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CERT 08/2020 Cohort 2 - IDEA Categories, Digital technologies have great…

- - - - Description
        
        https://www.youtube.com/watch?v=K6WmGhY8Q4I
- - - - 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
    - - 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.
    - - 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
    - - 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
        
        Point out consequences of the student’s behavior.
        
        Brainstorm better choice(s) with students.
        
        Use language to describe feelings and experiences.
- - - - 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
- - - - 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)
    - - 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)
      - 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)
  - - - 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)
  - - - http://www.attainmentcompany.com/
      - http://www.ablenetinc.com/
      - http://www.timetimer.com/index.php
      - http://www.classsource.com/teacheraids/index.html
  - - - 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)
      - 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)
    - - 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)
- - - - Seating
        
        · Away from windows and doors
        
        · Sit near teacher (proximity)
        
        ·Seats in rows
    - - 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.
    - - 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
  - - - 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.
    - - 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.
- - - - 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)
  - - - 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/)
  - - - 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/)
- - - - 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.
      - 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.
      - 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.
      - 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
  - - - 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
    - - 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 (https://www.youtube.com/watch?time_continue=3&v=r3m8_YmTDDM&feature=emb_logo)
    - - 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/
- - - - 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