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IDEA Categories of Disability (Other Health Impairment (MIke & Jerry),…

- - - - Approximately 45,000 to 50,000 people in the United States are currently diagnosed as being deaf-blind (Gallaudet University Library, 2010). This is considered as a Low-Incidence Disability as the number of active cases represented 0.03% of the total school population in the United States in 2003-2004 (Project IDEAL, 2018).
    - - • Provide content and lesson plan to students before class
      - • Use a flipped classroom approach to provide tailored assistance during class
      - • Raise peer awareness of the challenges facing deaf-blind students
      - • Ask students to take turns partnering with the deaf-blind student
      - • Develop and use touch-based signals for normal/repeated classroom interactions
      - • Allow greater response time to the deaf-blind student, including differentiated outcomes
    - - Assistive Tech in Action
      - Program for Deaf-Blind
      - Assistive Tech for Deaf-Blind
      - Smartphones and tablets have profoundly transformed classroom interactions for deaf-blind students as many free applications exist and are available on the same device. This device is mobile and can assist learners both in and out of the classroom. All important data can be carried with the deaf-blind at all times. Touch screens are highly responsive and are easy to adjust based on student needs, not only by the deaf-blind student but also by their peers and teachers.
      - • Braille software for typing
      - • Braille translation software
      - Screen Readers
      - • Screen enlargement software
    - - Congenital deaf-blindness
        
        Infections during pregnancy
        
        Premature Birth
        
        Genetic conditions
      - Acquired deaf-blindness
        
        Illness
        
        Accident
        
        Ageing
    - - According to the UK’s National Health Service, deaf-blindness is “a combination of sight and hearing loss that affects a person’s ability to communicate, access information and get around” (Nhs.uk, 2018). This does not mean that a deaf-blind person has total loss of both sight and hearing or that both senses are equally impaired. This multi-sensory impairment affects mostly older adults though it can also occur in children and infants.
    - - Gallaudet University Library. (2010). American deaf-blind population. Retrieved June 30, 2018, from: http://libguides.gallaudet.edu/content.php?pid=119476&sid=1029203
      - nhs.uk. (2018). Deafblindness. [online] Available at: https://www.nhs.uk/conditions/deafblindness/ [Accessed 30 Jun. 2018].
      - Project IDEAL. (2018). Deaf-Blindness - Project IDEAL. [online] Available at: http://www.projectidealonline.org/v/deaf-blindness/ [Accessed 30 Jun. 2018].
      - Sense.org.uk. (2018). What is deafblindness?. [online] Available at: https://www.sense.org.uk/get-support/information-and-advice/conditions/deafblindness/ [Accessed 30 Jun. 2018].
    - - So much of what we learn, especially in the traditional classroom, is presented visually or with visual-support. Additionally, people diagnosed as being deaf-blind also struggle with hearing which is the main language skill used for normal communication by most people. These multiple disabilities mean that teachers cannot include deaf-blind people into their classrooms without first carefully considering strategies and planning careful instruction based on these in order to facilitate successful learning.
        Apart from the physical components described above, it is important to consider the social and emotional impact of the disability for deaf-blind people. This can have far-reaching consequences on motivation and engagement in even the best of scenarios as the especially children would face considerable challenges in being included in the mainstream classroom as well as accepted by their peers.
      - • Communication/language development
      - • Movement and motor development
      - • Cognitive development and the ability to learn
      - • Emotional/social development
      - • Body image and self-concept (Project IDEAL, 2018).
- - - - Visual Alerting Devices
      - Captioning
      - Real-Time Transcription
      - Telecommunication (text, video, captioned telephone)
- - - - Center for Disability and Development, cdd.tamu.edu
      - Council for Exceptional Children, www.cec.sped.org
      - Center on Positive Behavioral Interventions and Supports, www.pbis.org
      - Federation of Families for Children's Mental Health, www.ffcmh.org
      - American Academy of Child and Adolescent Psychiatry, www.aacap.org
      - National Alliance for the Mentally Ill, www.nami.org
      - Mental Health America, www.nmha.org
      - National Mental Health Information Center, www.mentalhealth.org
- - - - Reported 2012 - 2015
      - Children 6 - 19 years old
      - 8% of children and youth aged 6 to 19 had hearing loss
- - - - Assistive Technologies
        
        Word Prediction
        
        Visual and Talking Timers
        
        Text-to-Speech
        
        Apps on Mobile Phones
        
        Screen Magnification Software
        
        Screen Readers
        
        Expanded Keyboards
        
        Speech Recognition Software
    - - Problems associated with Students affected by Intellectual Disabilities
        
        Adaptive Behavior
        
        Conceptial
        
        Emperical
        
        Social
        
        Social Skills
        
        Self-Esteem
        
        Gullibility
        
        Problem Solving
        
        Social Responsibility
        
        Following Rules
        
        Conceptual Skills
        
        Money
        
        Time
        
        Language and literacy
        
        numbers
        
        Self Ditection
        
        Practical Skills
        
        Schedules and Routines
        
        Occupational Skills
        
        Telephone
        
        Safety
        
        Money
        
        Activities of Daily Living
    - - Teaching Strategies
        
        :
        
        Play-based Learning using toys to stimulate cognitive skils
        
        Group Work to reduce behavioral problems
        
        Hands-on Learning to set goals
        
        Positive Reinforcement to motivate the child to keep on learning
        
        Baby Steps by breaking down and simplifying each activity
        
        Chaining by breaking down the task and teaching in a sequential manner
    - - Incidence Rate
        
        High Incidence Rate
        
        Children between 6-12, 0.62% prevalence rate
        
        Children between 3-5, 0.12% prevalence rate
    - - Signs
        
        Lack of Motivation
        
        Language Development
        
        Poor Social Development
        
        Difficulties with Memory
        
        Distracted Easily
        
        Speech Disorders
        
        Weak Academic Performance
- - - - Non-accessible transportation
      - Trouble maneuvering around the classroom
      - Difficulty navigating school hallways
      - Earning mandated physical education credit
      - Communicating effectively
  - - - Amputations
      - Burns
      - Fractures
      - Disease
      - Congenital Anomalies
  - - - Assistive Technologies
        
        academic software packages for students with disabilities
        
        augmentative and alternative communication devices (such as communication boards)
        
        screen reading software
        
        speech recognition software
    - - Teaching Strategies
        
        Awareness of medical condition and its affect on the student (such as getting tired quickly)
        
        Securing suitable augmentative communication and other assistive devices
        
        Instruction focused on development of gross and fine motor skills
        
        Special seating arrangements to develop useful posture and movements
    - - academic software packages for students with disabilities
      - augmentative and alternative communication devices (such as communication boards)
      - screen reading software
      - speech recognition software
- - - - defects or alterations in cognitive ability
      - physical mobility
      - self-care skills
      - communication skills
      - changes in emotional and behavior regulation
      - TBI Student
    - - Teaching Strategies
        
        Attention - Concentration
        
        Reduce distractions in students work area. Remove all material not needed at the time.
        
        Ask student to summarize material just been presented to them to check understanding.
        
        Use key words to gain their attentions. "Name" "Eyes on me" ect.
        
        Have a non verbal communion to remind student to pay attention.For example, touch of shoulder or tap their desk.
        
        Memory
        
        Repeat information often for student.
        
        Provide additional reminder devices such as calendar, assignment sheet, post its that are easily accessible.
        
        Have student learn to categorize information to help aid retention.
        
        Provide instruction materials to student.
        
        Organization
        
        Written checklist of step needed to be completed.
        
        Written schedule of daily routines and classroom procedures.
        
        Color coded materials.
        
        Practice a sequenced routine in the classroom.
        
        Following Directions
        
        Provide oral instructions and written instructions.
        
        Have the students repeat the instructions back to the teacher.
        
        Bring student's attention to the important part of the instructions. Can be achieved by highlighting information.
        
        Keep directions simple.
        
        Have student complete one step at a time. Once the student is complete, provide feedback and give next instruction.
        
        [Example of Inclusion in Classroom]
        (https://youtu.be/_O62Hubp6zQ)
  - - - The communication should be ongoing throughout the students recovery.
      - Students with TBI can have a recovery time from a couple of months to a few years.
      - Each case of TBI is unique and will require special accommodations in accordance to the students needs.
- - - - 55200 are Legally Blind
      - 5500 Read Braille
      - 96300 Students are Visually Impaired
  - - - Auditory Access Devices
      - Tactile Graphics Technology
      - Braille Technology
      - Screen Enlargement & Readers
      - Video Magnifiers
      - Optical Devices for Distance Viewing
      - Optical Devices for Near Viewing
      - Non-Optical Low Vision Devices
      - Speech Recognition Software
      - Learning Apps
      - Wearable Technology
  - - - Seat visually impaired students near the front of the class
      - Use precise positional terminology during instruction
      - Use the names of children consistently so that the student visual
        impairment will know who is called on or involved in an activity
      - Provide opportunities to practice the movements that accompany the instruction
      - Provide ample time for children to inspect any objects presented for exploration
      - Provide alternative formats of materials
- - - - Speech-to-text Software
        
        Hearing Aids
        
        Text-to-speech Apps
        
        Alternative Communication Devices
        
        Speech Generating Devices
        
        Sign Language
        
        Concept Mapping
  - - - 7.7% of American children between
        the ages of 3 and 17 and SLI
        
        3.3% Language Problems
        
        1.4% Voice Problems
        
        0.9% Swallowing Problems
        
        5% Speech problems
  - - - Language Disorder
        
        Repatition of words
        
        Wrong Word Order
        
        Mumbling of Words
        
        Speaks in short fragmented phrases
      - Speech Disorder
        
        Slow Rate of Speech
        
        Struggles to say sounds
        
        Slurred Speech
        
        Difficulty in imitating Speech Sounds
  - - - Visual Aids
      - Group Work
      - Differentiated Instruction
      - Pair Work
      - Buddy System
- - - - Lack of motivation
      - Disorganized
      - Careless mistakes
      - Struggles with basic reading and math
      - Off task / distracted easily
      - Frustrated
    - - Adapt instruction
        
        Continuous learning
        
        Increased student engagement
        
        More 1:1 teaching time
        
        Improved outcomes
      - Individualize Learning
        
        Set specific goals
        
        Make goals realistic
        
        Review regularly
        
        Let students own their progress
        
        Involve parents
      - ELL
        
        Increase ELL students' English language production and peer interaction.
        
        Explicitly teach English language vocabulary and structures
        
        Build on ELLs' Background Knowledge to Increase Comprehension
        
        Increase ELL Parent Involvement
        
        Increase Writing Opportunities
      - https://youtu.be/EGTlPgG9MaY
    - - Response to Intervention (RTI)
      - Assessments through AimsWeb
      - https://youtu.be/mquNZbFryJU
    - - Considered High
        
        prevalence of children aged 3–17 years
        
        developmental disability increased from 5.76% to 6.99%
        
        During 2014–2016
- - - - The U.S. Department of Education reports over 2.8 million students being served for specific learning disabilities
      - This is approximately 47.4% of all children receiving special education services
    - - Dyscalculia- affects a person’s ability to
        understand numbers and learn math facts
      - Auditory processing disorder (APD)- affects a
        person's ability to process and make meaning of sounds
      - Dysgraphia- affects a person’s
        handwriting ability and fine motor skills
      - Nonverbal learning disability- affects a person's
        social skills, but not his speech or writing skills.
      - Dyslexia- affects reading and related
        language based processing skills
    - - establish non-verbal signals linked to desired outcomes
      - allow time for students to process information and ask questions
      - use visual aids
      - multisensory instructions
      - Peer work/ tutoring
      - use specific language
      - clearly define expectations for work and behavior
      - use differentiated instruction
    - - Organization and Memory
        
        information/ data managers
        
        free-form database software
        
        Programmable watch
      - Listening
        
        Paper-based computer pen
        
        Personal FM listening systems
        
        tape recorders
      - Writing
        
        speech-recognition programs
        
        word prediction software programs
        
        alternative keyboards
      - Math
        
        electronic math worksheets
        
        talking calculators
        
        equation solving tools
      - Reading
        
        audio books
        
        text to speech
        
        Speech synthesizers/ screen readers
- - - - special feedings;
      - clean intermittent catheterization;
      - suctioning;
      - the management of a tracheostomy;
      - administering and/or dispensing medications;
      - planning for the safety of a child in school;
      - ensuring that care is given while at school and at school functions to prevent injury (e.g., changing a child’s position frequently to prevent pressure sores);
      - chronic disease management;
      - conducting and/or promoting education and skills training for all (including the child) who serve as caregivers in the school setting.