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CERT 09/2020 Cohort 15, Assistance needed in the classroom, Symptoms of a…

- - - - Abbreviation expanders:Used with word processing, these software programs allow a user to create, store, and re-use abbreviations for frequently-used words or phrases. This can save the user keystrokes and ensure proper spelling of words and phrases he has coded as abbreviations.
      - Audio books and publications:Recorded books allow users to listen to text and are available in a variety of formats, such as audiocassettes, CDs, and MP3 downloads. Special playback units allow users to and search and bookmark pages and chapters. Subscription services offer extensive electronic library collections.
      - Alternative keyboards:These programmable keyboards have special overlays that customize the appearance and function of a standard keyboard. Students who have LD or have trouble typing may benefit from customization that reduces input choices, groups keys by color/location, and adds graphics to aid comprehension.
      - Electronic math work sheets:Electronic math worksheets are software programs that can help a user organize, align, and work through math problems on a computer screen. Numbers that appear onscreen can also be read aloud via a speech synthesizer. This may be helpful to people who have trouble aligning math problems with pencil and paper.
      - Graphic organizers and outlining:Graphic organizers and outlining programs help users who have trouble organizing and outlining information as they begin a writing project. This type of program lets a user "dump" information in an unstructured manner and later helps him organize the information into appropriate categories and order.
      - Personal FM listening systems:A personal FM listening system transmits a speaker's voice directly to the user's ear. This may help the listener focus on what the speaker is saying. The unit consists of a wireless transmitter (with microphone) worn by the speaker and a receiver (with earphone) worn by the listener.
    - - A specific learning disability in reading, also known as dyslexia
      - A specific learning disability in writing, also known as dysgraphia
      - A specific learning disability in mathematics, also known as dyscalculia
      - difficulty with fine motor skills as called dyspraxia(sensory integration disorder)
      - difficulty with language(Aphasia)
      - difiiculty hearing differences between sounds(auditory processing discorder)
      - difficulty interpreting visual information(visual processing disorder)
    - - IDEA (2004) defines Learning Disabilities/Specific Learning Disabilities as a "disorder in 1 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, speak, read, write, spell, or do mathematical calculations." Disorders that are included under the IDEA definition are perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The IDEA definition states that the disorders not included result from visual, hearing, or motor disabilities, intellectual delay, emotional disturbance, or disadvantage (Specific Learning Disabilities, 2015).
        LD/SLDs can affect individuals in various ways, such as affecting the ability to read, write, speak, spell, do math computations, reason, and additionally affect attention, memory, coordination, social skills, and emotional development (New to LD, 2015).
    - - Low incedence. According to National IDEA data (2011), Minnesota prevalence of Specific Learning Disabilities/Learning Disabilities is 3.97% of students, and the United States prevalence is 5.23% of students.
- - - - There are great apps like PTSD coach and CPT coach that help teens suffering from PTSD.
        
        A talklight is a great tool for keeping a quiet and calm classroom.
        
        Brainpop is another good resource. It allows teachers to present their material and get feedback from students. It is particularly good for students that are non-verbal.
        
        Music players have also been utilized in classrooms to allow students to play calming sounds when they feel nervous or scared.
        
        Wii has also been a great help for kids. They are allowed to move and interact with different environments safely.
        
        VR is also helping because students are allowed to have more interactions in a safe environment.
    - - 6% of students with disabilities are classified as having an emotional disturbance according to the Special Education Elementary Longitudinal Study. This is significant but considerably lower than the categories with the highest incidence rates.
    - - Safe areas need to be prepared for the student so they can go there when they are feeling stressed.
        Behavioral charts give students a better visual of how they are doing in class.
- - - - Children that fall under this category have limited strength, vitality, or alertness that is due to a short term (acute) or long term (chronic) health condition. Also, this particular condition that causes this limited alertness ,also adversely affects their performance. An example of a short term condition could be lead poisoning. Examples of chronic conditions could include diabetes I or II, hemophilia, leukemia, epilepsy, sickle cell anemia, ADD, ADHD, asthma, etc. Just because a child has one of these medical conditions does not mean that they fall under this classification of Other Health Impairment or that they will be considered to have a disability. Many times children are put in this category because they don't belong or don't fit in another category according to the IEP team (individualized education program team). Teachers have to think about the health of the student as well as well as assisting in the learning process.
    - - Extended time given to students for taking exams
      - Help students with an organizational checklist
      - Highlight important concepts for the student
      - More frequent breaks (maybe the child is diabetic and need to get something to eat immediately because their blood sugar has become dangerously low)
      - Freedom to use water fountain/bathroom
    - - High (~14%, 3rd highest among disabilities)
    - - Since many children with different health conditions fall under this category, there are many different types of assistive technologies that could be used for a particular student. Using devices that can help with organization and structure would help greatly. Calendar alerts on a smart phone, computer, ipad.
- - - - E- technologys.
        
        Speech synthesis applications can be used to create a spoken sound version of the text in a computer document.This can help students understand readinging or can augment the reading of a text
        
        Language recognition software may allow you to speak and instantly see your text or e-mail messages
        
        Communication boards, text to voice output software or voice amplifiers can be used to allow learners with speaking or language difficulties to express their ideas more clearly
    - - Nearly 1 in 12 (7.7 percent) U.S. children ages 3-17 has had a disorder related to voice, speech, language, or swallowing in the past 12 months
        
        Speech
        5 percent of U.S. children ages 3-17 have a speech disorder that lasted for a week or longer during the past 12 months.
        
        3.3 percent of U.S. children ages 3-17 have a language disorder that lasted for a week or longer during the past 12 months.
        
        An estimated 17.9 million U.S. adults ages 18 or older, or 7.6%, report having had a problem with their voice in the past 12 months
    - - supply regular, quality feedback. If you offer differentiated tasks, provide differentiated feedback. Focus on difficulties of learning.
      - use diagrams, graphics and pictures to augment what you say
      - provide ample independent, intensive practice, such as scaffolded listening or speaking activities
        
        Altering the pace of instruction or application exercises can help
- - - - causes
        
        Birth trauma.
        
        assistive Technology
        
        speech recognition software.
        
        screen reading software.
        
        augmentative and alternative communication devices (such as communication boards)
        
        academic software packages for students with disabilities.
        
        Burns.
        
        Cerebral palsy.
        
        Disease (poliomyelitis, bone tuberculosis)
        
        Fractures.
        
        Genetic abnormality (e.g., the absence of a member, clubfoot)
        
        Injury.
    - - <<<< other 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 (such as getting tired quickly)
- - - - Low-tech Solutions
        
        Picture Exchange Communication System (PECS)
        
        Signs and hand gestures
        
        Individualized visual schedule
      - High-tech solutions
        
        speech-generating devices (SGDs)
        
        Sensory Aids - noise-canceling headphones
        
        Learning Aids. Computer software, multimedia tools, and even high-tech tools such as robots
        
        Functional Aids - overcome motor-skill barriers by assisting with daily tasks such as getting dressed and moving around.
        
        GoTalks - speech generating device
        
        Video taping
        
        FaceSay - Recognize behavioral and emotional cues
      - Assistive technology means any item, piece of equipment, or product system, whether acquired commercially, off-the-shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.
    - - High (1 in 59)
    - - • Children may not be able to understand others’ verbal and nonverbal communication
      - • Children might have difficulty with the physical demands of speech.
      - • Children may not be able to express themselves verbally
- - - - Quite significative: around 10% of all K12 studens in the USA according to 2019 American Community Survey.
    - - (MacArthur, Ferreti, Okolo, & Cavalier, 2001) 2.https://www.census.gov/programs-surveys/acs/ 3.https://www.washington.edu/doit/what-are-typical-accommodations-students-blindness 4.https://www.teachingvisuallyimpaired.com/accommodations--modifications.html
    - - According to the 2019 American Community Survey (ACS), there were approximately 547,083 children with vision difficulty in the U.S. According to the 2019 ACS, there were 270,761 girls and 276,322 boys under the age of 18 that have vision difficulty in the U.S.
        Definition and scope: The children referred to range in age from 0-17 years and only include those children that have serious difficulty seeing even when wearing glasses as well as those that are blind.
    - - Text-to-speech software, such as Kurzweil 3000, can read aloud digital or printed text. This is beneficial for a student swhose vision is impaired.
      - Speech-to-text software transcribes spoken word into computer text, allowing students with impaired vision to bypass the demands of typing or handwriting.
      - An audio-recorder will help thi student record thoughts, answers to questions, etc.
      - Computer with optical character reader, voice output, Braille screen display and printer output
    - - Changes in the medium used:
        
        braille
        
        large print
        
        audiotape
        
        electronic text
        
        oral testing/scribing
      - Changes made in the way the materials are presented:
        
        The teacher or presenter should verbalize all information as it is written on the board or overhead.
        
        Information presented on the board should be in a high contrast color.
        
        Use a slant-board to position papers appropriately for reduced visual strain and to avoid glare.
        
        The computer screen should be eye level and tilted to avoid glare.
        
        Use recorded text as needed.
        
        Classroom recording of lectures/instruction by the student.
        
        Large Print textbooks/materials.
        
        Braille textbooks/materials.
        
        Clear, dark copies of worksheets.
        
        Use of a reading guide to assist in keeping place while reading and completing worksheets.
        
        Present materials against a plain background
        
        Use a good contrast background and present on a contrasting tray or mat.
        
        Copies of overhead projector/smartboard activities to be viewed at his/her desk as needed.