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IDEA Mind Map, Hearing impairments Ross Mc Gregor, child-study-flo…

- - - - gather medical informtion
      - gather functional information
      - individualized plan specific to student's cognitive or physical needs
  - - - select a meaningful goal or skill to learn
      - provide rationale to help student understand the relevance of the skill
      - clearly state the task (limit the # of steps)
      - break tasks into small steps
      - let student practice at their own pace
      - provide immediate feedback/error correction
      - verbal praise and encouragement frequently
- - - - Braille readers read at the pace of 1/3 - 1/2 the pace of visual readers (Nolan & Kederis, 1969).
  - - - Bardin, J. A. (2006). Academic Engagement of Students with Visual Impairments in General Education Language Arts Classrooms. Florida State University Libraries.
        
        Kamei-Hannan, C., Holbrook, M., & Ricci, L. (2012). Applying a Response-to-Intervention Model to Literacy Instruction for Students Who Are Blind or Have Low Vision. Journal of Visual Impairment & Blindness, 106(2), 69–80.
  - - - Service dogs
      - Canes
      - Electronic Visual Aids
    - - JAWS Screen Reader: for audio assistance on webpages
      - Kurzweil Education: Text-To-Speech Reader
      - Refreshable Braille Displays: Uses webpage text and converts into raised Braille on a physical cell connected to a computer.
  - - - Students should be taught strategies to increase comprehension abilities, such as, asking: who, what, why, when, and how?
      - Allow opportunities for repeated reading to check for phonetical literacy and comprehension.
      - Utilize ongoing progress monitoring of reading skills and apply evidence-based instructional practices when teaching reading (Kamei-Hannan et al., 2012)
- - - - Low Tech
        
        specialized chairs, desks, and tables
        
        specialized exercize equipment
        
        wheelchairs
        
        crutches
        
        walkers
        
        canes
      - High Tech
        
        special software packages
        
        alternative communication devices
        
        speech recognition software
        
        screen reading software
    - - Students may experience issues getting to and from school
        
        School buses, cars, other forms of transportation must fit disability regulations
        
        Students may experience difficulty or need assistance getting around campus
    - - Arranging the seats in a classroom in a way that increases mobility for the student
        
        Arranging a schedule so the student doesn't have to travel far from one class to another
        
        Infrastructure like elevators and wheelchair ramps
    - - There may be classes and activities that a student with orthopedic impairment may have difficulties participating in (Physical Education, sports, field days, music and art)
    - - Students with nueromotor impairments may get tired more easily
        
        Students may take longer to process information
        
        Students may be sensitive to other behavior or vulnerable to bullying
  - - - Damage to the brain, spinal cord, or nervous system that sends impulses to the muscles
    - - Other physical impairments such as scoliosis or deformed limbs
    - - Various diseases that affect motor development (most common is muscular distrophy)
- - - - Consistent and Predictable Rules and Routines
      - Consistent Rewards for appropriate behavior
      - Teach social skills through modelling and rehearsal
      - Use alternative teaching styles including exercise, music, art, and relaxation techniques
  - - - Hyperactivitiy
      - Aggression or self-injurious behavior
      - Immaturity
      - Learning difficulties
      - For severe cases: bizarre motor acts and abnormal mood swings
  - - - Talk Light
- - - - Hearing impairment
        
        Sound productions made until about 6 months; limited oral output depending on degree of hearing loss;
        
        Cerebral palsy
        
        Dysarthric speech – slower rate, with shorter phrases or prolonged pauses; articulation is often imprecise with distorted vowel productions;
      - using language appropriately across contexts, especially narratives and conversations
- - - - Shared
        
        Can meet same standards as students without disabilities when highly structured interventions are put into place.
        
        Often display a combination of academic, behavioral and social problems.
        
        Often hard to distinguish from students without disabilities, especially in non-school settings.
      - Specific
        
        improper use of words and their meanings,
        
        inability to express ideas,
        
        inappropriate grammatical patterns,
        
        reduced vocabulary, and
        
        inability to follow directions.
    - - Speech and Language Impairment - communication disorder that adversely affects a child's educational disorder. Includes:
      - stuttering
      - impaired articulation
      - language or voice impairment
    - - Stuttering is not caused by children’s parents
        
        Stuttering is not caused by pointing out a child’s disfluencies
        
        Stuttering is not a psychological problem (although it may have psychological effects)
        
        Stuttering is not a sign of brain injury or reduced intelligence
        
        Stuttering is not caused by learning another language
  - - - https://youtu.be/fFi5_ctNFl0
  - - - Consultation - the general education teacher or special education teacher take a mentoring role for the other in order to provide expertise that the other may not have
      - Shared Problem Solving - the special education teacher and general education together have meeting to make decisions on accommodations, modifications, and any other interventions necessary for a student.
      - Co-Teaching - sharing the instruction of a whole classroom. Two or more educators will share the role and responsibilities of primary instruction.
- - - - Access to a Braille Writer
      - Parents should support reciprocal interactions between children who are deafblind and their peers without disabilities by addressing environmental barriers to communication
      - Practicing functional communication training
      - Audiology Services
      - Speech Therapy
    - - Readers
      - Interpreters
      - Notetakers
      - Teacher making changes to their teaching styles
      - Materials in Braille or Large Print
      - Orientation & Mobility Facilitator
- - - - Students with autism can get overwhelmed when given list-style selections. Try using just two choices. This helps declutter the landscape and yet still allows students to make a decision.
        For example ---"Would you like spaghetti or a sandwich?"
  - - - Smart home
        
        APP
        
        robot
  - - - Autistic Network International
        (ANI, http://www.autreat.com/) created colorcoded interaction signal badges
        
        red side → "Please do not interact with me,"
        
        yellow side → “only people I alreay know can interact with me , not strangers”
    - - Separate rooms for small group discussions can help prevent an Autistic person from experiencing undue sensory overload
      - small groups can provide
        a much better option for meaningful participation.
    - - Avoid noise
      - Closing doors can be helpful.
      - Sensory retreat rooms
        
        give people a
        place to go if they need to retreat from an overstimulating and/or overwhelming situation.
      - Offering disposable earplugs
      - avoiding wearing perfumes or using strongly scented toiletries
      - • Use non-florescent lighting, or other accommodations for
        reducing visual stimulus.
      - Sound systems should also be taken into consideration.
- - - - Computer/Laptop/Tablet/Smartphone
        
        Live Transcribe (iOS/Android)
        
        AVA
        
        Google Live Transcribe
    - - Hearing Aids
      - Cochlear Implant
      - Induction Loops
      - Personal Radio Aids
    - - Embedded Videos of New Signs
      - Hyperlinked Text
      - Redesigned Story Books
      - Illustrations
    - - Powerpoint Presentations
      - Text to Highlight Key Points
      - Video Content (with Captions)
- - - - Depression (by Roy)
        
        Symptoms
        
        Often mistaken as lack of motivation.
        
        Also shows up as irritability and non-compliance
        
        More Symptoms
        
        Cognitive: All or none thinking, Low self-esteem, Difficulty making decisions, Suicidal thoughts
        
        Behavioral: Social withdrawal, Shows limited effort, Decreased school performance, Apathy, Irritability
        
        Physiological: Somatic complaints, poor appetite or overeating, Insomnia or hypersomnia
        
        Development
        
        Very rare as small children, only around 1.5%
        
        Onset can be from ages 11-14
        
        Most major depressive episodes typically last from 7-9 months
        
        May accompany other learning or medical problems, such as ADHD, conduct disorder, or substance abuse. This oftentimes takes treatment of depression to take a backseat, as the other issues are more tangible
        
        Slightly more common in adolescent girls than boys
        
        Occurs often when raised in high stress and demanding environments (why hello Indian and Chinese parents)
        
        What to Do!
        
        Low Tech
        
        Arrange experiences so that the student can be successful and be recognized for those successes
        
        Give students accommodations provided to students of with other disabilities, such as breaking assignments into smaller pieces, offering extra help in setting up schedules or study habits
        
        Avoid Negative Techniques such as punishment or sarcasm that will reinforce feelings of incompetence
        
        Speak with counselors or parents so the student can receive appropriate therapy or medication
        
        Develop a working relationship, show them that you care about them, you do not need to be a therapist to provide support
        
        High Tech
        
        Keep in touch with students to make sure they know they are cared for…if it is possible in your region of the world
        
        Use digital technology to add games to your class that all students will enjoy!
        
        Prevalence: Extremely high
        
        According to the National Institute of Mental Health, an estimated 3.1 million adolescents aged 12 to 17 years in the United States had at least one major depressive episode within the past year. This represents a little more than one out of ten teenagers
- - - - Specific Learning Disabilities are not 'curable', students must learn strategies to manage their learning disability for their whole life
      - "Learning disabilities are due to genetic and/or neurobiological factors that alter brain functioning in a manner which affects one or more cognitive processes related to learning"
      - Early Diagnosis and Intervention key to managing all specific Learning Disabilities
      - Dyslexia
        
        Dysgraphia
        
        Dyscalculia
        
        Similar to dyslexia, but with numbers rather than letters, students have difficulty giving meaning to numbers (i.e. not understanding the relationship between five apples on the table and the written number '5'), and therefore number sense based on that knowledge.
        Note: dyscalculia has been less studied than dyslexia, and is less diagnosed, but may be just as common.
        
        Oral / Written Language Disorder and Specific Reading Comprehension Deficit
        
        A reading comprehension disorder marked generally by the ability to decode individual sounds and words, but not the meaning as a whole. It sometimes has its roots in the disorders listed above, and is believed also to be a result of neurological differences - though they have not been sufficiently studied. It is not often specifically diagnosed, except in students experiencing other neurological deficiencies
        
        Landi, N., & Ryherd, K. (2017). Understanding specific reading comprehension deficit: A review. Language and Linguistics Compass, 11(2), e12234. https://doi.org/10.1111/lnc3.12234
        
        Difficulty transcribing letters and words, resulting in messy handwriting and poor spelling, subsequently causing difficulty in expression since the student has to focus so hard on transcription
        
        Most common reading disorder, it involves difficulty relating sounds to letters and words
        
        These three most commonly diagnosed Specific Learning Disabilities are neurological deficits - and therefore require highly specific interventions that work to teach students how to make connections between what they see and hear and the relationships between and among those things (letters, numbers, words, etc). Students without these learning disabilities make those connections without the extra training.
        
        Classroom Accommodations and Student Learning Strategies
        
        Low Tech
        
        Provide instructions and schedules via several methods – posted for all to see, orally, and printed or written out for student personally
        
        Provide colored strips or bookmarks to help focus on a line of text when reading
        
        Provide lined paper for writing and graph paper for math
        
        Use large-print text for worksheets.
        
        Provide pencil grips
        
        Provide manipulatives to assist in completing math work
        
        Extra time for reading, writing and math
        
        Provide alternatives to written work – presentations or other oral responses
        
        Print out vocabulary words, lesson outlines, math formulas for student before class begins
        
        Provide tests with just a single question or math problem per page
        
        High Tech
        
        Text to speech software
        
        Speech to text software
        
        Audiobooks
        
        Calculators
        
        Utilize chrome extensions such as ‘Mercury Reader’ that removes ads and other extraneous information from the page
        
        Utilize apps and websites designed to supplement learning for students with learning disabilities, such as SpellZone
        
        Students with Specific Learning Disabilities all require, in addition to classroom accommodations, specialized interventions by a special education teacher.
        
        Example: the current standard for teaching young children identified as dyslexic is to use the Orton-Gillingham approach - which requires one-on-one time with a teacher specially trained in the Orton-Gillingham method.
        
        Accommodations and interventions for these three specific Learning Disabilities are presented together for two related reasons:
        1) each of these Learning Disabilities presents on a spectrum - different levels of severity, different specific areas of particular difficulty
        2) they often present in conjunction with each other, again with different levels of severity
        So the various accommodations and interventions may each be useful to each student to a greater or lesser extent
        
        An Interesting Aside: Neurologically speaking, Dyslexia presents differently for different kinds of written language. The most commonly written modern non-alphabetic language is, of course, Chinese. Chinese uses a logographic writing system, wherein each glyph represents a syllable, which can have meaning on its own or can be combined with other glyphs to make more complex meaning. Glyphs may include phonographic markers, pictographic markers and ideographic markers, but the system itself is considered logographic. And decoding logographic writing utilizes a different part of the brain than used while decoding a phonetic alphabet.
        So while dyslexia exists in both Chinese and English, it is a result of issues in different parts of the brain.
        In other words, someone dyslexic in English is not dyslexic in Chinese, and vice versa.
        
        Pilcher, H. (2004, September 1). Chinese dyslexics have problems of their own : Nature News. Nature. https://www.nature.com/news/2004/040830/full/040830-5.html#:%7E:text=There%20is%20no%20one%20cause,one%20language%20but%20not%20another.