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The 13 Disability Categories Under IDEA, Accommodations For Children With…

- - - - 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)
    - - Mobility
        
        accessible location for the classroom and place for faculty to meet with the student
        
        extra time to get from one classroom to another, especially during inclement weather
        
        special seating in classrooms
        
        note takers, use of tape recorders, laptop computers, or photocopying of peer notes
        
        test accommodations - extended time, separate location, scribes, access to word processors
        
        special computer equipment/software - voice activated word processing, keyboard modification
        
        adjustable lab tables or drafting tables for classes taught in lab settings
        
        lab assistance
        
        accessible parking in close proximity to the building
        
        customized physical education class activities that allow the student to participate within their capabilities
        
        taped/scanned textbooks
        
        advance planning for field trips to ensure accessibility
      - Access to Information
        
        speech recognition software
        
        screen reading software
        
        augmentative and alternative communication devices (such as communication boards)
        
        academic software packages for students with disabilities
        
        https://www.youtube.com/watch?v=r6yjTkRT0oc
- - - - cognition
      - language
      - memory
      - attention
      - reasoning
      - abstract thinking
      - judgment
      - problem-solving
      - sensory, perceptual, and motor abilities
      - psychosocial behavior
      - physical functions
      - information processing
      - speech
  - - - The incidence of TBI peaks during three specific age periods: birth to 5 years of age, 15-24 years of age, and over 70 years of age. About 80,000 to 90,000 of the 475,000 children who have sustained TBIs are permanently disabled from their accidents or injuries. About 180 per 100,000 children under age 15 experience TBIs and of that number, 5% to 8% experience severe TBIs.
    - - Impairments may be either temporary or permanent and may cause partial or total functional disability as well as psychosocial maladjustment.
        
        Behavioral/Emotional Symptoms: aggressive behavior, denial of deficits, depression, difficulty accepting and responding to change, loss of reduction of inhibitions, distractibility, feelings of worthlessness, lack of emotion, low frustration level, helplessness, impulsivity, inappropriate crying or laughing, and irritability.
        
        Social Skills Development: difficulties maintaining relationships, inability to restrict socially inappropriate behaviors, inappropriate responses to the environment, insensitivity to others' feelings, limited initiation of social interactions, and social isolation.
        
        Cognitive Symptoms: decreased attention, organizational skills, and problem solving ability; difficulty with abstract concepts; memory deficits; perceptual problems; poor concentration, poor judgment; slowed information processing, and poor memory.
        
        Medical/Neurological Symptoms: speech, vision, hearing and other sensory impairment, decreased motor coordination, difficulty breathing, dizziness, headaches, impaired balance, loss of intellectual capacities, partial to full paralysis, reduced body strength, seizures, sleep disorders, and speech problems.
    - - Brain Injury Association
      - Center for Disability and Development
      - Family Voices
      - Family Caregiver Alliance
      - Head Injury Hotline
      - NRC TBI
    - - Most cases are mild- 75%
  - - - Many medical and education professionals are unaware of the consequences of childhood head injury
      - Needed educational and related services may not be provided within the special education program
      - The majority of children with TBI return to school, but their educational and emotional needs are likely to be very different from what they were prior to the injury
    - - Careful planning upon return
        
        Establish linkages between the trauma center/rehabilitation hospital and the special education team at the school
      - Repetition and consistency
      - Demonstrate new tasks, state instructions, and provide examples to illustrate ideas and concepts
      - Avoid figurative language
      - Reinforce lengthening periods of attention to appropriate tasks
      - Probe skill acquisition frequently and provide repeated practice
      - Teach compensatory strategies for increasing memory
      - Be prepared for students' reduced stamina and increased fatigue and provide rest breaks as needed
      - Keep the environment as distraction-free as possible
      - KNOW THE INJURY
    - - Devices for Memory and Organization:
        
        Calendars, voice organizers, specialized watches, medication reminders, PDA devices, etc
      - Devices to Access Information:
        
        Speech recognition software, screen reading software, etc
      - Devices for Positioning and Mobility:
        
        Crutches, specialized chairs, etc
- - - - Limited speech or communication
        
        Difficulty in basic physical mobility
        
        Tendency to forget skills through disuse
        
        Trouble generalizing skills from one situation to another
        
        A need for support in major life activities (e.g., domestic, leisure, community use,
        
        vocational)(National Dissemination Center for Students with Disabilities).
  - - - The U.S. Department of Education reports 5,971,495 students receiving special education services in the 2003-2004 school year. Of that number, roughly 2.2%, or 132,333 students, received special education services based on a classification of multiple disabilities.
  - - - (7) Multiple disabilities means concomitant impairments (such as intellectual disability-blindness or intellectual disability-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf-blindness.
- - - - Dysgraphia is a learning disability which involves impaired ability to produce legible and automatic letter writing and often numeral writing, the latter of which may interfere with math.
        
        Dysgraphia is rooted in difficulty with storing and automatically retrieving letters and numerals.
        
        Individuals with dysgraphia often have difficulties in Executive Functions (e.g., planning and organizing).
    - - Individuals with this type of learning disability have a well-developed vocabulary, as well as strong reading recognition ability and rote language skills.
        
        Research indicates that nonverbal learning disabilities are associated with impairment in three broad areas, including motoric skills, visual-spatial organizational memory, and social abilities.
        
        Currently non-verbal learning disabilities are not listed in IDEA or the DSM-5 as a specific type of learning disability. There is a developing body of research that indicates approximately 5 percent of individuals with learning disabilities display the cognitive and academic difficulties that are associated with nonverbal learning disabilities.
    - - Individuals with Oral / Written Language Disorder and Specific Reading Comprehension Deficit struggle with understanding and/or expressing language often in both oral and written forms.
        
        These individuals often exhibit Specific Language Impairment related to deficits in semantic processing and syntactic processing.
        
        Semantic processing relates to encoding the meaning of words. Syntactic processing relates to the understanding of the order of words and how that can change meaning. For example, the sentences “The blanket is on the baby” and “The baby is on the blanket” use the same words, but have different meanings.
    - - Dyscalculia is associated with weaknesses in fundamental number representation and processing, which results in difficulties with quantifying sets without counting, using nonverbal processes to complete simple numerical operations, and estimating relative magnitudes of sets.
        
        Because these math skills are necessary for higher-level math problem solving, quantitative reasoning is likely impaired for these individuals.
        
        Individuals with this type of learning disability demonstrate impaired math calculation skills and difficulty understanding numbers and math facts.
    - - Individuals with dyslexia struggle with word recognition, decoding, and spelling.
        
        Reading comprehension is sometimes impaired due to very poor word reading skills.
        
        Individuals with dyslexia often have deficits in phonemic and phonological awareness, which refer to the ability to hear, identify and manipulate the sound structure of a spoken word, including its phonemes, syllables, onsets and rimes.
        
        Individuals with dyslexia may also have impaired orthographic processing, which interferes with connecting letters and letter combinations with sounds accurately and fluently.
        
        Dyslexia is characterized by deficits in accurate and fluent word recognition.
- - - - Arrange observation and data collection system to monitor student’s behavior across all school contexts.
      - Regularly communicate with family members and teachers to ensure consistent response to student’s behavior.
      - Provide opportunities for the student to assume responsibilities, such as distributing papers.
      - Have other students (who demonstrate appropriate behavior) serve as peer tutors.
      - Specify rewards for following rules, as well as consequences when rules are disobeyed.
      - Be consistent when enforcing rules, emphasize positive over punitive.
      - Use positive and age-appropriate comments frequently to reinforce good behavior.
      - Be aware of the student’s triggers for anger, stress, and anxiety.
      - Teach student to identify signs of stress, anxiety, anger, etc.
      - Remain calm, state misconduct, and avoid debating or arguing with student.
      - Set goals with the student that can realistically be achieved.
      - Develop a schedule for using positive reinforcement; work to thin that schedule of reinforcement over time.
      - https://www.youtube.com/watch?v=d-RLMfQpcUI
        
        How to know if a student with Emotional Disturbance is eligible for Special Education Services? CLICK HERE!
    - - Implement a clear classroom behavior plan and routine (like a visual schedule)
      - Use positive reinforcement frequently: help build confidence and trust
      - Designate a 'Calm-Down Area': this protects their privacy and keeps others students safe
      - Give them a "hall pass" for some quiet time apart
      - Set clear behavioral rules and expectations for the entire class
      - Extend the amount of time that a student is given to complete a particular task
    - - Low Technology
        
        Behavior Charts: keep a student on track through out the day
        
        Critical Thinking: a set of these cards contains information about different types of thinking.
      - Mid Technology
        
        Quiet Light: keeps control of noise level in a classroom
        
        Learning to get along: it is meant to be read out loud to the students. It is a great way to teach simple emotional and social skills.
      - High Technology
        
        BrainPop: it is an animated educational site for students where they can learn by doing something enjoyable.
        
        Nintendo Wii: It is a great way for students to stay active, play games, and have some sort of emotional release when playing a game.
- - - - Encourage a magnifying glass
      - Encourage glasses
      - Use big-print books and worksheets with dark and clear print
      - Keep the font simple and clear
    - - As close as to the front as possible
    - - Nice and bright
      - Minimize glare in the classroom
- - - - ONLY "Other Health Impairment" Students
        
        According to the 26th Annual Report (U.S. Department of Education, 2004), 449,093 students between the ages of 6 to 21 years of age were identified as having other health impairments. This represents approximately 7.5 percent of all students having a classification in special education, or less than 1% of all school-age students.
    - - ALL Special Education Students
        
        In 2018–19, the number of students ages 3–21 who received special education services under the Individuals with Disabilities Education Act (IDEA) was 7.1 million, or 14 percent of all public school students. Among students receiving special education services, 33 percent had specific learning disabilities.
  - - - (9) Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that—(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and (ii) Adversely affects a child’s educational performance.
  - - - Many conditions and diseases can significantly affect a child’s health and ability to function successfully in school. Most health impairments are chronic conditions; that is, they are always present, or they recur. By contrast, and acute condition develops quickly with intense symptoms that last for a relatively short period of time. To be served under the OHI category, the student’s health condition must limit strength, vitality, or alertness to such a degree that the student’s educational progress is adversely affected. More than 200 specific health impairments exist, and most are rare (Turnball et al., 2004). Within this category is Attention Deficit/Hyperactive Disorder. Only time will tell whether AD/HD finds its way to another special education category or whether it becomes a category of its own in the future. Presently, the inclusion of AD/HD has caused a significant increase in the size of the category (U.S. Department of Education, 2001).
  - - - Symptoms include:
        
        Inability to concentrate for long periods of time
        
        Stamina
        
        Frequent absences or lateness’s to school
        
        Muscle weakness
        
        Coordination difficulties
        
        Issues involving attention
        
        Mobility issues
        
        Fatigue
  - - - These apply mostly for students with ADHD, but can be generalized to MOST other health impairments.
        
        Allow extra time for these students to shift from one activity or environment to the next.
        
        Teach these students specific techniques for organizing their thoughts and materials. Organize the classroom accordingly, and keep all materials in permanent locations for easy access.
        
        Allow extra time for finishing assignments or for testing.
        
        For more complex activities, simplify steps to make them more manageable.
        
        Seat the student close to the teacher and away from any peers that might be distracting.
        
        Post a daily and weekly schedule that clearly delineates each activity. These schedules can then be used as prompts to direct the student back on task.
        
        Keep these schedules as consistent as possible, and keep unstructured time at a minimum.
- - - - https://youtu.be/vXBzAGtsG-w
- - - - Deaf-Blindness does NOT mean totally deaf and totally blind. In fact, most students with Deaf-Blindness have some residual vision and some residual hearing. It does mean that the student will not gain enough information from his/her vision to compensate for a hearing loss and, likewise, will not gain enough information from hearing to compensate for a vision loss (Alsop, 2002). Deaf-Blindness is a disability of access to information and requires specialized teaching strategies, with a heavy emphasis on communication instruction.https://ttaconline.org/differentiated-instructional-strategies-deaf-blindnesshttps://ttaconline.org/differentiated-instructional-strategies-deaf-blindness
        
        :The National Center for Deaf-Blindnesshttps://www.nationaldb.org/info-center/educational-practices/
        
        Instructional strategies for teaching deaf-bliind studentsInvolve the student in the brainstorming process; ask him/her to make suggestions about environmental and instructional strategies that are helpful.
        Provide directions and instructions using the student’s preferred and strongest mode of communication. Many students will benefit from total communication approach including spoken language, tactile information, and sign language.
        
        Comprehensive list of organizations in the United States who support Deaf-Blindness Individuals and thier families.
        http://www.deafblind.com/usa.html
      - https://youtu.be/7d2d5nB3QOs
- - - - Augmentative and alternative communication (AAC) is a specific type of assistive technology that can benefit people with autism of all ages by promoting independence, expanding communication, and increasing social interactions
        
        How to Get Started Using Assistive Technology
        
        Tips for Using Assistive Technology Devices
        
        Use of Smartphones and Tablet for People with Autism
        
        https://www.youtube.com/watch?v=dpi9gjxnca8
      - Medium Tech
        
        Timer with visual Time left
      - Common low tech
        
        Weighted Blankets and Vests
        
        Picture Exchange Communication(PEC)
        
        Visual Schedule
      - High Tech
    - - Discrete trial teaching :star:
        
        DTT uses positive reinforcement to focus on changing skills and behaviors by breaking each one down into smaller steps that are taught along with prompts until the student masters the steps required to perform a particular skill or behavior
        
        DTT 5 primary techniques :
        
        Utilization of positive reinforcement to increase retention of component parts and skills
        
        The use of prompts early on in the intervention and the decreasing use of prompts as the student learns
        
        Intensive training sessions
        
        Instructing the student in those component parts until each individual part is mastered
        
        Identification of the component parts of a particular skill or behavior
      - Solve sensory problems :star:
      - Applied behavior analysis (ABA) :star:
        
        Elements of Applied Behavior Analysis include:
        
        An absence of reinforcement for behaviors that impede learning or may lead to harm
        
        Abundant positive reinforcement for desired behaviors
        
        Training for parents and caregivers so ABA can be continued in the home
        
        Development of treatment goals that emphasize achieving greater independence for the student both now and in the future
        
        Intervention designed by a trained behavior analyst
      - Be gentle in criticism :star:
      - Give limited, clear choices :star:
      - Use simple ,concrete language :star:
  - - - restricted, repetitive behaviors
        
        Restricted and repetitive behaviors vary greatly across the autism spectrum. They can include:
        1.Repetitive body movements (e.g. rocking, flapping, spinning, running back and forth) 2.Repetitive motions with objects (e.g. spinning wheels, shaking sticks, flipping levers) 3.Staring at lights or spinning objects 4.Ritualistic behaviors (e.g. lining up objects, repeatedly touching objects in a set order) 5.Narrow or extreme interests in specific topics 6.Need for unvarying routine/resistance to change (e.g. same daily schedule, meal menu, clothes, route to school)
      - social communication challenges
        
        difficulty with verbal and non-verbal communication. For example
        they may not understand appropriately use:1Spoken language 2.Gestures 3.Eye contact 4. Facial expressions 5.Tone of voice
        6.Expressions not meant to be taken literally.
- - - - Friend and Bursuck (2012) say students with low-incidence disabilities:
      - have received some type of special education service since birth :
      - need the same attention as students without disabilities
      - includes students with moderate to severe intellectual disabilities (IQ < 50)
      - may have a developmental delay
  - - - Learning by lectures
      - Participating in classroom discussions
      - Giving oral presentations
      - Taking oral exams
      - Note taking
      - Watching educational films
  - - - receive assistance from a note taker so that he or she can focus on lip reading during lectures
      - priority seating at the front of the classroom can enable a child to lip read more effectively.
      - A sign language interpreter can also assist by translating spoken lectures.
      - using PowerPoint presentations to accompany your lectures can help as well.
      - Text-to-speech assistive technology offers a deaf student the ability to share comments with the class if he or she does not use a sign language interpreter.
      - When watching educational films, enabling captions and ensuring that the child who needs to read them is seated where he or she can see them can solve potential problems. Finally, extra classroom time focused on English or the help of an English tutor can counteract the challenges this subject presents for deaf students
  - - - Computers: There are many special software programs for students with hearing impairments. The programs can supplement instruction by providing speech drills, auditory training, sign language instruction, and reading and language instruction.
      - Alerting Devices: Many everyday devices have been adapted for individuals with hearing impairments, including items such as watches, doorbells, fire alarms, school bells, and alarm clocks. Instead of using noise, these devices use vibration and light to alert the individual.
      - Captioning: Televisions are equipped with the ability to provide captioning for individuals with hearing impairments. Closed-captioning makes television and film accessible for individuals with hearing impairments.
      - Cochlear Implants: The cochlear implant is a surgically implanted device designed to make sounds audible for individuals with sensorineural hearing loss.
  - - - Audiologists are professionals who diagnose, treat, and manage individuals with hearing loss.
      - Teachers of the Hearing Impaired are specially trained educators who provide educational support to the student, the family, and other educators.
      - Speech-Language Pathologists provide treatment for speech and language disorders.
      - Interpreters are specially training individuals who relay to the student anything that is said in the class by employing communication processes such as repetition, sign language, fingerspelling, body language, and verbal expression.