Also helps for students with a high amount of energy.
    - - Classroom setup
        
        Think of seating arrangements that will cause least amount of tension
        
        teach classroom social skills+ self monitoring
        
        adapt materials when needed
        
        design activity checklists
      - Provide PBS (Positive Behavioral Strategies)
        
        IEP team should specially consider interventions, strategies and support for the child
        
        psychological or counseling services
        
        career education for teenage students
- - - - Assistive Technology
- - - - Accommodations/Modifications:
        Touch cues and different symbols can be used for deaf students. Hearing Aids and a lot of material can be used for blind students.Symbolic communication can be utilized by individuals who are deafblind.
        The principal communication systems include:
        • Touch cues
        • Object symbols
        • Sign language
        • Gestures
        • Picture symbols
        • Fingerspelling
        • Signed English
        • Braille
        • American Sign Language
        • Lip-reading speech
        • Pidgin Signed English
        Assistive technology devices include**:
        Computer adaptations
        Adaptive devices
        Telecommunication Devices
        (done by Hoda)
- - - - TEACHING STRATEGIES
        With children learning to write but having difficulty, activities of FORMING letters can help: using clay, connect-the-dots, or using larger motor skills. Many students end up with poor hanwriting, and not enough time for exams; teacher understanding and allowing extra time can help.
        For students with perceptual difficulties: Do not present two possibly confusing information at the same time. Be super clear/highlight important concepts.
        Control reading materials so that new words are introduced one by one, not all at once.
        To help reading comprehension, use graphs, visuals, and other alternate ways for students to understand text.
      - For brain injury, similar apps can be helpful, and also behavior and health tracking apps: Concussion Recognition & Response, Behavior Tracker Pro, etc.
      - APPS and TECH READING For dyslexia and dysgraphia, there are text-to-speech technologies, on-screen reading apps, and e-book apps such as: ClaroPDF, various e-book features such as Google Play Books, Learning Ally, and Voice Dream Reader. WRITING : Word prediction apps, graphical word processors, on-screen keyboards, voice recognition software, drafting software such as: Co:Writer, Speller,Ginger Page. As graphic representations rather than letters can help with dyslexic students, mindmapping apps for school work as well as scheduling are useful: Explain Everything, First Then Visual Schedule.
- - - - Involve the student in group activities and clubs.
      - Provide daily social skills instruction.
      - Directly teach social skills, such as turn-taking, social distance, reciprocal conversations, etc.
      - Explains rules / rationales behind social exchanges.
      - Provide frequent opportunities to practice skills in role-playing situations.
      - Serve as a model for interactions with students.
      - Value and acknowledge each student’s efforts.
      - Provide many opportunities for students to interact directly with each other.
      - Ask students to imagine how their behavior might affect others.
      - Carefully consider and monitor seating arrangements in the classroom.
    - - Ask one question at a time and provide adequate time for student to reply.
      - Allow more time for examinations, tests, and quizzes.
      - Emphasize the student's successes.
      - Maintain high yet realistic expectations to encourage social and educational potential.
      - Develop a procedure for the student to ask for help (e.g. cue card, raising hand).
      - Do not assume that the student will perform the same way today as they did yesterday.
      - Do not overwhelm a student with multiple or complex instructions.
      - Use concrete items and examples to explain new concepts.
      - Increase difficulty of tasks over time.
      - Explicitly teach organizational skills.
      - Use alternative instructional strategies and alternative assessment methods.
      - Provide an encouraging and supportive learning environment.
      - Teach specific skills whenever necessary.
      - Use short and simple sentences to ensure understanding.
    - - Model desired behaviors, and clearly identify what behaviors you expect in the classroom.
      - Use behavior contracts or token economies if necessary.
      - Ensure consistency of rules and routine.
      - Reinforce desirable behaviors that serve as alternatives to inappropriate behaviors.
      - Create a structured environment with predictable routines.
      - Create a visual / picture schedule with daily routine.
      - When dealing with conflict, explain what happened in as few words as possible and use a calm, not-angry voice.
      - Point out consequences of the student’s behavior.
      - Brainstorm better choice(s) with students.
- - - - Be warned, this is a long video and made be cringe a few times, based on the content alone.
- - - - The other hearing technology offered to DHH children in inclusive schools can consist of assistive listening devices, including teacher-worn microphones and student-worn microphones used by hearing classmates. Teachers and students must make daily use of the equipment. Their attitudes toward hearing technologies may affect the degree of usage and, accordingly, the level of participation in school.
      - ASSISTIVE TECHNOLOGY: Hearing technologies for deaf and hard-of-hearing (DHH) individuals include personal amplifiers (e.g., hearing aids [HA] and cochlear implants [CI]), which are typically worn on the head or on the body and assistive listening devices that are not used on the head or body, such as classroom sound field amplification systems. Specialised hearing technologies may reduce the impact of barriers that DHH students experience in schools, such as classroom noise, rapid rate of discussion, rapid change of topics, and large numbers of people engaged in conversation, all of which can prevent DHH students from participating in teacher–student and student–student communication.
- - - - https://www.youtube.com/watch?v=0Zosc8dEBf8
        
        https://www.youtube.com/watch?v=FauUZhQXNNo
        
        Students with physical developmental delay might need extra support to develop fine motor skills, mobility, or other physical tasks. Students with cognitive and communication development delay might need additional support in understanding complex tasks, communicating, and organizing their thoughts. Students with social/emotional delay might benefit from social role playing and stories that model how to process emotion in social settings.