CERT 08/2020 Cohort 2 - IDEA Categories
emotional disturbance-Yinan Qiao
Description: means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:
(a) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(c) Inappropriate types of behavior or feelings under normal circumstances.
(d) A general pervasive mood of unhappiness or depression.
(e) A tendency to develop physical symptoms or fears associated with personal or school problems.
The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.
Center for Parent Information and Resources (July, 2016). Disabilities, Newark: NJ
https://www.parentcenterhub.org/categories/#ed
Intellectual disability Seble Genet
Hearing Impairment - Tiffany Loken
Developmental delay - Kendra
Orthopedic Impairment - Matthew
Specific Learning Disability - Hilary Kuris 👥
Autism - Heather
deafness - Tresta DeLater
Visual Impairment - Brianna
Other Health Impairment - Cohort
Traumatic Brain Injury - Cohort
Possible Interventions
Description
Assistive Technologies:
"when your child does not reach their developmental milestones at the expected times. It is an ongoing major or minor delay in the process of development...Delay can occur in one or many areas—for example, gross or fine motor, language, social, or thinking skills....Developmental delay can have many different causes, such as genetic causes (like Down syndrome), or complications of pregnancy and birth (like prematurity or infections)" (Boyse, 2010).
Description
Possible Interventions
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DESCRIPTION: "A developmental disability significantly affecting verbal and non verbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance." (IDEA)
POSSIBLE INTERVENTIONS
ASSISTIVE TECHNOLOGIES
Assistive Technologies
possible intervention: Positive behavior support;comprehensive classroom management; R-education.
Intervention Practices for Students with Emotional and Behavioral Disorders: Using Research to Inform School Social Work Practice
A. Frey-N. George-Nichols - Children & Schools - 2003
Accommodations:
Incorporating auditory and visual supports in the classroom, utilizing various assistive technologies, include written instructions for assignments, seating students with hearing impairments closest to where the instruction typically occurs, and incorporating interpreters if needed (Lewis, 2020).
Assistive Technologies: Hearing Aides, Closed Captioning, FM Systems, Audio Loop Systems, Portable and Sound Amplifiers (Lewis, 2020).
Possible Interventions: A family can work with a professional or a team of professionals who can help them learn the best ways to communicate for their family. They can also get a hearing device, such as a hearing aid. Joining support groups can also be a useful intervention. Learning about and taking advantage of other resources available to children with a hearing loss and their families ("Centers For Disease Control And Prevention", 2020).
Description: According to "Idea: Individuals With Disabilities Education Act"(2017), "Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of deafness in this section.” (Sec. 300.8 (c) (5)).
Accommodations
Accommodations:
Environmental accommodation, Accadmis accommodation, instructional accommodation, scenory accommodation.
http://www.sped.sbcsc.k12.in.us/ppm/behavior/behaccommodations.html#academic
Possible Intervention
Possible Interventions: The concept of an expanded core curriculum for students who are deaf addresses educational needs that are above and beyond those of the general curriculum. Many states have expanded core curricula for deaf students (Nesbit, Frank. (2014). Expanded Core Curriculum for Students. Hands and Voices. Retrieved August 23, 2020, from http://handsandvoices.org/articles/education/law/V14-4_expandedcore.htm)
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Accomodations
- 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
References:
- Ideal, P. (2013). Orthopedic Impairments. Retrieved August 26, 2020, from [http://www.projectidealonline.org/v/orthopedic-impairments/]
Incidence
Accommodations
Assistive Technologies:
Incidence: Low - the average number of children with disabilities served in the public schools IDEA Part B per year from 2010-2018 was 6,591,000. Of these children, an average of 76,375 (1.16%) received services for hearing. (Students with disabilities. (n.d.) National Center for Educational Statistics. Retrieved August 23, 2020, from, https://nces.ed.gov/fastfacts/display.asp?id=64). Applying the 9.1% of all hearing impaired students statistic from the study in the article How Many Deaf People Are There in the United States shows about 6,950 students are deaf rather than hearing impaired (Mitchell, Ross E. (2005, September 21). How Many Deaf People Are There in the United States? Estimates From the Survey of Income and Program Participation. Journal of Deaf Studies and Deaf Education (v11:1 Winter 2006 p 112-119). Retrieved August 23, 2020, from,
https://academic.oup.com/jdsde/article/11/1/112/410800#6089699)
Assistive Technologies
- Devices used to access information:
- speech recognition software
- screen reading software
- augmentative and alternative communication devices
- academic software packages for student disabilities
An example technology can be found in ethe video below:
- Devices for Positioning & Mobility
- Canes
- Walkers
- Crutches
- Wheelchairs
- Specialized Exercise Equipment
- Specialized Chairs, Desks, Tables, for Proper Posture
References:
- Ideal, P. (2013). Orthopedic Impairments. Retrieved August 26, 2020, from [http://www.projectidealonline.org/v/orthopedic-impairments/]
Possible Interventions:
Accomodations:
Assistive Technologies:
Interventions : ✏
-direct instruction
-sequential approach
-multi-sensory approach
-scaffolding
-break learning into small steps;
-administer probes;
-supply regular, quality feedback;
-use diagrams, graphics and pictures to augment what they say in words;
-provide ample independent, well-designed intensive practice;
-model instructional practices that they want students to follow;
-provide prompts of strategies to use; and
-engage students in process type questions like “How is the strategy working? Where else might you apply it?”
LDA of America (n.d.) Successful Strategies for Teaching Students with Learning Disabilities
https://ldaamerica.org/info/successful-strategies-for-teaching-students-with-learning-disabilities/
Assistive Technologies : ⭐
LD@School has a great chart that shows low-high tech options depending on the specific struggle of the student.**
Assistive Technology for Students with Learning Disabilities (n.d.)
Possible Interventions
- Physical Therapist
- Occupational Therapist
- Speech Language Pathologists
- Adapted Physical Educations Teachers
- Massage Therapists
- Music Therapists
References
LaRose, S. E., Thoron, A. C., & Colclasure, B. C. (2016, August). Teaching Students with Disabilities: Orthopedic Impairment1. Retrieved August 27, 2020, from https://edis.ifas.ufl.edu/pdffiles/WC/WC26200.pdf\
Ideal, P. (2013). Orthopedic Impairments. Retrieved August 26, 2020, from [http://www.projectidealonline.org/v/orthopedic-impairments/]
Incidence: 1 in 54 Children in 2020 
Low/High Incidence
Incidents: Low Incidents/About 2 to 3 out of every 1,000 children in the United States are born with a detectable level of hearing loss in one or both ears("Centers for Disease Control and Prevention", 2020)
incidence
The U.S. Department of Health and Human Services' (DHHS') 1999 report, Mental Health: A Report of the Surgeon General, estimates that at least one in five (20%) children and adolescents has a mental health disorder at some point in their life from childhood to adolescence.1 At least one in 10 (10%), or about 6 million people, has a serious emotional disturbance at some point in their life.
Department of Health and Human Services (US); Rockville (MD): Department of Health and Human Services. Mental health: a report of the Surgeon General. 1999
Incidence:: ❓
"Specific learning disabilities are considered a high-incidence disability. The U.S. Department of Education reports that there are over 2.8 million students being served for specific learning disabilities. This number of students is approximately 47.4% of all children receiving special education services."
Project IDEAL (n.d.) http://www.projectidealonline.org/v/specific-learning-disabilities/
Accommodations and Modifications: 🏁
This video outlines accommodations and modifications:
Accommodations and Modifications
https://www.ldrfa.org/accommodations-and-modifications-for-students-with-ld-explained/** : :
Incidence - Low
- 1.1% of students receiving special education services were orthopedic impairments.
References:
- Ideal, P. (2013). Orthopedic Impairments. Retrieved August 26, 2020, from [http://www.projectidealonline.org/v/orthopedic-impairments/]
Description: “Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance” (IDEA. (2017, May 2). IDEA Individuals with Disabilities Education Act. Retrieved, August 23, 2020, from https://sites.ed.gov/idea/regs/b/a/300.8/c/3).
Accommodations: Strategy & Intervention Practices: Accommodations
Assistive Technologies: Project IDEAL
Possible Interventions Strategy and Intervention Practices
Incidence: Other Health Impairments are low-incidence impairments. (Disability Categories Under IDEA - Inclusion Resource, n.d.)
Description: having limited strength, vitality or alertness,including a heightened alertness to environmental stimuli, that results in limited alertness to the educational environment.
- Due to chronic or acute health problems such as asthma, ADD/ADHD, Diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourettes syndrome, AND
- adversely affects a child's educational performance.
Retrieved from: https://sites.ed.gov/idea/regs/b/a/300.8/c/9
Incidence
Deaf-Blindness - Richard Wang
Possible interventions
Early Intervention services for children who are deaf-blind maximizes the potential for growth and development, and support families and carers. To do this, a partnership is developed between the child, the family and other support networks and professionals. (About Deafblindness.Retrieved, 2020, from https://www.deafblindinformation.org.au/about-deafblindness/congenital-deafblindness/for-families-carers/early-intervention/)
Accommodations
As an educator, we have a responsibility to accommodate students with disabilities under the Ontario Human Rights Code. Requests for accommodation are made on an individual basis by students through the Office for Students with Disabilities and require medical and/or formal documentation. (Teaching Students with Deaf-Blindness?. Retrieved, 2017, from https://accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-with-deaf-blindness/)
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Assertive Technologies
Incidence
There are approximately 86 medical records identified as causing Deaf blindness. But there is also the possibility that an accident (domestic, work, traffic, etc.) can result in injuries that diminish the visual or auditory capacity. Finally, with aging and lengthening of life expectancy, the quality of the visual and auditory functions deteriorates until there are cases where the combined loss has a significant impact on the daily life of the people.
Thus, deafness is a sensory impairment that consists in the combined loss of vision and hearing. This is a specific condition and does not consist of the sum of deafness and blindness. It is not a disease, but it can be caused by a number of diseases and / or syndromes. (What is Deafblinness?. Retrieved, 2016, from https://www.apsocecat.org/deafblindness/what-it-is/?lang=en)
Description
It means concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness. (Categories of Disability Under Part B of IDEA. Retrieved, Mar 14, 2019, from https://www.parentcenterhub.org/categories/#:~:text=Deaf%2DBlindness%E2%80%A6,deafness%20or%20children%20with%20blindness. )
Example of the Deaf-Blind Lawyer Fighting For People With Disabilities
Speech/Language Impairment- Laurie Meneses
Possible Interventions: (Cincinnati Children's. (2015, Oct 14). Speech-Language Pathology: The Importance of Intervention. Youtube.Retrieved August 22, 2020 from
Assistive Technologies
Incidence
Description
Multiple Disability - Samson Abraham
accommodations
possible interventions
low Incidence/prevalence
According to research, an equal number of girls and boys are affected by multiple disabilities with about 0.18% of the student population covered under IDEA for severe and multiple disabilities in the United States. The United States Department of Education reports that 6,401,000 students received special education services in the 2011-2012 school years. Of that number, roughly 2.2% or 132,333 students received special education services due to being classified as students with multiple disabilities (National Center for Education Statistics, 2015)
In the United States, the percent of the population exhibiting multiple disabilities is relatively low when compared to other disability classifications. Multiple disabilities account for only two to three percent of all disabled persons in the United States, based on data since the year 2000.
Description-
A traumatic brain injury or TBI is a head injury that disrupts the normal function of the brain. This can be caused by a bump, blow or jolt to the head or a penetrating head injury that disrupts the normal function of the brain. The severity of a TBI may range from mild to severe. Mild TBI usually consists of a brief change in mental status or consciousness. A severe TBI an extended period of unconsciousness or amnesia after the injury. Traumatic brain injuries contribute to a substantial number of cases of permanent disability (“Centers for Disease Control and Prevention"(2019).
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Accommodations
Assistive Technologies: (Speech Pathology Australia. (2018, Aug 20). Speech Pathologists and Assistive Technology. Retrieved August 22,2020 from
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C-Print (Computer assisted notetaking): a captionist types notes onto a laptop computer which show up on a second computer or TV screen for the student to read. The student also gets a typed copy of the notes.
Closed captioning in videos and TV
CART (Computer Assisted Real-time Transcription): A person with special training uses special equipment to type every word that is said in class. The student reads the words on a TV screen and gets a print-out after class. (Other Assistive Devices. (n.d.) Raising Deaf Kids. Retrieved August 23, 2020, from http://www.raisingdeafkids.org/help/tech/others.php).
Sound-field systems: a series of speakers in the classroom that play the voice of the teacher as he or she speaks through a microphone (Hearing Assistive Technology Systems (HATS) for Children. (n.d.) American Speech-Language-Hearing Association. Retrieved August 23, 2020, from https://www.asha.org/public/hearing/Hearing-Assistive-Technology-for-Children/).
Assistive Technologies
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Description
Intellectual disability involves problems with general mental abilities that affect functioning in two areas: intellectual functioning (such as learning, problem-solving, judgment) adaptive functioning (activities of daily life such as communication an independent living). Intellectual disability affects about one percent of the population, and of those about 85 percent have a mild intellectual disability. Males are more likely than females to be diagnosed with intellectual disability. (Ranna Parekh, M.D., M.P.H.,
July 2017)
Description
Assistive technology enables people to live healthy, productive, independent, and dignified lives, and to participate in education, the labour market and civic life. Assistive technology reduces the need for formal health and support services, long-term care and the work of caregivers. Without assistive technology, people are often excluded, isolated, and locked into poverty, thereby increasing the impact of disease and disability on a person, their family, and society. (Assistive tecnolgy May 2018). A specific group of people who can benefit from user appropriate assistive technology are people with intellectual disabilities. ... Common examples of assistive products are spectacles, hearing aids, wheelchairs, prosthetics, communication boards, [incontinence] products, pill organizers, and therapeutic (footwear.Feb 22, 2017) Link TitleLink Title
Description
Definition
IDEA definition Multiple disabilities… means concomitant
[simultaneous] impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational need that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness.
Identification of Multiple disabilities requires at least two concomitant disabilities which are evaluated and documented in the student’s evaluation record. This primary disability refers to concomitant impairments which cause severe educational problems. Assessments Required Varies based on the two or more disabilities suspected Qualified Examiners: Varies based on the assessment administered
Etiology(Causes)
Chromosomal abnormalities Premature birth
Difficulties after birth
Poor development of the brain or spinal cord
Infections
Genetic disorders
Injuries from accidents
Baby Steps
Children with intellectual disabilities need to learn through baby steps. Every task, skill or activity needs to be broken down into small baby steps. The child is taught one small step at a time. Slowly, he or she learns to combine these baby steps to learn a bigger concept. For example, we will not teach the concept of red color in one day, we will first teach sorting red, then matching red, then identifying red, then naming red and finally generalizing red. In this way try to break up every skill into small baby steps.
Hands-On Learning
When we teach children with intellectual disabilities, we need to keep in mind several factors. First of all we need to set goals that are most important for the child. Learning the names of the planets may not be as important as learning about how plants grow. Next we need to make materials and set up the environment so that it supports the child’s learning.
Chaining
Chaining is the process of breaking a task into its small steps and teaching students in a sequential manner. It is usually used to teach daily living skills and life skills. For example, we first teach a child to hold a pant with two hands, then we teach him to hold it and bring it down to his legs. Next we teach him to hold it, bring it down to his legs, and put one leg inside. This process is called forward chaining. Backward chaining is when you teach the child the last step first. We do the activity of the child and let the child do the last step on his own. Then we do the activity till the second last step. In this way the child does more and more of the activity and we do less till the child can do the whole activity on his own
Play-Based Learning
Play-based learning is when we use play activities to teach cognitive skills. For example if a child is playing with cars, we sit with the child and start playing too. While playing we use statements like “ can I play with the red car? Can you give it to me?” In this way we teach skills to the child while he or she is playing
Group Learning
Group learning is one of the most effective teaching strategies for students with intellectual disabilities. It is when you bring children together in a group to teach various skills. Children often do better when they are in a group. Behavior difficulties are less, and children motivate each other.
Quiet Work Space
Children with intellectual disabilities tend to get distracted more easily and often struggle with attention. Ensure that the child has a work/ study space that is quiet and free from distractions
Functional Activities
Children with intellectual disabilities learn better through functional day-to-day activities. Thus, instead of attempting to teach science theory or geography, it is better to teach practical things that will be useful, such as how to boil an egg or how to find their way to their friend’s house.
Repetition of Concepts Over the Day
Children with intellectual disabilities need to learn a concept in different ways and have the opportunity to practice it many times in order to learn and remember it. Allow time, as well as opportunities, to practice the skills that you have taught them
Positive Reinforcement:
Positive reinforcement is used to reinforce the child positively every time he learns a new skill, or performs or practices a known skill. It is a great way to motivate children with intellectual disabilities. Use reinforcements that are appropriate for the child.
assistive technologies
Alternative input devices
Screen reader
Speech recognition or voice recognition programs
Text-to-Speech (TTS) or speech synthesizers
Hearing aids
Wheelchair
iPad/tablet
Resources
Parent Information Center on Special Education. (2017, March 23). Guide to NH Rules for the Education of Students with Disabilities. Table 1100.1 Required Assessments and Qualified Examiners by Type of Disability, retrieved from https://nhspecialed.org/wp-content/uploads/2017/03/Ed-1100-3-23-2017-1.pdf pgs. 71-76
Parent Information Center on Special Education. (2017, March 23). Guide to NH Rules for the Education of Students with Disabilities, Table 1100.1 Required Assessments and Qualified Examiners by Type of Disability,
https://drive.google.com/file/d/1oGPWYpbr9pzbaexkBkAHAblaka7Uq7xt/view
pgs. 71-76
Center for parent Information & Resources Multiple Disabilities (April 2019)
https://www.parentcenterhub.org/multiple/
Ann Logsdon: Students with multiple Disabilites(August 2019)
https://www.verywellfamily.com/what-are-multiple-disabilities-2162512
Emily Allen St. John Fisher College(April 2015): Assistive Technology for Students with Multiple Disabilities
https://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1300&context=education_ETD_masters
National Center for Learning Disabilities (2020): Accommodations for Students with LD
http://www.ldonline.org/article/Accommodations_for_Students_with_LD
university of Phonex: Prevalence of multiple disabilities (2020)
https://www.coursehero.com/file/p7jj083/Prevalence-of-Multiple-Disabilities-According-to-research-an-equal-number-of/
IDEA: Individuals With Disabilities Education Act(2017). https://sites.ed.gov/idea/regs/b/a/300.8/c/5#:~:text=(5)%20Hearing%20impairment%20means%20an,Severe%20Discrepancy
Centers for Disease Control and Prevention(2020). https://www.cdc.gov/ncbddd/hearingloss/treatment.html#:~:text=Some%20of%20the%20treatment%20and,Joining%20support%20groups.
Lewis, D. (2020). Boys Town National Research Hospital. https://www.boystownhospital.org/knowledge-center/classroom-accommodations-children-with-hearing-loss
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Digital technologies have great potential in offering interventions for people with intellectual disabilities. This approach demonstrates that people with intellectual disabilities can be included in the development of a novel digital intervention.Vereenooghe - June 2019 [https://www.tandfonline.com/doi/abs/10.1080/20473869.2019.1599606][
Children and Adolescents: Overall
ID was diagnosed in approximately 154,000 (0.4%) children under 15 years of age (Brault, 2012).During the 2014-2015 school year, approximately 0.12% of 3- to 5-year-old children and 0.62% of 6- to 21-year-old students who were served under the Individuals with Disabilities Education Act, Part B, had a diagnosis of ID (U.S. Department of Education, 2015). https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589942540§ion=Incidence_and_Prevalence
Assistive Technologies:
Lo-tech options can include things like visual communication books, pencil and paper, alphabet charts or E-Tran frames. Although these options are less technical than the electronic communication devices they are sometimes easier and quicker to use to communicate.
Hi-tech options can include electronic communication devices and software that have speech output. Some newer machines also contain environmental controls which allow you to turn off the lights, change the channel on the TV etc.
icommunicate Speech & Communication Therapy. (2020).
Assistive Technology & Assistive Communication devices (AAC). Retrieved August 24, 2020 from https://www.icommunicatetherapy.com/adult-communication-difficulties-2/adult-acquired-communication-difficulties/progressive-neurological-diseases/assistive-technology-assistive-communication-aac/
The Individuals with Disabilities Education Act (IDEA) officially defines speech and language impairments as “a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance. Special Education Guide. (2013-2020). Speech and Language Impairments. Retrieved August 24, 2020 from https://www.specialeducationguide.com/disability-profiles/speech-and-language-impairments/
Knowing the law regarding Assistive Technology (AT):
According to the Individuals with Disabilities Act (IDEA), school districts must consider assistive technology for any child in special education. AT must be considered for children with disabilities if it is needed to receive a “free and appropriate public education.” Therefore, all parents should be aware of the many resources that are available to students.
Speech Buddies. (2013, March 12). What You Need To Know About Assistive Technology. Retrieved August 24, 2020 from
https://www.speechbuddy.com/blog/speech-therapy-techniques/what-you-need-to-know-about-assistive-technology/
Assistive Technologies:refers to the devices and services that are used to increase, maintain, or improve the capabilities of a student with a disability (Dell, Newton, & Petroff, 2012). Such as, computer-assisted instruction, software functions. Two AT tools: Power cards and social storys can be used for students have emotional disborders.
https://www.ldatschool.ca/assistive-technology/
https://files.eric.ed.gov/fulltext/EJ967467.pdf
Assistive Technology: The Power of the iPad with Assistive Technology: Students can use this tool to improve note taking, create and modify flashcards, replay or record lessons (with video, audio and/or images), share documents and access adapted books and curriculum supports. Speech Buddies. (2013, March 12). What You Need To Know About Assistive Technology. Retrieved August 24, 2020 from https://www.speechbuddy.com/blog/speech-therapy-techniques/what-you-need-to-know-about-assistive-technology/.
Possible Interventions
Use rhyming songs and poems with the student. Such activities will help the student to tune into the phonetic sounds of different vowels, consonants, and blends.
Provide ample opportunities in communicating. Make language purposeful, meaningful, and enjoyable for the student.
Consistently model appropriate language use for the student and encourage imitation. Reinforce all of the student’s attempts.
Utilize multi-sensory modes of teaching which include visual, auditory, kinesthetic and tactile components.
When needed, provide forced alternatives
(e.g., “Would you like _ or _?”) so the
student can imitate appropriate responses.
Frequency Modulating (FM) Systems: All FM systems have a a transmitter with a mic that amplifies the voice of the speaker and a receiver that the student wears to better hear the voice of the speaker above environmental noise (FM Systems. Hearing Support Info. Retrieved August 23, 2020, from https://hearingsupportinfo.wordpress.com/fm-systems/)
This is a video that demonstrates how a FM System would sound in the classroom for a student. (Hearing Aid - FM Simulation. (2011, January 24). Retrieved August 24,2020)
Accommodations:
(Providing Services and Accommodations for Deaf and Hard of Hearing Students in a Mainstream Setting. (2019, November 25). Boston Children’s Hospital. Retrieved August 23, 2020)
Training: for the class and the teacher on how to interact with someone from the deaf community can be beneficial. One example of what training could include is the class is taught some sign language. (Individuals with Disabilities Education Act. (n.d.). Deaf Websites. Retrieved August 23, 2020, from https://www.deafwebsites.com/resources/idea.html)
Specialized staff: can be assigned to support a student including a trained teacher of the deaf, sign language interpreter, note takers, tutors or a speech and language therapist (Mainstreaming. (n.d.). Raising Deaf Kids. Retrieved August 23, 2020, from http://www.raisingdeafkids.org/learning/choices/mainstream/).
Desk placement: a u-shaped or circular configuration will help the student see the faces of classmates and the teacher to help see visual cues. Teachers should be mindful of facing the student so as to always be visible (Staake, Jill. (2019, September 6). How to Help Students Who are Deaf/Hard of Hearing Succeed in School. We Are Teachers. Retrieved August 23, 2020 from, https://www.weareteachers.com/children-deaf-hard-of-hearing/)
Teachers
Know the needs, play to the strengths
Be ready to make modifications
Allow partial participation, as necessary
Consider assistive technology (AT)
Practice and reinforce
Support related services in the classroom
Address behavior issues
have high involvement and collaboration with parents/family
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Parents
Learn about each of your child’s disabilities
Know your child’s needs, play to his or her strengths
Don’t let the labels get you down
Encourage your child to be independent
Team with the professionals working with your child
Investigate assistive technology (AT)
Practice and reinforce
Give your child chores
Find out what your child is learning at school
Look for social opportunities.
Talk with other parents whose children have disabilities
Be patient, be hopeful
:
For Visual Disabilities
For Hearing Disabilities
Braille displays
A device that translates digital text into braille dots that can be read with the fingers. (More on braille below, as it is very important to many deaf-blind people.) (How Do Deaf-Blind People Use Technology?. Retrieved, 2019, from https://www.levelaccess.com/understanding-assistive-technology-how-do-deaf-blind-people-use-technology/)
Dictation
Speech recognition software allows a user to navigate, type, and interact with websites using their voice. How (Do Deaf-Blind People Use Technology?. Retrieved, 2019, from https://www.levelaccess.com/understanding-assistive-technology-how-do-deaf-blind-people-use-technology/)
Screen readers
A program that analyzes the layout and content of a website and provides a text to speech translation. The playback speed can be set by the user and commands allow them to skip from heading to heading, click links, and do other important tasks. Understanding Assistive Technology: (How Do Deaf-Blind People Use Technology?. Retrieved, 2019, from https://www.levelaccess.com/understanding-assistive-technology-how-do-deaf-blind-people-use-technology/)
Telecommunications
Many different options are available for those who are D/deaf or HoH, including amplified telephones, TTY / TDD, Text-to-911, and video chat. (How Do Deaf-Blind People Use Technology?. Retrieved, 2019, from https://www.levelaccess.com/understanding-assistive-technology-how-do-deaf-blind-people-use-technology/)
Enhanced listening
Systems can be used to connect an audio feed directly to someone’s hearing aid or cochlear implant. (How Do Deaf-Blind People Use Technology?. Retrieved, 2019, from https://www.levelaccess.com/understanding-assistive-technology-how-do-deaf-blind-people-use-technology/)
Alerting devices
A device that converts an audio alert (e.g., doorbell, alarm clock) into a visual or physical alert that the person can perceive. How (Do Deaf-Blind People Use Technology?. Retrieved, 2019, from https://www.levelaccess.com/understanding-assistive-technology-how-do-deaf-blind-people-use-technology/)
Visual communication
Captions and transcripts (with the ability to enlarge or zoom in!) provide audio information in a visual format. (How Do Deaf-Blind People Use Technology?. Retrieved, 2019, from https://www.levelaccess.com/understanding-assistive-technology-how-do-deaf-blind-people-use-technology/)
Description:"Specific learning disability" is defined as follows:: 🔓
The term "specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. (dyslexia, dyscalculia, dysgraphia, non-verbal learning disabilities...)
IDEA: LD Online (n.d)
http://www.ldonline.org/features/idea2004
Early intervention services delivered to families and/or carers of children who are deaf-blind can:
Help children with deaf-blindness disabilities grow up to become productive, independent individuals (Early Intervention. Retrieved, 2020, from http://www.brighttots.com/early_intervention.html)
Help alleviate and reduce behavior of concern by using positive behavior strategies and interventions. (Early Intervention. Retrieved, 2020, from http://www.brighttots.com/early_intervention.html)
Reduce the future costs of special education, rehabilitation and health care needs (Early Intervention. Retrieved, 2020, from http://www.brighttots.com/early_intervention.html)
Improve both developmental, social, and educational gains. (Early Intervention. Retrieved, 2020, from http://www.brighttots.com/early_intervention.html)
Reduce feelings of isolation, stress and frustration that families may experience (Early Intervention. Retrieved, 2020, from http://www.brighttots.com/early_intervention.html)
Classroom and laboratory accommodations
Tests, exams and evaluation accommodations
ACCOMODATIONS:
- clearly established and ordered routines
- warning and preparation when changes are anticipated
- planning and practicing of communication strategies and social routines
- earplugs or noise-canceling headsets in hallways or lunchroom
- a quiet area where the student can take a time-out if necessary
- visual schedules and graphic organizers
- visual or written, rather than auditory, instructions
- computer use, especially word processing for writing
Retrieved from: https://www.washington.edu/doit/what-are-typical-challenges-and-accommodations-students-autism-spectrum-disorder
If possible, send your teaching material to the student electronically, or transfer it onto a USB flash drive for the student. (Teaching Students with Deaf-Blindness?. Retrieved, 2017, from https://accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-with-deaf-blindness/)
Allow students to audio-record lectures (Teaching Students with Deaf-Blindness?. Retrieved, 2017, from https://accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-with-deaf-blindness/)
Identify note-takers (Teaching Students with Deaf-Blindness?. Retrieved, 2017, from https://accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-with-deaf-blindness/)
Allow for preferential seating, either to facilitate better listening or to allow for proximity to an electrical outlet(Teaching Students with Deaf-Blindness?. Retrieved, 2017, from https://accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-with-deaf-blindness/)
Provide your contact information by e-mail and orally (Teaching Students with Deaf-Blindness?. Retrieved, 2017, from https://accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-with-deaf-blindness/)
Arrange to meet with the student to discuss specific learning needs, strategies for success, alternatives to course assignments, and methods of evaluation when the student provides her or her letter of accommodation. (Teaching Students with Deaf-Blindness?. Retrieved, 2017, from https://accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-with-deaf-blindness/)
Consider, when appropriate, offering alternatives to more traditional assignments and exams, such as an oral presentation instead of a written assignment or exam. (Teaching Students with Deaf-Blindness?. Retrieved, 2017, from https://accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-with-deaf-blindness/)
Provide extended time for tests and exams; note that students may have access to an interpreter during tests and exams to interpret questions. (Teaching Students with Deaf-Blindness?. Retrieved, 2017, from https://accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-with-deaf-blindness/)
For exams that include graphic content (such as charts, maps and illustrations), you should contact your Office for Students with Disabilities to have the material transcribed into a format that’s accessible to the student; if needed, you can provide an alternate evaluation method. (Teaching Students with Deaf-Blindness?. Retrieved, 2017, from https://accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-with-deaf-blindness/)
Note that students may use an interpreter for oral assignments and presentations. (Teaching Students with Deaf-Blindness?. Retrieved, 2017, from https://accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-with-deaf-blindness/)
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DIETARY APPROACHES: (no scientific evidence of efficacy). Because food allergies or avoidance of certain foods due to smell/texture can cause deficiencies, vitamins and minerals can help. Sometimes removal of certain foods is helpful, as well.
MEDICATION: Cannot cure ASD or core ASD symptoms. Can help with: high energy levels and inability to focus, anxiety and depression, behavioral reactivity, self-injury or seizures.
COMPLEMENTARY AND ALTERNATIVE MEDICINE (CAM): chelation to remove heavy metals, biologicals (secretin), mind-body medicine(for anxiety, stress, etc.).
Retrieved from: https://www.cdc.gov/ncbddd/autism/treatment.html
BEHAVIOR AND COMMUNICATION:
-applied behavior analysis
-assistive technology
-developmental, individual differences, relationship-based approach
-occupational therapy
-social skills training
-speech therapy
Description
Orthopedic impairment is defined as a severe orthopedic impairment that adversely affects a child's educational performance.
The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).
- A neuromotor impairment is an abnormality of the brain, spinal cord, or nervous system that sends impulses to the muscles of the body.
- Examples: cerebral palsy, spina bifida
- Degenerative diseases are various diseases that affect motor development.
- Examples: Muscular Dystrophy
3. Musculoskeletal disorders are composed of various conditions that can result in various levels of physical limitations.
- Examples: juvenile rheumatoid arthritis, limb deficiency
This video also describes Orthopedic Impairments.
References
.gov, O. (2017, June 5). Orthopedic Impairment. Retrieved August 26, 2020, from http://education.ohio.gov/Topics/Special-Education/Students-with-Disabilities/Orthopedic-Impairment
Test Scheduling
Administer a test in several timed sessions or over several days Allow sub tests to be taken in a different order Administer a test at a specific time day
Timing
Allow frequent breaks Extend allotted time for a test
Presentation:
Provide on audio tape
Provide in large print
Reduce number of items per page or line
Provide a designated reader
Present instructions orally
Setting
Provide preferential seating
Provide special lighting or acoustics
Provide a space with minimal distractions
Administer a test in small group setting
Administer a test in private room or alternative test site
Response
Allow for verbal responses
Allow for answers to be dictated to a scribe
Allow the use of a tape recorder to capture responses
Permit responses to be given via computer
Permit answers to be recorded directly into test booklet
Assistive Technology for Developmental Delays - Part 2
Assistive Technology for Developmental Delays, Part 1
Social Stories
Echo Microphone
Visual Schedules
Crabby Writer
"Students with low-incidence disabilities make up 20% of all students with disabilities. Friend and Bursuck (2012) say students with low-incidence disabilities...may have a developmental delay" Low-Incidence Disabilities
Accommodations
- Tell your child’s doctor or nurse if you notice any signs of possible developmental delay and ask for a developmental screening.
- Ask for a referral to a specialist, and
- Call your state early intervention program to find out if your child can get services to help. Centers for Disease Control and Prevention
Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness (Sec. 300.8 (c) - Individuals with Disabilities Education Act, 2006).
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Legal Blindness:
- Significant tunnel vision (limited field of view)
- Visual Acuity of 20/200 or less
(Seifert and Sutton, 2009)
Partial Sight / Low Vision:
Some vision, but in need of an optical device such as a magnifying lens
(Seifert and Sutton, 2009)
Visual Impairment is a Low-Incidence Disability (Disability Categories Under IDEA - Inclusion Resource, n.d.)
Signs of Visual Impairment
Student rubs their eyes a lot
Student blinks more than usual
Student complains of itchiness in their eyes, headaches, dizziness, or nausea after close eye work
If the impairment is serious enough or has roots in certain physical conditions, they may also have other symptoms like crossed eyes or swollen eyelids (Seifert and Sutton, 2009)
Blindness
Least Restrictive Environment (LRE):
- place students in easily accessible and more spacious areas of the classroom (don't assume they know the layout)
- use hands-on materials in class
- provide reading materials in Braille
(Seifert and Sutton, 2009)
Low Vision
Least Restrictive Environment (LRE):
- place students where they can easily see in the classroom
- keep the classroom well-lit
- use materials that have good, sharp contrast
(Seifert and Sutton, 2009)
Tailor standards and expectations to fit the needs of the students with visual impairments (Disability Categories Under IDEA - Inclusion Resource, n.d.)
Read stories aloud in class
Help students develop their sensory skills by incorporating fun sensory activities
Re-orient the student whenever physical changes are made.
Keep all doors completely opened or closed.
(VISUAL IMPAIRMENTS: RECOMMENDATIONS FOR TEACHERS, n.d.)(https://www.education.udel.edu/wp-content/uploads/2013/01/VisualImpairments.pdf)
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Allow hands on learning whenever possible.
Start teaching on a concrete level and move to the abstract.
Allow time and a half to complete assignments.
Alternate visual learning, auditory learning, and motor activities to prevent fatigue.
When writing on the chalkboard be sure to verbalize the work being presented.
Be specific when giving directions.
Keep rules the same for everyone.
Be prepared to alter test procedures.
Lightly touch the student’s hand when giving them an object.
Be sure to give direct feedback; nonverbal cues may not be noticeable.
Provide word and concept meanings. Concepts are harder for individuals with a visual impairment.
Keep noise level low.
Educate the other students, especially regarding safety issues.
Call the individual by name.
Encourage independence in your actions.
Explain transitions before they occur.
Do not underestimate the child’s capabilities!
(VISUAL IMPAIRMENTS: RECOMMENDATIONS FOR TEACHERS, n.d.)(https://www.education.udel.edu/wp-content/uploads/2013/01/VisualImpairments.pdf)
Speech Recognition Software http://www.speechstudio.com/commercial/spee
http://www.microsoft.com/windowsxp/using/se
Special Calculators
http://www.bizrate.com/ http://www.shoplet.com/
Visual/Auditory Prompts
Body rigidity
Double vision and/or unusual blurring
Reversals (a tendency to reverse letters, syllables, or vowels)
Letter confusion (confusing letters of similar shape)
Poor spacing or difficulty staying on the line when writing
Dislike of visual tasks
(VISUAL IMPAIRMENTS: RECOMMENDATIONS FOR TEACHERS, n.d.)(https://www.education.udel.edu/wp-content/uploads/2013/01/VisualImpairments.pdf)
Example Causes
ADD and AH/HD
Diabetes
Epilepsy
Heart conditions
Hemophilia
Lead poisoning
Leukemia
Nephritis
Rheumatic fever
Sickle cell anemia
Tourette syndrome
Allow scheduled breaks
Keep a predictable, structured routine
Students with Epilepsy
Use a graphic organizer, such as a web, to display the characters, plot, themes, and settings in a novel.
·Ask the student to fill in information as it’s being read, or have the student read while you log the information.
·Have the student use index cards to make a timeline of key events in a story. Later, the student can use the index cards as triggers for recounting the plot.
·Have the student illustrate the character traits of major characters on index cards. The cards can be used later to help the student recall the traits and analyze the characters.
·All of the above materials can later be made available to the student when he or she is asked to analyze the story or to think critically.
·Provide students with the facts and formulas he or she needs to learn the concept. Also, allow the use of a calculator to help with problem solving when especially when introducing a new concept.
·Make use of number lines and other visual references to help during problem solving.
·Create or help the student create a journal containing basic math operations that pertain to whole numbers and fractions. Encourage the student to reference the journal when applying learned concepts to new problems, particularly when he or she is having difficulty remembering a process.
Students with ADD/ADHD
Starting a lesson
·Signal the start of a lesson with an audible clue (bell, horn, etc)
·List the activities of the lesson on the board
·State objective and explain what materials students will need
·Establish eye contact with any student who has ADD/ADHD.
Conducting the lesson
·Keep instructions simple and structured.
·Vary teaching style. Use different activities such as games or hand-on activities
·Use props, charts, and other visual aids.
·Use intervention techniques when unwanted behavior is present
·Give frequent breaks. Students with ADHD may squeeze a stress ball or tap something that doesn’t make noise as a physical outlet.
·Try not to ask a student with ADD/ADHD perform a task or answer a question publicly that might be too difficult.
Ending the lesson
·Summarize key points.
·If you give an assignment, have three different students repeat it, then have the class say it in unison, and put it on the board.
·Be specific about what to take home.
Advanced communication and coordination between the hospital, therapists, family, and the school system is a critical first step in student’s returning to school. Classroom Interventions for students with traumatic brain injury. Retrieved August 27, 2020 from https://www.brainline.org/article/classroom-interventions-students-traumatic-brain-injuries
Sticker Pages
Special attention should be given to the physical arrangement and structure of the classroom to facilitate mobility and accommodate physical needs.
If attention, sensitivity to overstimulation, disinhibition, and emotional lability are identified as problems, the classroom environment may require seating the student near the teacher or by an appropriate peer, providing a study carrel, and dividing work or task lengths into smaller sections.
Classroom Interventions for Students with Traumatic Brain Injuries. Retrieved August 27, 2020 from https://www.brainline.org/article/classroom-interventions-students-traumatic-brain-injuries
Consideration of different schooling options may be necessary, including homebound instruction, gradual increase in school attendance, or change in class schedules to a less demanding course load.
Academic programming and scheduling must be flexible and customized to fit children’s changing needs
Class enrollment and expectations should be based on students’ current, rather than previous, academic performances.
Classroom Interventions for Students with Traumatic Brain Injuries. Retrieved August 27, 2020 from https://www.brainline.org/article/classroom-interventions-stude
Providing extra time for transitions and leaving class a few minutes early, before other students are in the hallways.
Consideration should also be given to the length of school day that students can tolerate, their nutritional needs, and their fatigue levels and need for rest breaks.
Using auditory or visual cues to signal changes in the routine and giving the student advance warning.
Assistive devices can include technical equipment and materials such as tape recorders, calculators, electronic spellers, computers or word processors, augmentative communication devices, timers, alarms, and beepers or equipment for mobility.
Provide visuals to enhance explanation of new material, especially with abstract concepts.
Accommodations for Language: Shorten and/or modify oral directions. Ask student to repeat or rephrase the directions to ensure understanding. Allow longer oral response time.
Give written directions or visual cues for verbal directions. Obtain student’s attention before giving a direction.
Simplify question forms by asking basic questions, one at a time.
Modify assignments requiring student to make oral classroom presentations.
Provide individualized instruction to improve student’s ability to complete activities requiring listening.
Accommodations for Articulation: Allow longer oral response time.
Provide preferential seating beside a peer with good speech production, and/or the teacher.
Reduce the amount of background noise in the classroom.
Based on speech severity, allow the student to substitute oral assignments with written papers
Allow the student time to express themselves (do not interrupt a slow speaker).
Modify grading based on speech impairment.
Source: Tulsa Schools & Fentress Schools. (2020). Classroom Accommodations. Retrieved on August 24, 2020 from https://thespeechroomnews.com/paperwork-shortcuts
Speech and language impairments are considered a high-incidence disability. Approximately 20% of children receiving special education services are receiving services for speech and language disorders. Speech or Language Impairment. Retrieved on August 27, 2020 from https://dphhs.mt.gov/schoolhealth/chronichealth/developmentaldisabilities/speechorlanguageimpairment
Incidence
Assistive devices can include: calculators, electronic spellers, computers or word processors, timers, alarms (Bowen, Julie M. (n.d.). Classroom Interventions for Students with Traumatic Brain Injuries. Brainline. Retrieved August 27, 2020, from https://www.brainline.org/article/classroom-interventions-students-traumatic-brain-injuries).
Utilize Language Experience Programs that integrate listening, speaking, reading and writing.
Choose reading materials that reflect the student’s language experience, familiar vocabulary, sentence structures and sentence patterns.
Word prediction programs: helps users expand their vocabulary and more easily express their thoughts through writing by predicting what word the user will write next and giving them multiple options (Traumatic Brain Injury (TBI): Common Assistive Technologies. (2020, March 10). University of Illinois Library. Retrieved August 27, 2020, from https://guides.library.illinois.edu/c.php?g=497977&p=3409451).
Try the pause, prompt, praise method. Pause to allow the child time to think and respond, prompt the child if necessary, and praise them for his/her effort.
Speech-recognition software: via dictation, users can: email, post on social media, do homework, etc (Traumatic Brain Injury (TBI): Common Assistive Technologies. (2020, March 10). University of Illinois Library. Retrieved August 27, 2020, from https://guides.library.illinois.edu/c.php?g=497977&p=3409451).
Recording devices: allow a person with a brain injury to review what has transpired in class at their own pace. Some things to consider when choosing a recorder include how easy it is to transfer files from the device and if pitch changes when the playback speed is altered (Traumatic Brain Injury (TBI): Common Assistive Technologies. (2020, March 10). University of Illinois Library. Retrieved August 27, 2020, from https://guides.library.illinois.edu/c.php?g=497977&p=3409451).
Frequency Modulating (FM) System unit or earplugs: reduce external noises (Bowen, Julie M. (n.d.). Classroom Interventions for Students with Traumatic Brain Injuries. Brainline. Retrieved August 27, 2020, from https://www.brainline.org/article/classroom-interventions-students-traumatic-brain-injuries).
Encourage the student to name and classify pictures into categories.
Language Disorders: Recommendations for Teachers: Retrieved on August 27, 2020 from https://www.education.udel.edu/wp-content/uploads/2013/01/LanguageDisorders.pdf
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AAC, which stands for augmentative and alternative communication, is a way for people to communicate when they do not have the physical ability to use verbal speech or writing. What is AAC? Retrieved on August 27, 2020 at ()
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Pocket Go-Talk 5-Level Communication Device. Six buttons on this device (with five message options on each button) makes it easy for younger children to use.
FAB Frenchay Alphabet Board. This device It allows literate non-verbal users to easily choose the letters and numbers they want, while the listener looks at the keys and spells out the word.
GoTalk Express 32 – Advanced Communication Aid. This device allows non-literate users to press multiple picture keys to create sentences
Top 10 AAC (Augmentative and Alternative Communication) Devices. Retrieved on August 27, 2020 from https://www.speechpathologygraduateprograms.org/2017/11/top-10-aac-augmentative-and-alternative-communication-devices/
Text-to-speech (TTS) is a very popular assistive technology in which a computer or tablet reads the words on the screen out loud to the user. Reading Rockets. Retrieved on August 27, 2020 from https://www.readingrockets.org/article/text-speech-tts
Traumatic Brain Injury (TBI) is a low incidence special education category that is defined as an injury to the brain caused by an external physical force, resulting in total or partial functional disability and/or psycho-social impairment that may adversely affect a student's performance and result in the need for special education and related services. Low Incidence Disabilities. Retrieved on August 27, 2020 from https://www.swsc.org/domain/76
Physical Development
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Use songs with finger plays to develop fine motor skills.
Use materials such as a non-slip mat under drawing paper, thick crayons, and thick handled paint brushes that are easy to grasp.
Incorporate singing and dancing into many activities.
Give students blocks, clay, paper, pencils, crayons, safety scissors, play dough, and manipulatives to use.
Plan daily physical activities, and take students outside to run, climb and jump around.
Have students practice buttoning and unbuttoning, zipping clothes, and opening and closing a door.
Use activities that involve cutting, pasting, drawing and writing.
Have a schedule for active and quiet times.
Use visual discrimination games such as “I spy”. Developmental Delay Strategies
Cognitive Development
Allow student time to complete tasks and practice skills at own pace.
Break down tasks into smaller steps. Demonstrate steps, and then have student repeat the steps, one at a time.
Demonstrate what you mean rather than giving directions verbally. Developmental Delay Strategies
Be consistent with classroom routines.
Use a visual timer so student knows when an activity will be over and they can transition to the next task.
Communication Development
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Reinforce communication attempts (e.g. their gestures, partial verbalizations) when the student is non-verbal or emerging verbal.
Label areas in the room with words and pictures.
Use sequencing cards to teach order of events.
Provide puppets/pictures as props when using finger plays and songs.
Model correct speech patterns and avoid correcting speech difficulties. Be patient when student is speaking, since rushing may result in frustration. Developmental Delay Strategies
Social and Emotional Development
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Explore feelings through use of play.
Teach students to express their feelings in age-appropriate ways.
Provide play activities that don’t require sharing such as art projects, making music (students have own instrument), and sand or water play. Developmental Delay Strategies
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Point out consequences of the student’s behavior.
Brainstorm better choice(s) with students.
Use language to describe feelings and experiences.
-May include speech therapy, physical therapy, and other types of services based on the needs of the child and family.
-Can have a significant impact on a child’s ability to learn new skills and increase their success in school and life.
-Intervention is likely to be more effective when it is provided earlier in life rather than later.
Centers for Disease Control and Prevention
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Seating
· Away from windows and doors
· Sit near teacher (proximity)
·Seats in rows
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Information delivery
·Give step by step instructions and repeat when necessary
·Teach the most cognitively demanding subjects in the morning
·Use visuals like charts, color coding, and pictures
·Create outlines for note-taking that organize the information as you deliver it.
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Organization
·Have the student keep a master notebook that has a separate section for each subject
·Label folders, notebooks, and other items needed in school
·Color-code materials for each subject.
·Allow time for student to organize materials and assignments for home. Post steps for getting ready to go home.
·Make a system for how the student should write down assignments and important dates
Low tech devices such as notebooks and dividers can be utilized to record and organize assigned homework and classroom tasks.
For older students, personal digital assistants, dictating machines, and a variety of computer programs can perform the same task.
For the most part, the majority of these students can access and benefit from the same technological supports that are used with their normally developing peers.