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IDEA(s), What do we do if we see a child with an emotional Disturbance?,…

- - - - Speech Or Language Impairments. (n.d.). http://www.projectidealonline.org/v/speech-language-impairments/
        
        Language and Speech Disorders in Children. (2020, March 09), from https://www.cdc.gov/ncbddd/childdevelopment/language-disorders.html
        
        Rosenbaum, S. (2016, April 06). Treatment and Persistence of Speech and Language Disorders in Children. https://www.ncbi.nlm.nih.gov/books/NBK356271/
        
        LibGuides: Speech Disorders: Home. (n.d.). https://guides.library.illinois.edu/c.php?g=613892
  - - - Increase use of eye gaze to signal desires, wants
        
        Promote shared attention and joint engagement
        
        Increase child's use of vocalizations
        
        Increase intentional communication attempts
        
        Promote combining communication modes (gesture + vocalization + eye gaze)
        
        Promote child's understanding and use of diverse word types and concepts (e.g., object and person names, verbs, descriptive terms) to strengthen language comprehension and promote word learning and use of word combinations
        
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  - - - Reading and spelling require that a child think consciously about the sound composition of words and the meaning of words and whole narratives. This conscious knowledge of and talk about language itself is called metalinguistics. One of the most common metalinguistic treatment targets for school-age children with language disorders has been phonological awareness, a form of metalinguistic skill having to do with understanding and awareness of the sound components of words.
    - - A treatment program aimed at enhancing vocabulary could result in improvement in reading. Understanding what is read also involves much of the same language knowledge (vocabulary, grammar, sentence meanings, understanding of story structure, and verbal reasoning such as inferencing) as that involved in understanding what has been spoken. This knowledge is a focal point of school-based language intervention as well. Many of the methods used to promote grammatical skills in school-age children are the same as those described in the section on preschool language interventions, although the goals for grammatical development are more likely to involve use and, in particular, comprehension of complex sentences, such as those with relative clauses.
    - - Mild to Moderate Cases
        
        Mild to moderate speech disorders (e.g., speaking with a lisp; deleting or distorting the final sounds in words; deleting sounds and consonant clusters; or substituting one sound for another, such as “w” for “r”) often are treated with a focus on speech production accuracy for individual sounds (phonemes)
      - Severe Cases
        
        In more severe speech disorders, the focus of intervention may be on improving global speech intelligibility, wherein whole word production rather than individual phonemes is targeted
    - - Articulation drill approaches focused on motor placement and production of individual speech sounds (phonemes) often are a primary focus of intervention for speech disorders. In essence, a child is taught directly how to move and coordinate the articulatory mechanism for producing individual speech sounds (phonemes). These drills often are completed on individual sounds in isolation as a preliminary step. After the child has learned to produce the phoneme correctly in isolation, syllabic productions are introduced.
    - - A different approach to treating speech disorders is rooted in considering speech sounds within the context of word productions. These interventions are designed to improve word-level production rather than starting at the motor learning or individual phoneme level.
    - - psychological-psychodynamic approaches
      - operant conditioning-behavioral approaches
      - technology applications such as delayed auditory feedback devices
      - Pharmaceutical Treatments
  - - - a language program that has a number of applications for teaching those who are developing or reacquiring language functions.
        
        Uses augmentative or alternative communication (AAC). AAC is the use of symbols, aids, strategies, and techniques to enhance the communication process. This includes sign language and various communication boards, both manual and electronic, that are used by individuals with impaired oral motor skills.
    - - This is a text to speech software that can take your word documents, emails. etc and it speaks the documents on the computer or a portable device and they also have an app for IOS.
    - - This device uses pictures, symbols, or printed words for communication. These boards are a flat display of words and pictures but could also be used with touch screens and speech can be added.
    - - This software is designed for children seven and up and is a floating toolbar that provides tools for reading, writing. The software is windows based and it reads back to the student what they wrote and spell check highlights word(s) that need to be corrected also includes built in dictionary, thesaurus and calculator.
    - - As an assistive technology, text-to-speech (TTS) software is designed to help children who have difficulties reading standard print.
    - - The Intel Reader is a mobile handheld device that uses TTS technology to read printed text aloud. It features a high-resolution camera that captures printed text, converts it to digital text and reads it to the user.
- - - - Verbatim Translations
        
        (a) Communication Access Realtime Translation (CART)
      - Meaning-for-Meaning (Spoken to grammatically correct Written English)
        
        C-Print
        
        Typewell
      - Closed Captioning Services
        "Research studies confirm that captions used on different media sources such as film, television, and online videos not only benefit deaf individuals but also emerging readers, ESL/ELL students, students with learning disabilities, individuals with ADD/ADHD, and many more."
  - - - Involve parents, Special Ed instructors, as well as any and all specialists that can provide assistance
        
        Audiologists
        Specialists who diagnose, treat, and manage individuals with deafness.
        
        Speech - Language Pathologists
        Provide treatment for speech and language disorders.
    - - Notetakers
        Takes written notes for the student so that they may fully concentrate on the lesson.
      - Interpreters
        "Under IDEA, parents have the right to choose a child's mode of communication and the school has a responsibility to address that need."
        
        Sign Languages
        
        American Sign Language (ASL): Uses limbs to communicate
        
        Manually Coded English (MCE): "developed to code English word order, syntax and grammar." Easier with written English.
        
        Cued English: A system of phonemically-based handshapes used to supplement speechreading
        
        Although interpreters are there to assist the student in understanding the material, they are not responsible for the effort and behavior of the student.
- - - - Reference:
        D. (2020, August 24). Communication Information : Deafblind Information. Retrieved October 10, 2020, from https://www.deafblindinformation.org.au/living-with-deafblindness/equipment-assistive-devices/deafblind-communicator/
      - FacetoFace
        
        Reference:
        A. (2020). Communication Products for People Who Are Deafblind. Retrieved October 10, 2020, from https://www.afb.org/blindness-and-low-vision/using-technology/assistive-technology-products/deaf-blind-multiple
      - FSSTY
  - - - CHARGE syndrome
      - Down syndrome (Trisomy 21 syndrome)
      - Usher syndrome
    - - Cytomegalovirus
      - Hydrocephaly
      - Microcephaly
    - - Asphyxia
      - Severe head injury
      - Meningitis
- - - - Text-To-Speech Assistive Tools: Difficulties reading text, visual impairment, blindness, dyslexia, physical conditions that affect reading, some forms of autism, intellectual disability.
      - Kurzweil 3000 is a software that provides a whole variety of assistive technology, and is specially helpful with Literacy
      - Draft:Builder; writing tool. Breaks down writing process, helps with note-taking, outlining and draft writing.
      - Sip-and-Puff Systems: mobility challenges. There is a variety of these systems that allow students to control computers, mobile phones, and other applications with their mouth
- - - - are an abnormality of, or damage to the brain, spinal cord, or nervous system that sends impulses to the muscles of the body.
        
        Examples: Cerebral Palsy and Spina bifida
    - - Affect motor development
        
        Example: Muscular Dystrophy
    - - result in various levels of physical limitation
        
        Examples: juvenile rheumatoid arthritis, and limb deficiency.
- - - - arrange desk(s) so that student may sit near teacher and any audio speaker
      - allow space for mobile devices like pads or other ability enabling devices to be charged and monitored
      - Keep windows and doors closed to prevent outside noise
    - - modestly signal with hands and eyes to get student's attention
      - Avoid calling upon them randomly or when they are doing work
      - Allow them to work in groups they are comfortable with
- - - - First Then Visual Schedule LINK
      - Choiceworks LINK
      - Visual Schedule Planner LINK
    - - Proloquo2go LINK
      - TouchChat LINK
      - Typing/texting for audible sensitivity
    - - Pictello Social story sharing WATCH VIDEO HERE
      - TimeTimers LINK
      - General class schedule
      - Individual Learning Plan
  - - - dark/low light
      - minimal visuals
      - soft textiles/cusions
      - noise canceling device
    - - If possible resources not in use should be in cupboard with door to minimize distraction
- - - - 5. Skills adjustments and adaptive skills**
        
        a. Always provide multiple opportunities to practice skills in a number of different settings
        b. Children with intellectual disabilities need help with adaptive skills， such as：
        
        i. communicating with others;
        
        ii. taking care of personal needs (dressing, bathing, going to the bathroom);
        
        iii. health and safety;
        
        iv. reading, writing, and basic math;
      - 4. Curriculum adjustments
        
        a. Breaking down larger tasks into their specific component parts can be an effective technique for teaching any number of skills to students with intellectual disabilities. More complex concepts or activities can then be taught over time, and as the student master one component of the task, another is added to the routine.
      - **Classroom Environment**
        
        a. Create a behavioral management system
        b.Provide direct and immediate feedback
      - ****Assistive technologies and software**
        
        a. Using software packages designed to support students with intellectual disabilities in the classroom. One promising approach in literacy software utilizes universal design for learning principles.
      - **Seating arrangements**
        
        a. Students with intellectual disabilities should be seated in an area where the teacher and/or teaching aide can easily monitor the student and provide quick assistance if needed.
        b. Furthermore, the student should be seated around peers who are willing to help the student stay on task and not by students who may promote the student to engage in unacceptable behavior.
- - - - Tactile materials
        
        Maps, graphs, diagrams, pictures
      - Braille tools
        
        Braille label maker
        
        Braille printer
        https://www.youtube.com/watch?v=Ha6DMZFGH5c
        
        Braille Notetakers https://www.youtube.com/watch?v=J5nviwgNUas)
        
        Braille keyboard
        
        simple
        
        advanced
        
        Refreshable Braille display
        
        Slate & stylus
      - Other tactile tools
        
        Accessible Tactile Tablet (Feelif)
    - - Descriptive
        
        Computer screen description (Apple VoiceOver) https://www.youtube.com/watch?v=qYuGsvwXHeE))
        
        Closed captioning for the blind
      - Audio tools
        
        Talking calculators, dictionaries, etc.
      - Audio players & recorders
    - - Screen readers (text-to-voice)
      - Dictation software (voice-to-text)
    - - STEM
        
        Code Jumper
  - - - Teaching environment consistent & uncluttered
        
        Correct seating is crucial (let student choose)
    - - Use student name
        
        Verbalise instead of gestures
        
        Clear instructions & concise info (tasks and dates)
        
        Break info into small steps on new tasks
        
        Ensure key notices announced in accessible way
        
        Ask student needs privately
    - - Give verbal description of visual aids and whiteboard display
        
        Provide handouts in advance electronic and/or Braille format
        
        Give advance warning about reading lists. Try to choose the ones with an available audiobook alternative.
        
        Review lessons and summarise often
        
        Provide study sheets for exams
        
        Use Visually Impaired Apps (VIA) for teaching & practice
        
        Create a podcast for your most important lessons
    - - Consider accessible alternatives in assignments
        
        Be flexible with assignment deadlines
        
        Convert exam papers in Braille
        
        Provide extra time in exams
        
        Ensure accommodations in exams for the use of assistive technology
    - - Tips & materials to teach visually impaired students here
      - Podcast about visually impaired students here
- - - - Students with a TBI can find it frustrating to learn post injury, especially if they are aware of the injury's impact on their ability to learn. "The combination of the neurological effects of brain injury and the feelings of loss and frustration often result in difficulties controlling behavior when under stress, as is the case when academic work is challenging." (BrainLine...,n.d.)
        
        For motivation, start with a task that student can finish successfully.
        
        Specific Feedback
        
        Encourage Self Monitoring
        
        Re-Evaluate and Set Incremental Challenges
        
        Model Instructions To Minimize Errors (which could result in unwanted behavior)
        
        Make Use of Counselors and Support Staff
        
        Scaffolding
        
        Break Large Tasks Into Smaller Tasks
    - - Speech Generating Devices - "a portable that contains one or more panels or switches that when depressed will activate pre-recorded digitized or synthesized speech output." (LibGuides:Traumatic brain injury"...)
        
        A Go Talk Device
      - Recording Devices - Traumatic Brain Injuries (TBIs) makes keeping up with presentations and teachers difficult. Recording devices can be used to return to material at a time when someone feels more comfortable and in control. (LibGuides:Traumatic brain injury"...)
      - Writing Assistance - TBIs can affect motor skills and make writing difficult.(LibGuides:Traumatic brain injury"...)
        
        Dragonfly Device - "This speech-recognition software can assist those whose oral skills are more advanced than their writing skills. Dragon NaturallySpeaking allows users email, post on social media, dictate homework, and more."(LibGuides:Traumatic brain injury"...)
        
        "Co:Writer is a word prediction program that can be used across multiple devices and in word processing applications. Word prediction helps users expand their vocabulary and more easily express their thoughts through writing by predicting what word the user will write next and giving them multiple options."(LibGuides:Traumatic brain injury"...)
- - - - Microsoft Immersive Reader - Integrates speech to text, text to speech and other features with the whole microsoft suite.
      - Microsoft Accessibility Checker can help teachers differentiate materials and check the accessibility of any teacher-made materials
    - - Device Camera to zoom in.
      - Indoor positioning apps
      - Apps like "be my eyes" for live assistance
    - - Finger Mounted Reading A ssistance
      - Braille Notetaker
      - Reading Pens
      - Magnification/Enlargement Devices
      - Specialized input/output devices, for computers, tablets, etc.
      - Audio recordings and Audio description Devices
  - - - Lighting considerations:
        The goal is to evenly distribute light on the visual task with none reflected back.
        
        Reduced glare
        
        Avoid shiny tabletops and glossy finishes
        
        Yellow filters can improve visibility
        
        Flourescent can cause glare and eye strain.
        Incandescent is good for close work.
        Full Spectrum is closest to natural light.
        Different visual impairments will respond best to different qualities of light.
      - Adjusted workstations:
        A clear and consistent layout with special considerations at any displays
        
        Large Computer monitors
        
        Overhead projectors
        
        Inverted or high contrast displays
      - Classroom layout
        
        Arrange furniture with well-defined traffic paths and plenty of freedom of movement.
        
        High contrast colors in walls, furnishing and floors.
        
        Use high color tape and different textures especially around obstacles o potential hazards.
    - - Accessible textbooks, supplementary, teacher-made materials
        
        Large size paper
        
        Light yellow and ight blue can be easier on the eyes
        
        Single-sided printing, high-contrast, properly aligned
        
        Large font sizes
        
        High Resolution images
        
        Braille
      - Using audio
        
        Options for audio recordings instead of readings
        
        Auditory feedback instead of written
        
        Automated auditory feedback: Could be attaching bells or noisemakers, enabling sound feedback on computers
        
        Oral rather than written tests
      - Social and emotional well-being
        
        Identify peers by name (when responding to raised hands or calling on students.
        
        Monitor student's understanding of strengths and weaknesses.
        
        Ensure there are classroom and extracurricular activities where the student can perform competently and meaningfully
        
        Avoid the creation of "special status" by limiting unwarranted adult atention.
      - Instruction
        
        verbalize what is being written on the board
        
        Provide additional time if necessary.
        
        Ensure fragile materials are properly stored when not in use.
        
        Implement strategies for getting notes presented during a lesson (Eg. e-copies, sharing recorded notes by a peer).