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IDEA Mind Map (Cohort 2020) High-Incidence Disabilities: Speech and…

- - - - ASSISTIVE TECHNOLOGY
        
        Create a visual representation of a text (word cloud generators)
        
        written text to audio converters (for reading and writing)
        => assist students to hear their writing as their errors)
        
        read text on screeens (text-to-speech, speak-it)
        => both help to focus
        
        templates to organize their ideas in a visual format or graphic organizers into written outline. (such as inspiration)
        
        spelling and grammar checkers to compensate their written mistakes due to the attentional control.
        
        Explicit Instruction: A Teaching Strategy in Reading, Writing, and Mathematics for Students with Learning Disabilities.
- - - - Able to communicate through spoken language
      - Use hearing aids, cochlear implants, other assistive devices, and captioning.
    - - Unable to communicate with spoken language
      - Use sign language
  - - - Hearing aids, cochlear implants and others
- - - - For this reason parents are usually well aware of the needs of their students by the time they enter the classroom. Such students will always have an IEP undertaken by a special education teacher and often be in a classroom with others of similar needs. Thıs will usually include two sets of means of support: Assistive Technologies and Strategic Accommodations
        
        ASSISTIVE TECHNOLOGIES:
        Educational or "assistive" technology can go a long way in enhacing learning for these students. Often supportive components can be broken down into high tech and low tech (Castello)
        And in order for it to be be effective - it needs to be embedded within competent instruction. It will never be enough on its own. (Young, MacCormack)
        
        High Tech
        
        arugmentative communication devices
        
        alternative keyboards
        
        Learning software
        
        power wheelchairs
        
        Electronic devices/Digital components
        
        special voice interactive software
        
        VR tools for experiential learning
        
        Smartpens
        
        Low Tech
        
        timers
        
        simple adaptive tools as needed
        
        special chairs or accommodations
        
        graphic organizers
        
        flexible furniture
        
        Pencil grips
        
        Visual learning cards
        
        Assistive Technology can be used two ways:
        1) in assistive learning to supplement or support learning, or
        2) to bypass a difficult task such as handwriting
        
        Accommodations and Strategies It may be difficult to integrate students with intellectual disabilities into a normal classroom, but some general methods are recommended for learning strategies with peers.
        
        Coordination with parents and counselors on accommodations to be made for integration into a multi-peer learning environment
        
        Prepare teachers with special training to welcome special needs students and help them (Government of Quebec)
        
        Ensuring that the special needs student wants to integrate and feels a confidence to do so
        
        Provide adequate funding for support programs
        
        Maintain strong professional network of support
        
        Small group or pair work closely monitored and guided
        
        Mainstreaming
        is a controversial approach. Some say helpful as it allows students with disabilities the same access and opportunities as the regular students. On the other hand, students with special needs need just that, and may not always recieve the attention they need for progress is large classes.
        According to Vlachou (1993), there are three important aspects to integrating special needs students into classrooms: continuity, participation, and an extended notion of integration.
        
        Participation: Promoted interaction on behalf of the teacher to interact with other students is needed in order that the student not feel left out. This is an important element of integration as without it the entire concept risks backfiring. The teacher must take a facilitating role in integrating the student with peer groups.
        
        Extended notion of Integration: Broadening the notion of integration is in itself a support mechanism. Integration need not be isolated to the classroom, but bringing the outside world into the "safe space" of the classroom may be beneficial to the learning experience. That is inviting members of the community to speak to the class about their experience or professions for exposure and allowing students to feel not only part of the classroom but part of the community in whcih they live.
        
        Continuity: this refers to continued support methods across years. Integration must be sustainded and as continuous.
        
        The benefits of wholly inclusive and integration strategies are inconclusive academically; yet students without disabilities in teh classroom are able to empathize and learn to help/normalize special needs students while they gain socializing experiences. (Vlachou)
        
        Lower students to teacher ratio. Students with intellectual disabilities need more focused attention over longer time frames. So ensuring that more than one teacher are in the classroom is important.
- - - - ASD students sometimes face issues with verbal communication and thus need extra support to get their idea across. One high tech way to do that is through the voice output device which speaks for them and assists them with fluency
        
        Not only do computers help with downloading applications to control the noise, it is also known that autistic children respond better to pictures than to verbal cues. Different search engines can be used to download pictures so words can be related to pictures
        
        ACCOMDATIONS IN CLASS:
        
        Finally, one last thing a teacher can do to help an autistic child to feel at ease, is to give frequent breaks between tasks/activities. It helps them recover from the demands of the classroom.
        
        Some autistic children might struggle with asking for help through verbal cues, as a result, a nonverbal cue (sign) can be agreed on to indicate that help is needed.
        
        When a child with ASD is present in class, it is crucial that the teacher gives clear and precise instructions. Some students with ASD have difficulties understanding figurative language such as humor, sarcasm, and metaphors. It is important to give the instructions slowly and give the student time to process the information given.
        
        Providing sensory tools, (such as wiggle cushions, puzzles, chair bands, and stress balls) aids an autistic child because some are prone to repetitive behavior. It helps calm them down without causing him/her to feel self conscious or awkward.
        
        A teacher should provide a clear daily outline of their schedule because children with ASD have difficulties transitioning from one activity/task to another. Thus having a clear schedule helps give them an indicator when the change will take place.
        
        An interactive board can go a long way with autistic children because a lesson can be taught using video games, videos, pictures, and charts rather than the traditional way of teaching
- - - - Other treatments
        
        A child with specific learning disorder may struggle with low self-esteem, frustration, and other problems. Mental health professionals, including school counselors or psychologists, can help the child understand these feelings, develop coping tools, and build healthy relationships. Children with specific learning disorder sometimes have other conditions such as ADHD or Anxiety Disorders. These conditions require their own treatments, which may include psychotherapy and medications.
      - Accomodations and strategies:
        
        Create a behavioral management system - set rules, set consequences, and follow through
        
        Create opportunities for social interaction - This not only gives an opportunity to students with language issues to practice, it allows for students to learn from each other.
        
        Engage students in meaningful tasks - Students who are motivated engage in learning more often
        
        Make changes to classroom environment - each child is different. Changes in seating arrangement and availability of resources may be a factor in keeping students on task
        
        Foster listening skills - praise for good listening skills to reinforce concept. Teaching listening skills is a great way manage socialization and behavior and it also creates a respectful atmosphere. In addition, the teacher can model appropriate language
      - Assistive technologies
        
        Coloured paper
        
        Coloured screens on computers
        
        Use of technology. A child can be taught to use word-processing programs or an audio recorder instead of writing by hand.
        
        recording devices
        
        Other ways of reducing the need for writing. Teachers can provide notes, outlines, and preprinted study sheets.
        
        Special tools. Teachers can offer oral exams, provide a note-taker, and/or allow the child to videotape reports instead of writing them.
        
        Visual techniques. For example, teachers can draw pictures of word problems and show the student how to use colored pencils to differentiate parts of problems.
        
        Use of memory aids. Rhymes and music are among the techniques that can be used to help a child remember math concepts
        
        Use of computers. A child can use a computer for math drills and practice.
- - - - Physical abuse
      - Hearing loss
      - intellectual disabilities
      - Vocal misuse
      - Brain injury
        
        Assistive Technology and Other Interventions
        
        Early intervention (Interventions for children are identified as having primary speech or language disorders. It promotes speech and language development)
        
        Methods
        
        approaches
        
        programmes
        
        Training specific behaviours (Professionals train speech sounds, vocabulary and sentence structures. It is accompanied by reinforcement)
        
        Rewards
        
        Praise
        
        Meta-cognitive approach (Therapists will encourage the child to reflect on what they hear and then adopt it into their own repertoire
        
        colours
        
        Shapes
        
        Computerised intervention packages (Using technology in class can help the students to focus more and improve their language and speech)
        
        education apps
        
        Video based instruction
        
        Computer based instruction
        
        speech generating devices
        
        augmentative or alternative communication (symbols, aids, )
      - Neurological disorder
- - - - Accommodations
        To help students overcome their physical limitations:
        
        Wheelchairs
        
        Extra Accommodations
        -Prepare activities in advance and differentiate overly physical tasks
        -Make projects group based
        -Priority seating in the classoom
  - - - Extra Accommodations
        -Students should be involved in as many class activities as possible to grow community.
        -Develop relationship early so student feels comfortable communicating what is best for them
        -Allow student to take risks; don't be the one to hold them back from trying.
- - - - Side effects of Medications
        
        • Due to side effects of the medication, allow pupils with to have full access to water fountains, bathrooms, especially during manic phases of bipolar disorder (The International Bipolar Foundation, 2016). The pupil, with permission, may be able to audio or video record the class with their smart phones in the likely event that they must leave classes to utilize the toilet or drink water.
        
        • Antidepressants and antipsychotics may make the pupil very sleepy; furthermore, students with bipolar disorder often have trouble sleeping at night; all for pupils to start school an hour to two hours later than their peers (The International Bipolar Foundation, 2016). Use of alarms and apps that remind the pupil about taking medicines can ensure they don't miss a dosage.