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The 13 IDEA Disability Categories: CERT 9/2020 Cohort 11, (ORTHOPEDIC…

- - - - Difficulty with communication and/or social interaction with others
      - Obsessive interests
      - Repetitive behavior
      - Unaware of others emotions
      - Sensitivity to sound
      - Learning disabilities or speech delay
      - Attention problems
    - - Apps like Facesay can increase social skills by helping students on the spectrum recognize emotional and behavioral cues
      - Schedules may help with comprehension and for them to start being more independent
      - Sensory aids such as noise cancelling headphones
      - speech-generating devices (SGDs) where you type what you want to say and it speaks out loud for you
      - Picture Exchange Communication System (PECS) use of picture cards to express themselves in a nonverbal way
      - Visual representation such as objects, photographs, written words, drawings
- - - - ASSISTIVE TECHNOLOGIES FOR DEAF STUDENTS
        
        Many students may also find videos of a human translator in the corner of the video who is translating spoken words into sign language. We've all seen translators who are present in news broadcasts or college lectures, but these are also very commonly found in educational videos as well.
        
        Real-time transcription apps, a.k.a. Speech to Text, can be downloaded on most devices. They use sound captured from a speaker and transcribe them into text as they are being spoken. Apps include LiveTranscribe, Google Assistant, SpeechTexter
        
        Closed captioning, transcripted videos, and annotated presentations can ensure that students are getting all the information that their hearing classmates are getting.
        
        For deaf students with hearing aids or cochlear implants, there are cables that can connect directly to a computer or tablet
        
        FM systems can be connected to a teacher's microphone so students can better hear their teacher. These work by sending FM radio signals directly to the student's hearing aid or cochlear implant at a constant volume, regardless of how far away they are from the speaker.
      - WHAT IS THE PROCESS FOR ENTERING A DEAF STUDENT INTO A SPECIAL EDUCATION PROGRAM?
      - Most deaf students require the same kind of attention as their classmates who are not deaf.
      - Most deaf students have received some type of special education service since they were born/lost their hearing
      - Many deaf students may have some kind of developmental delay because it was not known that they were deaf immediately.
- - - - Accommodations & differentiation ideas include:
        -Allow extra time for assignment completion.
        -Break down assignments into small sections.
        -Mix in high-interest lessons with low-interest lessons to keep engagement.
        -Model positive and acceptable behavior.
        -Allow students permission to participate in their own way.
        -Get to know the student, and create teaching methods that complement their learning style.
- - - - There are four principle types of hearing impairments. They are characterized by the location of the disorder in the auditory system
        
        Sensorineural Hearing Loss: caused by damage to the inner ear (cochlea). Sensorineural hearing loss is often permanent and more sever, affecting oral language development.
        
        Mixed Hearing Loss: a combination of conductive and a sensorineural hearing loss.
        
        Conductive Hearing Loss: caused by damage or obstruction in the external or middle ear that interrupts the transmission of sounds. Usually conductive hearing loss can be treated medically but can affect children’s language development in the case of frequent conductive losses.
        
        Central Hearing Disorders: results of a disorder in the central auditory system between the brain stem and the auditory cortex in the brain
        
        ACCOMMODATIONS FOR HEARING IMPAIRED STUDENTS
        
        Notetakers who take written notes for the student so that they may focus on the class instruction.
        
        Instruction for teachers and peers in communication methods such as sign language.
        
        Special Education services provided by trained professionals including audiologists, speech-language pathologists, interpreters, and teachers of the Hearing Impaired.
        
        Seating near instructor to allow for speechreading.
        
        ASSISTIVE TECHNOLOGIES FOR HEARING IMPAIRED STUDENTS
        
        Computers: There are many computer programs available to help students by supporting reading and language skills, auditory training, sign language instruction, and speech drills.
        
        Alerting Devices: Common devices can be adapted for hearing impaired students, using vibrations and light to get the student’s attention, like watches, alarm clocks, fire alarms, and school bells.
        
        Captioning: Using closed-captioning makes video used in class accessible for students with hearing impairments.
        
        Cochlear Implants: A cochlear implant is a surgically implanted device designed for individuals with sensorineural hearing loss to make sounds audible.
        
        Hearing Aids and Auditory Training Devices: In general, hearing aids amplify sound while auditory training devices are simpler, like FM devices that allow a student to wear headphones and hear the teacher who is speaking into a microphone.
        
        Telecommunication Devices: Telecommunication devices for the deaf (TDD) allow individuals to use traditional telephones using a keyboard and an operator, while text messaging is replacing TDD as a primary communication option for hearing impaired individuals.
- - - - lack of social rules / skills / understanding
      - difficulty communicating
      - difficulty conceptualizing consequences
      - Accommodations and Assistive technologies
        
        Materials: using teacher notes, computers, pictures, or lecture tapes
        
        Setting: organizing small groups or partners for the child
        
        Instructions: segmented lesson plans / tutors
        
        Student Response: oral / computer response
        
        Scheduling: giving the child extra time
      - Sit, crawl, or walk late
      - difficulty problem solving
      - difficulty thinking logically
      - difficulty learning
- - - - Characteristics
        
        Difficulty in basic physical mobility
        
        sensory losses
        
        Limited speech or communication
        
        Behavior problems
        
        Presence of primitive reflexes
        
        Possibly non-ambulatory
        
        Tendency to forget skills through dissuse
        
        Trouble generalizing skills from one situation to another
        
        A need for support in major life activities (domestic, leisure, community use, vocational
        
        Educational challenges
        
        Student's ability to effectively communicate with teachers, support staff, and peers
        
        Student's capability to function in the classroom
        
        Finding a setting suitable to intelligence level
        
        Assessing and compensating for visual or hearing impairments
        
        Supporting Students with Multiple Disabilities
        
        Connect with student's skills and strengths
        
        Make modifications
        
        Partial participation/ accessibility and inclusion in the classroom
        
        Assistive Technology can be huge, especially with communication
        
        Achievable goals are important
        
        Deal with behavior issues
        
        IDEA requires that IEP teams and students plan ahead for transition into adult world
- - - - CAUSE
        
        55% Fall: In the US, most brain injuries in children are caused by falls.
        
        24% Unintentional blunt trauma: Caused by being hit by a head with an object, like a soccer ball.
        
        Motor vehicle crashes: Among children older than 5yo, car accidents are the number 1 cause of TBI related death
        
        Assault: Number 1 cause of TBI related death for children under 5yo.
        
        These can be prevented by using car seat or seat belt properly, wearing a helmet, installing safety gates for babies, avoiding shaking or jolting babies.
      - Characteristics
        
        TBI can be mild to severe. While 75% of TBI is a mild, severe TBI can lead to permanent disability and even death.
        
        Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.
        
        Even mild TBI(like concussions) can seriously affect daily activities
        
        Speaking
        
        Understanding
        
        Movement
        
        Thinking or memory
        
        Personality or mood
        
        Frequent complaints from students with TBI
        
        I study for twice as long as I used to, but I’m doing much worse.
        
        I can’t remember anything I read no matter how many times I re-read the same thing.
        
        I study hard and feel like I know the material. Then I go into the test and can’t come up with the answers.
        
        Essay exams are murder. I need 20 minutes to think of what I want to say and then the time has run out.
        
        I get so tired I can barely get through the school day. At night, I’m just too tired to do my homework.
        
        I’m so distracted. I can pay attention for five minutes and then my mind wanders.
        
        I go to every class, but nothing sinks in.
      - ACCOMMODATIONS FOR TBI STUDENTS
        
        CLASSROOM
        
        Examples
        
        For lectures, provide student with an outline or study guide when available
        
        Provide both oral and written instructions; clarify instructions
        
        Allow student to audio record lectures for later playback
        
        Provide student with instructor’s notes or help student obtain quality notes from other students
        
        Allow for extra or extended breaks
        
        Allow additional time to complete in-class assignments
        
        TESTING
        
        Examples
        
        Allow additional time to complete tests.
        
        Provide for completion of tests in a quiet, individual environment with the goal of minimizing distractions.
        
        Administer long examinations in a series of shorter segments with breaks allowed between sections.
        
        Allow oral examinations and assist student in having responses scribed, as needed.
        
        Assess knowledge using multiple-choice instead of open-ended questions.
        
        Allow student to clarify and explain responses on exams (and assignments).
        
        My mind map to identify IEP students
      - DIAGNOSE
        
        magnetic resonance imaging (MRI)
        
        neurological exam
        
        computerized tomography scans (CT scans)
- - - - Partially sighted means a person has partial vision, either in one or both eyes.
      - Low vision refers to a severe visual impairment in which visual acuity is 20/70 or poorer in the better-seeing eye and cannot improve with glasses or contacts.
      - Jeana A. of IBVI uses her Cyber Eyez technology to read a shipping label.
      - Legally blind means a person has a corrected vision of 20/200 in their best-seeing eye. If visual aids such as glasses can correct a person’s vision to 20/20, they are not considered legally blind.
      - Totally blind refers to a complete loss of sight.
- - - - Under IDEA a student's speech must be unintelligible much of the time or there exists a diagnosed condition. This can't be related to a student being a non-native speaker of English, if they can communicate normally in their native tongue.
      - Assistive Technologies
        
        Text to speech programs such as Kurzweil 3000 allow text to be read aloud to students.
        
        Augmentative and Alternative Communication methods (AACs) are some assistive technologies that can be used for those who speech isn't practical. Introduction to AAC
        
        Most famously Stephen Hawking used one of these to communicate.
        
        These can be basic with books or pointers or more high tech text to speech convertors.
        
        The use of AACs doesn't impact speech development and relieve the pressure to produce sound and instead to lead a focus on communication.
        
        Stimuli can be used to encourage language development, such as giving students with selective mutism videos of themselves speaking to facilitate self-modelling.
        
        Speech to text programs allow writing errors to be reduced.
        
        Word prediction programs allow students with language impairments to write more effectively.
        
        Accommodations
        
        Speech and Language Pathologists (SLPs) can help to make accommodations for students with these disabilities.
        
        Simple issues can be solved with voice instruction and pronunciation practice, whilst more complex issues could require years of therapy.
        
        Treatment plans can be related to classroom content and strategies taught to a child who works to apply them.
        
        This also would involve close collaboration with teachers, and necessitate accommodations such as eliminating punishment for incorrect speech production and creating a permissive environment.
        
        My mind map on how to help a student in this situation.
- - - - Diabetes
      - Epilepsy
      - Asthma
      - Sickle Cell Anemia
      - Tourette Syndrome
      - A heart condition
      - Attention Deficit Disorder (ADD)/Attention Deficit Hypertension Disorder (ADHD)
      - Hemophilia
      - Lead Poisoning
      - Leukemia
      - Naphritis (A kidney disorder)
      - Rheumatic Fever
    - - Extended time to complete assignments
      - A structured and safe learning environment (including physical barriers, adequate spacing for movement, seating arrangements and orientation)
      - Break assignments into a series of smaller assignments
      - Daily schedule; including nurse visits for medication or check-ins (written or visual for younger students)
      - Develop a home/school communication plan
      - Peer Helper
      - Frequent brain breaks throughout the day
      - Asynchronous teachning and learning
      - School health services and school nurse services
      - Transition plan if the student will miss an extended time from school due to health related issues
- - - - Neuromotor impairments- An abnormality of, or damage to, the brain, spinal cord, or nerves that send impulses to the muscles of the body.
      - Degenerative diseases- Diseases that affect motor movement
      - Musculoskelatal disorders- Defects or diseases of the muscles or bones
    - - Low-Tech: Walker
      - Mid-Tech: Speech Generating Device
      - Hi-Tech: Electric Wheel Chair
      - Strategies/Accommodations:
        
        Accommodation for nurse or helper
        
        Modified desk/bathroom equipment
        
        Open classroom floorplan
        
        Flexibility in class schedule
- - - - The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disability; of emotional disturbance; or of environmental, cultural, or economic disadvantage.
        
        Examples of famous people include:
        Keanu Reeves (Dyslexia)
        Jamie Oliver (Dyslexia)
        Steven Spielberg (Dyslexia)
        Emilia Clarke (Aphaisa)
        
        A learning disability cannot be cured or fixed; it is a lifelong challenge. However, with appropriate support and intervention, people with learning disabilities can achieve success in school, at work, in relationships, and in the community.
      - Dyscalculia - A specific learning disability that affects a person’s ability to understand numbers and learn math facts.
        
        Dysgraphia - A specific learning disability that affects a person’s handwriting ability and fine motor skills.
        
        Dyslexia - A specific learning disability that affects reading and related language-based processing skills.
        
        Non-Verbal Learning Disabilities - Has trouble interpreting nonverbal cues like facial expressions or body language and may have poor coordination.
        
        Oral / Written Language Disorder and Specific Reading Comprehension Deficit - Learning disabilities that affect an individual’s understanding of what they read or of spoken language. The ability to express one’s self with oral language may also be impacted.