Please enable JavaScript.

Coggle requires JavaScript to display documents.

CERT 09/2020 Cohort 16: 13 Categories of Disabilities as Identified by…

- - - - High-tech AAC
        
        Software
        
        Specialized devices
        
        Smartphone applications
        
        Electronic communication boards
        
        Keyboards
        
        Speech generating devices
      - Low-tech AAC
        
        Pictures boards
        
        Pen and paper
- - - - https://www.naset.org/index.php?id=2278
  - - - https://www.naset.org/fileadmin/user_upload/ADHD_Series/learning-disabilities-adolescents-adults.pdf
  - - - https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml
      - Inattention
        
        wanders off task
        lacks persistence
        has difficulty sustaining focus
        disorganized
        (these problems are not due to defiance or lack of comprehension)
        :
      - Hyperactivity
        
        to move about constantly
        excessively fidgets, taps, or talks
      - Impulsivity
        
        makes hasty actions
        a desire for immediate rewards or inability to delay gratification
        may be socially intrusive and excessively interrupt others or make important decisions without considering the long-term consequences
  - - - Scheduling
        
        Giving the student extra time to complete assignments or tests
        Breaking up testing to several days
      - Setting
        
        Working in a small group
        Working one-on-one with a teacher
      - Materials
        
        Providing audiotaped lectures or books
        Giving copies of teacher’s lecture notes
        Using large print books, Braille, or books on CD (digital text)
      - Instruction
        
        Reducing the difficulty of assignments
        Reducing the reading level
        Using a student / peer tutor
      - Student Response
        
        Allowing answers to be given orally or dictated
        Using a word processor for written work
        Using sign language, a communication device, Braille, or native language if it’s not English
- - - - https://nceo.info/student_groups/students_with_disabilities
  - - - For Memory
        
        Calendar or schedule organizer (large print)
        -routines, appointments, etc..
        
        Medication reminders
      - For Accessing Information, learning, or communication
        
        tinted overlays for reading
        -may help with visual processing
        
        digital clocks (easier to read)
    - - Canes
        
        Crutches
        
        Wheel chairs
        
        Specialized chairs, desks, and tables
    - - For Memory
        
        smartphones
        
        talking clocks (watches) and calendars
      - For Accessing Information, learning, or communication
        
        speech recognition software (for writing)
        
        speech generating devices (dictation)
        
        screen (text) reading software
- - - - Translation Software & Equipment
      - Braille notetakerhttps://youtu.be/lSsNHAiblsU
      - braillewriter
      - Refreshable Braille display: https://youtu.be/tVuLGrab9JA
    - - Optical Character Recognition
      - Screen Reader
- - - - Hearing aids ,Cochlear implants , and other assistive devices can help with hearing loss.
  - - - References:
        Dill, M. (2009, January 15). Hearing Impairment Accommodations and Teaching for Mainstreaming. Retrieved October 11, 2020, from https://www.brighthubeducation.com/special-ed-hearing-impairments/22573-hearing-impairment-accommodations-and-teaching-for-mainstreaming/Rose, S. (2010, March 29).
        Teaching Strategies for Hearing Impaired Students. Retrieved October 11, 2020, from https://www.brighthubeducation.com/special-ed-hearing-impairments/67528-tips-and-strategies-for-teaching-hearing-impaired-students/
        Weizs, A., & January 01, 1. (2020, March 10). Assistive Technology for Deaf and Hard of Hearing Students. Retrieved October 11, 2020, from https://verbit.ai/assistive-technology-for-deaf-and-hard-of-hearing-students/
        
        I can link my mind map with Kalton's map (Tips for Parents) and also with Steve's ( Assitive Technology)
- - - - https://www.autismspeaks.org/what-autism
  - - - Knvul.S, 2019, April 11.New figures for autism prevalence in China point to previous neglect. https://www.spectrumnews.org/news/new-figures-autism-prevalence-china-point-previous-neglect/
  - - - hundreds of apps and many built-in features of these devices that can help to improve communication skills
    - - Visual schedules on tablets can be a great tool to help your child complete tasks and work on skills like self-care and daily living.
    - - use technology to make their “voices” heard
    - - Technological devices like smartphone and tablets can also serve as motivation for your child
    - - Video modeling is a method that involves teaching skills in a visual way.
    - - It can be easier for an individual with autism to socialize via social networking than through the more traditional methods.
- - - - Enabling TVs or other similar devices with closed captioning always learners to use visual mediums instead of auditory mediums
    - - Instant translation of the spoken word into English text using a stenotype machine, notebook computer, or real-time software
    - - Devices to help individuals alert to sound using visual support. Specially designed phone alerting equipment equipment are available to provide typically audible information in visual or vibratory ways
        
        Resources
        Inclusion Resource Notebook
        National Deaf Center
    - - Communication through text or video. I.e texting, video conference via smartphone or computer
    - - Assistive listening systems give students access by implementing various broadcasting processes. This helps deliver "effective" access for deaf students. These are dependent upon the personal hearing system the students in the class have.
- - - - It is therefore classified as low incidence
  - - - https://nces.ed.gov/fastfacts/display.asp?id=64
        
        https://www.ldatschool.ca/assistive-technology/
  - - - Helpful for composing texts; easier for some students to use than writing by hand
    - - Helpful in both reading comprehension (for students whose disability makes normal reading difficult) and for editing their own writing
    - - Seating arrangements to develop useful posture and movements
      - Instruction that is focused on the development of gross and fine motor skills
      - Adequate awareness of the student's medical condition and its affect on the student
      - Inclusion of Specialists in the Education Plan
        
        Physical Therapist
        
        Occupational Therapist
        
        Speech-Language Pathologist
        
        Adaptive Physical Education Teacher
    - - This technology allows students to bypass typing which can be difficult or impossible for some students with OI
    - - Many types such as those with single pictures representing words/actions or alphabet systems. Systems vary from very simple to incredibly complex (single picture vs. a Stephen Hawking type computer communicator)
        
        High-Tech AAC Devices & Overview of Teacher Training for Them
    - - Canes; Crutches; Wheelchairs; Specialized Exercise Equipment; Specialized Chairs, Desks and Tables
- - - - (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.
  - - - Behavior Charts - used regularly to keep a student on track through out the day.
      - Critical Thinking Cards - helps students learn how to deal with emotions, how to solve problems, learning the difference between fact and inference, and lastly learning how to make predictions.
      - Pull-Talk Activity - This hand held device is ideal for non-verbal children
        to communicate simple needs with ease and portability.
    - - Inspiration Website - can be used to build a strong foundation for thinking, comprehension and communication skills!
      - BrainPOP website - allows students to study and play games involving all different school subjects
    - - MotivAIDER - enables people of all ages to easily make desired changes in their own behavior, thinking and habits.
      - Quit Light - Allows students to know when to talk and when not to talk and keeps them alert.
      - The Learning to Get Along series - reads aloud to student helping them develop social and emotional skills.
- - - - In general, a learner who has a cluster of the following may be dyslexic:
      -  Difficulty with learning to read and/or write despite intervention;
        
        I am Dyslexic,some of the stategies I employ are simple, I get people to check what I write and use computer spell and grammar checkers
        
        I also used to keep a list of words I do not know how to spell with me to help me in school
        
        I gained confidence by pushing myself and not worrying on mistakes this took time to realise
        
        I found out what dyslexia was and how best I can deal with it
        
        My dyslexia was not discovered till I was in university, before hat I was thought a bad speller, It came to light years later that it is in the family previously
      -  Slow speed of processing spoken and/or written language;
      -  Poor word retrieval;
      -  Poor concentration/ easily distracted;
      -  Difficulty learning the days of week and months of the year;
      -  Difficulty telling the time and with aspects of time, such as yesterday and tomorrow;
      -  Poor time keeping;
      -  Poor personal organisation;
      -  Left/right confusion;
      -  Employing avoidance tactics, such as sharpening a pencil or looking for books;
      -  Acts as the class clown.
      - Use of long term memory can help ith this espessially with spelling and grammar
    - -  problems with counting from a given point;
      -  confusion with number direction (92 or 29);
      -  challenge remembering how numbers are written;
      -  challenge understanding mathematical symbols;
      -  challenges with the concept of space and/or direction;
      -  takes a long time to complete mathematical tasks;
      -  problems with estimating;
      -  problems with the planning of activities;
      -  poor memory for basic maths facts;
      -  high levels of debilitating anxiety related to maths;
      -  problems with orientation/direction;
      -  mixing up similar looking numbers;
      -  a poor understanding of place value and its use in calculations;
      -  problems remembering shapes;
      -  problems counting backwards;
      -  poor concept of time and reading analogue clocks/watches;
      -  inability to subitise.
      - Autism Spectrum Disorder (ASD)
        Autism can be disabling and debilitating if it is not accepted and supported appropriately. It is a spectrum disorder; this means that an individual may exhibit a wide range of issues. Furthermore, these issues can vary widely from one individual to another. Challenges may also vary for an individual person on a daily basis, meaning they may be more or less sensitive to particular things on different days.
        
        This is where pupils find it difficult to relate to peers in the classroom and may not understand social sigbals or scarcasm. Intstructions must be short, accurate and literal
        
        In a classroom may look disengaged but be taking in the information but giving out poor social signal
        
        Can be sensitive and changes likes and dislikes quickly
        
        Can be highly focussed in one area and be extremely good at that, allow them to persue these interests
      - Use of technology, phone, calculators computers and future technology will help with this condition in the classroom
    - - Handwriting difficulties are more than simply 'untidy' writing; they can affect the ability to write legibly, fluently, comfortably and effortlessly. They can limit people's ability to reach their potential as they may struggle to express their thoughts on paper or may avoid writing altogether.
      - According to Angela Webb, the Chair of the National Handwriting Association:
      - "In terms of a diagnosis and use of a term to label a certain condition, we go by the Diagnostic and Statistical Manual - 5th edition (DSM V). In order for a diagnosis to be given, there has first to be a standardised way of measuring the performance with set and agreed cut-off points. At present, there is no consensus here. Although the term 'dysgraphia' appeared in DSM IV, it was described as "a generalised difficulty with written expression" and did not specify the three main types of possible handwriting deficiency: orthographic, motor, or perceptual. Not surprisingly, given the range of components which might cause a problem, the term dysgraphia does not appear in DSM V, despite its frequent use in the US literature.’
      - It is sometimes believed that all children with dyspraxia/DCD have dysgraphia, but this is not the case. Although a common feature of dyspraxia/DCD is difficulty with handwriting, some diagnosed children can produce tidy and legible handwriting (although this is usually at the expense of quantity) and others may produce writing which is fast, though poorly controlled. Conversely, poor handwriting can exist independent of dyspraxia/DCD, particularly if the difficulties are not motor in origin, or if poor motor control results from a different aetiology, such as impulsivity. Poor handwriting is also frequently reported in
      - children who meet the criteria for other developmental disorders, such as ADHD, Dyslexia and mild spectrum Autism.
      - Handwriting is a complex skill requiring a blend of motor, perceptual and orthographic skills. Challenges in handwriting can be caused by weakness in one or all of these areas so meaningful interventions need to take into consideration the root of the challenge being experienced. For example, an appropriate motor programme may address and strengthen some of the weaknesses being experienced but may not impact on the non-motor weaknesses.
      - The absence of clarity in terms can cause confusion for families seeking a diagnosis (or indeed those who have been given the diagnosis without advice as to its impact). Currently, it seems reasonable to stick with the DSM-V and say that until we have consensus and clear diagnostic tools to measure the type and severity of the condition, the term 'dysgraphia' is meaningless. Therefore, it should not be used in the way that other developmental disorders' labels are used.
      - The National Handwriting Association encourages the use of the term 'an impairment in written expression' under the category of “specific learning disorder”
      - Writing frames, practice, use of technology, computers with spelling and grammar functions. future interactive technology, speech typing currently available.
  - - - allow the upil to progress at their own speed and modify the activity or goal so the pupil can achieve success
    - - Use rewardsand praise to promote the above
    - - allow the pupil to have time out of the classroom,
- - - - Share deficits in five areas of development
        
        Intellectual Functioning
        
        Adaptive Skills
        
        Motor Skills
        
        Sensory Functioning
        
        Communication Skills
  - - - http://www.projectidealonline.org/v/multiple-disabilities/
  - - - This is considered a low prevalence
  - - - Sources:
        https://www.pathstoliteracy.org/technology/adaptive-equipment-promote-literacy
        https://www.accel.org/wp-content/uploads/2020/04/Ch14-MultipleChallenges-1.pdf
- - - - Learn about your child's disability.
        
        Connect with other parents of children with disabilities.
        
        Be patient , learning may come slower for your child.
        
        Encourage independence and responsibility.
    - - 1) Audible: Is the leading provider of premium digital audio content and entertainment solutions in the internet.
        2) Co writer universal: Is a comprehensive software for google , IOS , with exceptional word prediction abilities.
        3) Vision board keyboard- Helpful assistive technology for anyone who may have difficult using the QWERTY style keyboard or for the people with low/ poor vision / motor skills.
        4) Inspiration: can be used as a mind map or graphic organiser.
    - - https://www.psychiatry.org/patients-families/intellectual-disability/what-is-intellectual-disability - American Psychiatric Association
      - Gluck, S. (2014, May 21). Types of Intellectual Disabilities: List and Examples, Healthy Place. Retrieved on 2020, October 8 from https://www.healthyplace.com/neurodevelopmental-disorders/intellectual-disability/types-of-intellectual-disabilities-list-and-examples
      - https://communitymainstreaming.org/assistive-technologies/ Community mainstreaming success through connecting.
- - - - Deaf-blind people primarily use their sense of touch to learn and communicate
      - This method involves gently touching the palm of the deaf-blind person's hand as it faces down.
    - - YouTube Video: Tania - Reviewing Tactile Calendarhttps://www.youtube.com/watch?v=PbORboPo_7g&ab_channel=NationalCenteronDeaf-Blindness
    - - Tactile sign language requires touching hands to communicate.
      - Manual alphabet: The signer signs individual letters.
      - Print-to-palm: drawing letters on the palm. [10]
      - Pro-Tactile American Sign Language (PTASL) is an emerging communication tool developed by and for deaf-blind individuals. [9]
        
        PTASL includes touching parts of the body
        
        YouTube Video: How PTASL is Changing the Conversation https://www.youtube.com/watch?v=DXl31qQiL_U&ab_channel=PerkinsSchoolfortheBlind
    - - How the world works (routines, using objects, cause and effect)
      - Orientation and mobility
      - The natural world
      - Sequencing
      - Self-concepts and social concepts
      - Use of play
  - - - These are professionals trained in tactile sign language.
  - - - HIMS Braille Sense U2 Device [7]
        
        Supported platforms
        
        MS Word
        
        MS Excel
        
        Powerpoint
        
        Facebook
        
        Twitter
    - - Cards that contain a symbol or phrase for a specific instruction. These typically include Braille for the user, and images and instructions in a written language.
        
        [11]
    - - Whether or not these technologies are applicable depends on the individual.