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Individuals with Learning Disabilities Act (IDEA) Cohort 8, Cohort 8,…

- - - - Auditory Perception and Processing
        
        Processing information communicated through lectures or discussions
        
        Difficulty distinguishing differences in sound or knowing which sounds to listen for
      - Visual Perception and Processing
        
        Difficulty distinguishing differences in shape (e.g. letters 'b' and 'd')
        
        Difficulty deciding which images to focus on between multiple images
        
        Skip or repeat words and sections when reading
        
        Misjudge depth or distance
        
        Processing information communicated visually (e.g. overhead projection, video, graphs and charts, email, web-based distance learning courses)
      - Information Processing Speed
        Process auditory and visual information more slowly than average person
      - Abstract reasoning
        Difficulty understanding context of subjects that require high level reasoning skills (e.g. philosophy and logic)
      - Memory (Long & Short Term)
        Difficulty storing and recalling information
      - Spoken & Written Language
        Difficulty with spelling (e.g. mixing up letters) or speaking (e.g. reversing words or phrases)
      - Mathematical Calculation
        
        Difficulty manipulating numbers
        
        May invert numbers
        
        Difficulty converting word problems to mathematical expressions
      - Executive Functioning (Planning and Time Management)
        
        Difficulty breaking projects down into sub-projects
        
        Cannot create and follow a timeline
        
        Miss deadlines
  - - - Laptop Computers and Computerized Devices
        
        Advantages:
        
        Lightweight and portable
        
        Improves note quality (especially for those with handwriting trouble)
        
        Word processors help students complete organized work with fewer spelling errors
        
        Students self-identify and correct more errors with spell check
        
        Disadvantages:
        
        Can be distracting for some students
        
        Engagement and academic success are not guaranteed
        
        Lack of training on how to meaningfully integrate technology into learning context can be damaging for both students and teachers
        
        Software Functions
        
        Advantages:
        
        Higher self-esteem
        
        Less fear of making mistakes
        
        Speech-to-Text
        
        Transcribes spoken word into computer text
        Advantages:
        
        Bypass demands of typing or handwriting
        
        Can compose longer, complex stories with fewer errors
        
        Disadvantages:
        
        Software is not perfect and requires training
        
        Students may become frustrated when training software
        
        Students may not understand how to edit text output
        
        Students who can dictate to a scribe perform better overall
        
        Example: XpressLab
        https://www.youtube.com/watch?v=dy1iefZN-r4
        
        Word Prediction
        Predicts the word that students want to use next
        Advantages:
        
        Enjoyable for students
        
        Reduces need for handwriting
        
        Improves spelling accuracy and writing skills
        
        Less worry about word choice
        
        Example: WordQ
        https://youtu.be/FXY6v9SzHts
        
        Text-to-Speech
        
        Read aloud digital or printed text
        Advantages:
        
        Students can understand unfamiliar words when they are read-aloud to them
        
        Positive effect on decoding and word recognition (especially for students with deficits in phonological processing)
        
        Help students who retain more information through listening
        
        Students can catch grammatical errors unnoticed when reading silently
        
        Example: Kurzweil 3000
        https://www.youtube.com/watch?v=CJWMzn4b8Cg
        
        Computer-Assisted Instruction
        
        Software and applications which provide instruction and practice opportunities on devices
        Advantages
        
        Easier fact memorization
        
        Improves student subject attitude
        
        Effective math drills
        
        Software reduces distractibility
        
        Immediate, dynamic feedback
        
        Nonjudgmental drill and practice
        
        Disadvantages
        
        Students can be lost without training
      - Graphic Organizers and Outlining
        
        Students who are visual learners can see their ideas mapped out.
        Advantages:
        
        Students learn a strategy to plan and organize their thoughts and writing.
        
        Organizers with prompts can help with idea generation.
        
        Improves writing quality and quantity
        
        Acts as organizational framework
        
        Easy to edit digital ones. Less stress about order, importance level, and category.
        
        Information can be "dumped" without structure first
        
        Example: Coggle
        https://www.youtube.com/watch?v=iL40u0uNYa8
      - Pentop Computers
        
        Provide text-to-speech, strategy feedback, and other organizational functions
        :
        Advantages:
        
        Cost-effective (cheaper than high-tech devices like iPads)
        
        Can act as self-regulated reading aids
        
        Provides auditory feedback during composition or math work, such as reminders (e.g. "don't forget to carry" in multiplication)
      - Calculators and Math Software
        
        Advantages:
        
        Help students with LD overcome learned helplessness in math or math-related anxiety
        
        Graphing calculators provide visual conformation of shape
        
        Drills help students learn how to mentally solve problems
        
        Increases motivation
        
        Talking calculators can read numbers, symbols, and operation keys aloud before vocalizing a student's answer to a problem. Allows users to verify accuracy before transferring their answers to paper.
        
        Disadvantages:
        
        Can provide unfair advantage
      - Abbreviation Expanders
        Allow users to create, store, and re-use abbreviations for frequently-used words or phrases.
      - Alternative Keyboards
        Programmable keyboards with special overlays to customize appearance and function.
        Advantages:
        
        Reduced input choices
        
        Group keys by color/location
        
        Add graphics to aid comprehension
      - Audio Books & Publications
        Students listen to text in a variety of formats (e.g. audiocassettes, CDs, MP3)
        Advantages:
        
        Helps those who have trouble reading off paper
        
        Special playback allows users to search and bookmark pages or chapters
      - Optical Character Recognition (OCR)
        Software will recognize text from scanned printed material. Scanned text is read aloud via speech synthesis or a screen reading system.
      - Personal FM Listening Systems
        Speaker's voice is transmitted directly to ear. Speaker wears a wireless microphone while the listener wears an earphone
        Advantages:
        
        Student can focus on what is being said
    - - Listening
        Help people who have difficulty processing and remembering spoken language
      - Math
        Help people who struggle with computer, aligning, and copying math problems on paper
      - Organization and Memory
        Help people plan, organize, and keep track of his calendar, task list, contact information, and other notes.
      - Reading
        Help people by presenting text as speech. Assists with decoding, reading fluency, and comprehension
      - Writing
        Help people circumvent the actual physical task of writing or facilitate spelling, punctuation, grammar, word usage, and organization
- - - - Assistive Technology:
        makes learning more visual for students and allows them to actively participate
        • TechMatrix offers 103 assistive technology options for students with other health impairments. I will detail 3 of them
        
        o Cool Speech: Convert any digital text (online or files) into spoken text with a variety of voices and save as a WAV file. Supports students' engagement with text and boosts listening and reading comprehension.
        o Picture It: Picture It helps emerging, beginning and struggling readers with approximately 6,000 Literacy Support Pictures. Picture It software has evolved to version 4, which includes text-to-speech, easy importing.
        o Millie’s Math House: This program introduces and builds fundamental early math skills in numbers, shapes, sizes, quantities, patterns, sequencing, addition, and subtraction.
      - Definition:
        having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment
        • caused by chronic health problems such as asthma, ADD, ADHD, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome
        • negatively impacts a child’s educational performance
        • guidance and accommodations vary because each illness drastically differs from the other
        • there can be other health impairments that solicit special services and assistance
      - References:
        Lombardi, Paula. Other Health Impairments. Granite State College.
        https://granite.pressbooks.pub/understanding-and-supporting-learners-with-disabilities/chapter/other-health-impairments/
        Assistive and Educational Technology Tools and Resources to Support Learning for Students
        with Disabilities and their Classmates. Tech Matrix. https://techmatrix.org/product-search-api?keywords=
      - Accommodations:
        related services are put in place to help children with disabilities to get the best out of their educational journey
        o medical services: a licensed doctor helps in determining the special education and health related services a student would need
        o health related services: could include special feedings, clean intermittent catherization, suctioning, planning for the safety of a child in school, or chronic disease management just to name a few
        o school nurse services
- - - - Assistive Technologies:Mid and Hi-tech
        In other disabilities, the physical aspects may appear more obvious, but far less so with autism and no two cases appear the same. Therefore, assistive technologies are vital in order to help students with different needs and provide additional functions when possible.
        
        Portable Word Processor Keyboard with small LED screen
        used to help with poor fine motor planning skills for writing
        
        Hi-Tech: QT robot https://www.robotlab.com/store/qtrobot-autism
        QT Robot was built and designed to assist in teaching new skills specifically to children with ASD and help them benefit more from educational sessions. For basic communication, sensory challenges and development.
        
        Computers with specific functions; adaptive hardware
        
        Touchpad
        
        Large, accessible keyboard
        
        Interactive frame
        
        Text to speech software; useful for converting text from print to audio formats
        Helps to tackle poor or weaker reading comprehension, decoding, and aspects of fluency
    - - Low incidence: in the U.S, one of the most recent estimates is that
        1 out of every 68 children, have some form of ASD (as of 2017), with the
        ratio of boys to girls being 5:1.
        
        The number of diagnosed cases of autism grew dramatically in the most recent decades. Interests and communication are vital components in understanding this order, and a range of assitive technologies are available to help to ensure this.
      - References:
        
        https://sites.ed.gov/idea/regs/b/a/300.8/c Individuals with disabilities act
        
        https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7288022/ epidemiological data explaining incidence and levels of autism in different countries
        
        https://www.oxfordlearnersdictionaries.com/definition/english/autism definition of autism
        
        https://www.youtube.com/watch?v=1s2Xc4Xlo8M assistive technologies available for autism
        
        https://www.scientificamerican.com/article/the-real-reasons-autism-rates-are-up-in-the-u-s/
        Rates of autism in the U.S.amongst population
      - Assistive technologies: Low tech ; scheduling and communication These can be used to set up an environment without technological aid, using constructive language and adaptive schedules to make students feel less anxiety
        
        Motivation by adapting an interest or obsession, gauging awareness and boost expressive language skills
        
        The use of an obsession is hugely positive, as it means being able to support students by adapting material to meet needs through this, for example cars, dinosaurs, specific numbers, sequences
        
        Signs and gestures to help with routine,communication and participation
        
        Set routines and allow students enter the classroom with a given number, making students feel more comfortable or at ease
- - - - Definition Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:
        
        Inappropriate types of behavior or feelings under normal circumstances.
        
        Early interventions in preschool & elementary school
        
        Games & exercises to develop ability for intentional actions and behavior
        
        Games & exercises to recognize and express feelings like surprise, anger, fear, pride, and joy
        
        Proactive intervention
        
        Positive Behavior Support
        
        Token Economy
        
        Classroom behavior chart
        
        Positive Peer Review
        
        Comprehensive Classroom Management
        
        Co-create rules & procedures with students and co-teachers to ensure buy-in
        
        Consequences must be consistent and predictable
        
        Re-Education of Emotionally Disturbed Children (grounded in educational, psychological, and ecological principles)
        
        Individualized Behavior Intervention Plans
        
        Teaching strategies to correct common problem behaviors
        
        If a student refuses to follow directions:
        
        Clearly define problem.
        
        Develop plan.
        
        Use simple directions.
        
        Be consistent.
        
        Know when to ignore noncompliance.
        
        Know when to address noncompliance.
        
        Directly teach compliance.
        
        Empower students in positive ways.
        
        Use positive reinforcement.
        
        If students lie at home, at school, and in the community to family, peers, staff, and community members:
        
        Clearly define problem.
        
        Clearly establish rules.
        
        Have specific class discussions about lying.
        
        Recognize honest behavior.
        
        Do not punish honesty.
        
        Role-play honesty.
        
        Read stories about being honest.
        
        Refer to school counselor.
        
        If students touch others inappropriately (e.g.,touching too much, too hard, or in places that are uncomfortable to others):
        
        Teach boundaries.
        
        Respect cultural differences.
        
        Recognize cultural biases.
        
        Teach about personal bubbles.
        
        Define boundaries as being “at an arm’s length.”
        
        Encourage alternatives to intrusive touching.
        
        Teach alternative strategies for positive attention.
        
        Clearly define space boundaries.
        
        Use carpet squares.
        
        Monitor room or seating arrangements.
        
        Teaching Strategies for Children with Histories of Boundary Violations/Sexual Abuse:
        
        Collaborate with parents and professionals.
        
        Develop a safety plan.
        
        Maintain appropriate confidentiality.
        
        If students enter the school/classroom exhibiting behaviors that suggest anger, frustration, and an inability to cope with the demands of the current environment:
        
        Support students following upsetting events.
        2.Use assistive techniques.
        
        Process the event.
        
        Give regular feedback.
        
        Be patient with the recovery process.
        
        Develop timeline.
        
        Determine if need for professional assistance.
        
        Draw conclusions.
        
        Discuss recommendations with student.
        
        Transition student back into classroom when appropriate.
        
        Provide skill enhancement.
        12 Address cognitive distortions.
        
        Proceed with caution.
        
        Give oneself some time to recover and to reflect.
        
        If students destroy property:
        
        Clearly define problem.
        
        Encourage self-monitoring.
        
        Give verbal or nonverbal cues.
        
        Promote communication and understanding.
        
        Help students who are out of control.
        
        Encourage restitution.
        
        Coach them through apologies.
        
        Model respect and pride in ownership.
        
        If a student harms others with physical contact, such as hitting, biting, or kicking:
        
        Clearly define problem.
        
        Clearly establish rules.
        
        Develop individual contracts.
        
        Use positive reinforcement.
        
        Separate students.
        
        Be consistent.
        
        Teach and model journaling.
        
        Teach relaxation.
        
        Use role modeling.
        
        An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
        
        Early interventions in preschool and elementary school
        
        Games & exercises to increase self-esteem
        
        Games & exercises to increase positive attitude towards peers
        
        Games & exercises to develop collaboration skills
        
        Games & exercises to develop the feeling of oneness and cohesion
        
        Games & exercises to develop communication skills
        
        Games with psychological drama components
        
        An inability to learn that cannot be explained by intellectual, sensory, or health factors
        
        Early interventions in preschool & elementary school
        
        Games to develop perception, memory, attention, imagination
        
        Art therapy: drawing, finger painting, blotography, pointillism
        
        Games aimed at making a child psychologically comfortable in the classroom
        
        Muscle relaxation, breathing, mimic, gross motor exercises
        
        A general pervasive mood of unhappiness or depression
        
        Teaching Strategies
        
        Develop a Working and Collaborative Relationship with the Student. Ask about how they feel. Recognize their pain.
        
        Avoid Negative Techniques like punishment, sarcasm, disparagement, passive-aggression, etc.
        
        Make Adjustments or Accommodations in Assignments or Tasks. Do not lower expectations or give unearned grades. Give more time, break assignments into smaller pieces, offer extra help in setting up schedules or study habits, provide flexibility in assignment schedules, or pair the student with others who express an interest in helping.
        
        Plan for Success. Arrange experiences so that the student can be successful and receive recognition for successes. Scheduling pleasant activities and providing opportunities for successful leadership are examples. It is very important that depressed students feel accepted as a part of the school and that teachers believe in their competence.
        
        Consult With Your School Psychologist, School Counselor, or School Social Worker.
        
        A tendency to develop physical symptoms or fears associated with personal or school problems
        
        Early interventions in preschool and elementary school
        
        Game therapy: role play where the child interacts with the character that causes fear
        
        Fairy tale therapy: the child interacts with the character that causes fear and the therapist suggests resources for the child to cope with the fear
        
        Metaphorical cards, art to avoid direct and harsh impact on the child's psyche.
        
        Art therapy, accompanied by a conversation with the child about their drawing
        
        Schizophrenia
        
        Interventions
        
        If the student has disordered thinking, help sort out what is relevant and what is not. Teach planning and organizational skills. Write expectations down and make sure the student is aware of them.
        
        Be flexible, as symptoms may come and go, even on a daily basis.
        
        If the student is hallucinating, don’t say, “There’s nothing there” – to the student, there is something there. Work with the student to provide support for acceptable behavior when hallucinations happen.
        
        Help the student set reasonable goals.
        
        Be accepting, caring, and supportive; provide a safe environment for the student.
        
        Teach social skills, including language skills for interpersonal interactions. Allow time for role-playing and feedback. Develop scripts with the student if necessary.
        
        Use cognitive-behavioral interventions.
        
        If there are language issues, including social or pragmatic language issues, consider involving the language/speech pathologist.
        
        Try to keep stress low, as the student may run if overstressed.
        
        Explore various recreational activities for the student’s leisure. Support a healthy lifestyle for the student, including proper diet, exercise, and enough rest/sleep.
        
        Have a crisis plan. Consider physical restraint if the student becomes danger to themselves or others.
        
        Give short, concise directions.
        
        Have a written schedule and maintain structure, routine, and predictability.
        
        If there are mild neurological signs, such as poor motor skills or difficulty differentiating “left” from “right,” alert the physical education teacher.
        
        Work with the student to relieve anxiety and have a plan if the student becomes overly anxious.
        
        Keep an anecdotal record of changes and bizarre actions/words/writing; be aware of relapse signs.
        
        Socializing may be exhausting for this student – he may have difficulty with groups or when everyone is excited – so plan accordingly
        
        Accomodations
        
        Allow extra time and/or modify assignments.
        
        Go slowly with new materials, skills, and concepts.
        
        Many students with schizophrenia have difficulty concentrating and are easily distracted. Break tasks down into smaller pieces, minimize distractions, and have a plan to redirect the student to return to the task at hand.
        
        If there are motor abnormalities, consider involving a physical therapist.
        
        Try to avoid sensory overload.
        
        Assistive Technologies
        
        Devices for Active Student Responding to questions displayed on the smart board
        
        Clickers
        
        Smart phones
        
        Cards
        
        Response Cards for Active Student Responding: using card stock where one side is green and the other red. Questions can be asked such as true or false or distinguishing between to objects
        
        Metaphoric cards can be used as representatives of characters that a child fears to help the child cope with the fears.
        
        Breakout rooms, chat boxes, or video messages help build relationships with students (and their family) during remote learning
      - References
- - - - Audio Recorders
        
        Allows students to listen to a lecture or lesson several times if they didn’t understand it the first time. The student can also slow down or pause the recording to improve understanding.
        
        Note-Taking Apps
        
        Allows students to synchronize their handwritten or typed notes to an audio recording. This aids in navigating an audio recording.
        
        Captioning and Text-to-Speech Software
        
        Allows students to read text that matches what is being said. This makes it easier to understand a spoken language. It can also aid students with decoding.
        
        Computer Software
        
        These programs are designed to develop speech and language skills. One example is First Words. It uses graphic presentations and synthesized speech to teach high-frequency nouns.
        
        Augmentative or Alternative Communication Devices
        
        These include multiple devices to enhance the communication process. This can include sign language, communication boards (both manual and electronic), pen and paper. The most basic of communication boards use symbols to represent ideas and items for the individual to arrange and communicate.
        
        https://www.youtube.com/watch?v=vXBzAGtsG-w
      - Accommodations and Strategies to Support Students
        
        Collaboration of a multi-disciplinary team.
        
        Speech-language pathologists can provide services aimed at helping people develop effective communication skills.
        
        General education teachers should work with the speech-language pathologist to include strategies to help the student generalize strategies mastered in speech therapy such as: corrective measures, speech and language exercises, and providing immediate feedback.
        
        Provide preferential seating in an area close to where instruction is given so student can be assisted.
        
        Provide class notes and visual cues.
        
        The instructor should ask if the student needs help before assuming so to encourage independence.
        
        Creating flashcards for vocabulary building or other strategies.
        
        Provide opportunities to submit written work instead of verbal communication as a form of assessment. But do not eliminate all verbal communication as the ultimate goal is for the student to become more comfortable and efficient in verbal communication.
        
        Provide private location for testing and do not penalize for speech errors.
        
        Modify assignment length and allow extended time for completion.
        
        References
        
        Koslo, E. (n.d.). What’s the Difference Between a Speech Impairment and a Language Disorder? Understood. Retrieved October 9, 2020, from https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/communication-disorders/difference-between-speech-impairment-and-language-disorder
        
        Understood For All Inc. (n.d.). Assistive Technology for Auditory Processing Disorder. Understood. Retrieved October 9, 2020, from https://www.understood.org/en/school-learning/assistive-technology/assistive-technologies-basics/assistive-technology-for-auditory-processing-disorder?_ul=1*jcsllo*domain_userid*YW1wLVd3R09pVk8zb2dYTWhEWHpINU1fLWc.
        
        Project IDEAL In Action. (n.d.). Speech Or Language Impairments. Project IDEAL. Retrieved October 9, 2020, from http://www.projectidealonline.org/v/speech-language-impairments/
        
        Colclasure, T. C. A. B. C. (n.d.). Teaching Students with Disabilities: Speech and Language Impairments. University of Florida. Retrieved October 9, 2020, from https://edis.ifas.ufl.edu/wc263
        
        Boise Speech and Hearing Clinic. (2018, December 7). What Accommodations Can my Child’s IEP for Speech Include? https://boiseshc.com/what-accommodations-can-my-childs-iep-for-speech-include/
- - - - 2) treatments of comorbid physical and mental disorders
- - - - Devices to Access Information:
        
        -Speech recognition software
        
        -Screen reading software
        
        -Augmentative and alternative communication devices (such as communication boards)
        
        -Academic software packages for students with disabilities
- - - - Different from deafness, as most children with a hearing impairment can respond to auditory stimuli
      - Hearing loss below 90 decibels is classified as hearing impairment
      - Defined by IDEA as "an impairment in hearing" which can be permanent or fluctuating
    - - Assistive Listening Devices
        (to enhance listening)
        
        amplify wanted sounds
        Ideal when there is a lot of background noise
        
        Hearing Loop Systems
        
        It's possible to connect a microphone directly to a student's hearing aid
        
        Audio Induction loop
        
        a cable circles a room (or can be worn around the individual's neck) and transmits sound electromagnetically
        
        electromagnetic signal is picked up by the hearing aid
        
        Frequency modulated (FM) systems
        
        Sound can be transmitted directly to a student's hearing device using radio waves
        
        Also allows sounds to be transmitted at a constant volume irrelevant of the student's distance from the microphone
        
        2 types of FM systems
        
        Personal
        
        system is coupled directly to hearing device
        
        sound transmitted directly to the individual
        
        a personal system needs to be set for each person using it
        
        Sound Field
        
        directs sound to a group of individuals
        
        special speakers are placed throughout the learning area to direct amplified sound to to area where the individuals are grouped
        
        evidence that sound field systems even benefit individuals without hearing disabilities
      - Augmentative and Alternative Communication Devices
        (to convey information visually)
        
        Helps students to understand and communicate with other
        
        a setup using a display with a keyboard or touch screen allows hearing impaired students to communicate with other easily
        
        Ensuring teachers use clear and easy to read text enables easier communication with their students
        
        including captions when using media
        
        speech-to-text devices translate speech to text with up to 99% accuracy
      - Alerting Devices
        
        Enable students to 'hear' sounds that don't accompany other stimuli
        
        e.g. a fire alarm with a bright, blinking light
        a phone that vibrates as it rings
        smoke detectors that flash with strobe lights
    - - preferential seating - allow students with hearing impairments to sit closer to the speaker
      - installing assistive technologies in the classroom
      - reduce background noises
      - gain students attention before speaking
      - Educational interpreter who is able to communicate with the student in ways the teacher cannot (sign language)
      - install alerting devices in case of an emergency
      - use of a notetaker or another student who can share notes
    - - Seat students with hearing impairments at the front of the class where they have an unobstructed view of the teacher
      - use assistive technology in the classroom
      - minimise background noise
      - clearly repeat questions asked by other students in the class
      - speak facing the class - avoid speaking when facing a board or away from the students
      - use handouts so that no information is missed
      - give announcements in writing as well as verbally
      - allow students to record lectures
      - any media used in class should be captioned