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The 13 IDEA Disability Categories Cohort 9 10/2020 - Coggle Diagram
The 13 IDEA Disability Categories
Cohort 9
10/2020
A struggling student is not always an indicator of a disability.
A student needs to be eligible based on one (or more- which falls under the Multiple Disability category) of the 13 IDEA Categories to receive special education services. The initial process requires a lot of observations and a variety of team members.
The referral process can be long and tedious, with its multiple steps.
For example:
See this model of the IEP Process by Brooklynn Ramos
See this model of the Initial Referral Process leading up to placement within the Special Education Program by Kristin Legerski Doerr
See this model for some great examples on helping struggling students by Stephen Young Magruder
See this model for more examples and how to support struggling students who are not in America and not covered by IDEA by Becca Casebolt
More information about IDEA and services
Low Incidence
Emotional Disturbance
Ashley Ming
Classroom Accommodations
Scaffolded Assignments
Clear 1 part directions
Extended time for assignments
Short engaging lessons
Limit amount of review after mastery is built
Switching tasks for ones that student enjoys
Behavior Intervention Plans on IEP
Small group settings
https://www.youtube.com/watch?v=wKDjfPMek3k
Assistive technology
Apps the promote group activities to practice social skills
Problem solving apps
Text to speech apps
Calendar & Reminders to help with organization
Time keeping devices
https://www.youtube.com/watch?v=IcUNnnwFm4g
358,028 (5.0%) people between the ages of 3 and 21 were categorized under IDEA as having an Emotional Disturbance in 2018-19.
References:
https://www.parentcenterhub.org/emotionaldisturbance/
https://sites.ed.gov/idea/regs/b/a/300.8/c/4
https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Eligibility%20Areas/BIP%20Best%20Practice%20One%20pager-FINAL.pdf
Hearing Impairment
Jialin Zhu
74,224 (1.0%) people between the ages of 3 and 21 were categorized under IDEA as having a Hearing Impairment in 2018-19.
Definition
Students who only be able to hear sounds that lower enough or loud enough.
May or may not have assistive devices.
in the whether permanent or fluctuating, that adversely affects a child’s educational performance.
Classroom Recommendations
:star:
https://www.youtube.com/watch?v=RBldM6aFQaA
Academic Assistive Environment
Classroom should be evaluated by an educational audiologist prior to the start of school.
Loud clocks, aquariums, and refrigerators should be removed from the classroom.
Overlooing a playground or busy street
In high-traffic areas
Large with high ceilings
Open or semi-permanent walls
Best seating location based on the students hearing loss
:<3:
https://youtu.be/NSHRQRsvFYs
Teaching Strategies Recommendation
An Inclusive Classroom
Make sure keep in eye Contact with students
Give interpreters copies of lessons in advice or being visual cues.
Organize the big discussion using strategies of talking stick or talking ball.
Allow additional time to answer the questions
Hearing Assistive Technologies
Make sure hearing-impaired students wear amplification devices
References
https://sites.ed.gov/idea/regs/b/a/300.8
https://www.thoughtco.com/strategies-to-support-hearing-impaired-3110331
https://mrsburgenssignmeup.com/2019/02/top-5-classroom-accommodations-for-students-with-hearing-loss.html
https://files.eric.ed.gov/fulltext/EJ967467.pdf
Suffer Reasons
Genetic factors
Illnesses
Accidents
Problems in a pregnancy (rubella, for instance)
Complications during birth
Several early childhood illnesses.
eg.mumps or measles
Signs of hearing impairment
Turning the ear toward the noise
Favoring one ear over another
Lack of follow-through with directions or instructions
Turning the television up too loud
Delayed speech or unclear speech (according to the Centers for Disease Control and Prevention)
The CDC points out that signs and symptoms of hearing loss differ in each person
Intellectual Disability
Brady Maynes
What is it?
A General mental disability that effects:
Intellectual functioning
(such as learning, problem solving, judgement)
Adaptive functioning
(activities of daily life such as communication and independent living)
439,046 (6.2%) people between the ages of 3 and 21 were categorized under IDEA as having an Intellectual Disability in 2018-19.
https://www.youtube.com/watch?v=K6WmGhY8Q4I&ab_channel=SpecialOlympics
Classroom Accommodations
Allow response to be given through the computer
If you are administering a test, spread it out over several days
Allow for frequent breaks
Allow verbal response
Assistive Technology
Provide work in large print
Calculator
Provide special lights or acoustics
Manipulatives or concrete objects
References
http://www.projectidealonline.org/v/intellectual-disabilities/
https://www.psychiatry.org/patients-families/intellectual-disability/what-is-intellectual-disability
http://www.ldonline.org/article/8022/
Multiple Disabilities
Katrina Baran
What is it?
Multiple Disabilities are defined by IDEA as: “concomitant [simultaneous] impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness.”
Essentially, if a student requires accommodation for two or more types of disability category, they may fit here
Examples
Diagnoses like some chromosomal abnormalities or pre-birth/at birth brain injuries that affect multiple areas
Orthopedic impairment and autism
Vision impairments and orthopedic impairments
Hearing loss and orthopedic impairment
Intellectual disability and orthopedic impairment
Assistive Technologies
Communication aids (text-to-speech, graphic communication boards, etc.)
Integrated hardware and software solutions (i.e. Intellitools, Intellikeys)
Mobile-based aids that allow multiple accommodations (i.e. magnifier program with text-to-speech, activated by speech)
Smart boards
Hardware adaptations (i.e. using a joystick)
Mobility aids
Classroom Adaptations
IEP/ILP-recommended adaptations (for specific impairments or disabilities)
Mobility assistance (with standing, walking, lifting, bending etc.) or adapting activities to not include these, where support not available
Providing a specific physical setup (i.e. a larger desk, specific chair)
Using large print materials or audio alternatives
Allowing for additional time for test-taking or in-class assignments
Integrating UDL into all lessons and activities
Partial participation where full participation is not possible
Providing a quiet space for students who may have issues with overstimulation, sensory overload, anxiety, etc.
https://www.youtube.com/watch?v=zCIdDp4B9Us
References:
https://www.pathstoliteracy.org/technology-students-multiple-disabilities
https://www.teachthought.com/technology/15-assistive-technology-tools-resources-for-students-with-disabilities/
https://www.understood.org/en/school-learning/special-services/special-education-basics/conditions-covered-under-idea
https://fl-pda.org/independent/courses/TSWD/content/unit02/docs/Multiple_Disabilities_in_Your_Classroom_10_Tips_for_Teachers.pdf
https://www.youtube.com/watch?v=xKqN21OdsLQ
133,123 (1.9%) people between the ages of 3 and 21 were categorized under IDEA as having a Multiple Disabilities in 2018-19.
Orthopedic Impairment
Brooklynn Ramos
Examples:
Amputation
Birth Trauma
Burns
Cerebral Palsy
Fractures
Genetic Abnormality
Injury
Disease
Some orthopedic impairments are included in "Other Health Impairments"
Impacts of learning for students with an orthopedic impairment vary widely. It really depends on severity and a students capabilities.
Overview of Orthopedic Impairments
https://www.youtube.com/watch?v=MITnq3eiH9c&feature=emb_title
39,208 (0.5%) people between the ages of 3 and 21 were categorized under IDEA as having an Orthopedic Impairment in 2018-19.
Classroom Accommodations
Special seating to help develop posture or movement
Instruction based on improving or meeting students gross and fine motor skills
Suitable augmentative communication or other assistive technologies
Being aware of medical condition and its possible side effects (example fatigue)
Flexible assessment options
Services
Physical Therapists (PT)
Occupational Therapists (OT)
Speech Language Pathologists
Adapted Physical Education Teachers (work with PT and OT)
Other Therapists
Massage
Music
etc.
Assistive Technology
Mobility
Canes
Walkers
Specialized exercise equipment
Specialized chairs, desks, tables, tools for posture development
Learning
Speech recognition software
Screen recording software
Alternative communication devices
Academic packages fit for student use
References
Orthopedic Impairment Video. (2013, November 7). [Video]. YouTube.
https://www.youtube.com/
watch?v=MITnq3eiH9c&feature=emb_title
Orthopedic Impairments. (n.d.). Project IDEAL. Retrieved November 1, 2020, from
http://www.projectidealonline.org/v/orthopedic-impairments/
Traumatic Brain Injury
Albert Stifter
26,825 (0.4%) people between the ages of 3 and 21 were categorized under IDEA as having a Traumatic Brain Injury in 2018-19.
Definition
Traumatic Brain Injury under IDEA Act means an acquired injury to the brain caused by an external physical force,resulting in total or partial functional disability or psycho-social impairment,or both,that adversely affects a child's educational performance.
Classroom Accommodations:
Allow additional time to complete in-class assignments, tests and extra or extended breaks
Provide student with instructor’s notes or help student obtain quality notes from other students
Allow student to audio record lectures for later playback
Provide oral and written instructions and clarify them
For lectures, provide student with an outline or study guide when available
Allow use of a portable computer with spelling and grammar checks for assignments and note-taking
In grading work, reduce emphasis on spelling and grammatical errors unless it is the purpose of the assignment
Permit referencing a dictionary or thesaurus for assignments
Provide preferential seating at or near the front of the classroom
Reduce quantity of work required, in favor of quality.
Avoid placing student in high pressure situations (e.g., short time frames, extensive volume of work; highly competitive)
Administer long examinations in a series of shorter segments with breaks allowed between sections
Traumatic Brain Injury in Students
https://www.youtube.com/watch?v=qIA5MVvYBuo
Typical impaired areas
Cognition
Language
Memory
Attention
Reasoning
Abstract thinking
Judgement
Problem-solving
Sensory
Perceptual and motor abilities
Psycho-social behavior
Physical functions
Information processing
Speech
Assistive technologies
Wheelchairs, scooters, and walkers help with mobility and increase independence
Special computer hardware and software, such as voice recognition programs and screen enlargement programs
Education and work aids such as automatic page turners, book holders, and adapted pencil grips enable adults and children to participate in work or classroom activities.
Light-weight wheelchairs have been designed for organized sports, such as basketball, tennis, and racing.
Bigger or easier-to-use on/off switches on electronic toys make it possible for children with limited motor skills to play with certain toys and games
Speech generating devices,Recording devices,writing assistance devices such as speech recognition system or word prediction system
References:
Assistive technology for people with Brain Injury/Brain Line.Retrieved on Nov. 3rd,2020 from
https://www.brainline.org/article/assistive-technology-people-brain-injury
Common Assistive Technologies-Traumatic Brain Injury (TBI). Retrieved on Nov.3rd.2020 from
https://guides.library.illinois.edu/c.php?g=497977&p=3409451
Accommodations Guide for Students with Brain Injury/Brain Line. Retrieved on Nov 3rd.2020 from
https://www.brainline.org/article/accommodations-guide-students-brain-injury
Traumatic Brain Injury in Students Youtube video retrieved on 3rd Nov 2020 from www.youtube.com/watch?v=qIA5MVvYBuo
Visual Impairment (Including Blindness)
Christian Youngs
26,895 (0.4%) people between the ages of 3 and 21 were categorized under IDEA as having a Visual Impairment in 2018-19.
What is it?
Visual impairment is defined by IDEA as, "an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness."
Classroom Accommodations
When choosing accommodations, they must:
Be based on current individualized needs;
Reduce the effect of the disability to access the current curriculum;
Be specific about where, when, who and how the accommodations will be provided;
Include current input from parents, teachers, student, and therapists;
Be based on current specific needs in each content area.
Changes in medium size
Braille
Large Print
Audiotape
Electronic text
Oral testing/scribing
Changes in presentation of materials
At desk versions of projector/ smartboard activities
Verbalize all material on board or presentation
Use high contrast colors
Angle screen to reduce glare
Use recorded text as needed
Large print textbooks/materials
Braille textbooks/materials
Time requirements
Time and a half or double time
Consideration for student reading/writing speed
Consideration for time needed for assistive technology
Consideration for eye fatigue
Assistive Technologies
Computer adaptations:
Braille translation equipment and software
Braille printer
Screen reader
Screen enlargement software
Refreshable braille display
Adaptive devices:
Braille notetakers
Optical character reader
Electronic braillewriter
Talking calculators
Optical devices
Magnifiers
Telescopes
Closed Circuit Television
https://youtu.be/9huTVJYBFdU
Classification Systems
Federal Classification System
"An individual must have a visual acuity of 20/200 or less, or have field of vision restricted to 20 degrees or less at widest point, for that individual be declared legally blind."
This system is used to determine eligibility for adult agency services.
Educational Classification System
"A specially trained teacher must determine that the visual impairment impacts the child's ability to learn" and in coordination with the IEP team, determines appropriate classroom accommodations that are categorized in three levels.
Low vision
Functionally blind
Totally blind
Advent Classification System
Congenital
- "occurs during fetal development, at birth, or immediately following birth; visual impairment is present before visual memory has been established"
Adventitious
- "occurs after having normal vision either through a hereditary condition or trauma; visual memory may remain"
References:
Visual Impairments. (n.d.). Project IDEAL. Retrieved November 3, 2020, from
http://www.projectidealonline.org/v/visual-impairments/
Visual Impairments. (n.d.). IDEA Resources. Retrieved November 3, 2020, from
http://idea-resources.weebly.com/visual-impairment.html
Accommodations and Modifications. (Carmen Willings.). Teaching Students with Visual Impairments. Retrieved November 3, 2020, from
https://www.teachingvisuallyimpaired.com/accommodations--modifications.html
Deaf-Blindness
Yuan Zhu
What is it?
concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
The term actually describes a person who has some degree of loss in both vision and hearing.
1,590 (0.0002%) people between the ages of 3 and 21 were categorized under IDEA as having Deaf-Blindness in 2018-19. There are approximately roughly 45,000 to 50,000 individuals in the U.S who are deaf-blind.
Early intervention services
Occur before the age of 3
Very young children (birth up to age 3) who are deaf-blind are typically eligible for early intervention services under the Infants and Toddlers with Disabilities program of IDEA (also called Part C).
Special Education Services
under Part B of IDEA
School-age children, including preschoolers
Services are either provided free of charge to families or n a sliding cost scale based on the family's income
Special education services are provided free through the public school system.
It’s very important for children with deaf-blindness to receive special education and related services to address their individual needs.
Classroom Accommodations
Some basic guidelines for communication
Individuals who are deafblind will often need touch in order for them to be sure that their partner shares their focus of attention.
Exploring objects should be done in a "nondirective" way, allowing the individual who is deaf-blind to have control
The individual may have very slow response times. Therefore, the teacher should allow time for the student to respond.
Symbolic communication can be utilized by individuals who are deafblind.
Touch cues
Object symbols
Sign language
Gestures
Picture symbols
Fingerspelling
Signed English
Braille
American Sign Language
Lip-reading speech
Pidgin Signed English
Tadoma method of speech reading
Large print
https://www.youtube.com/watch?v=DWbORwRuMOc
Assistive technology
References:
https://www.nationaldb.org/info-center/educational-programs/program-planning/
https://www.parentcenterhub.org/deafblindness/#school*
http://www.projectidealonline.org/v/deaf-blindness/
Computer adaptations:
Braille translation software: converts print into Braille and Braille into print
Braille printer: connects to a computer and embosses Braille on paper
Screen reader: converts text on a computer screen to audible speech
Screen enlargement software: increases the size of text and images on a computer screen
Refreshable Braille display: converts text on computer to Braille by an output device connect to the computer
Adaptive devices:
Optical character reader: converts printed text into files that can be translated into audible speech or Braille
Braille notetakers: lightweight electronic note-taking device that can be connected to a printer or a Braille embosser to produce a printed copy
Electronic braillewriter: produces Braille, translates Braille into text or synthetic speech
Telecommunication Devices:
In order for individuals who are deafblind to communicate using the telephone, they may use a telecommunication device for the deaf (TDD) that includes braille output. A TDD is a small keyboard with a display and modem. To use the TDD the individual must relay information to an operator. Text messaging has recently become a very useful avenue for individuals with hearing impairments to relay messages without using the TDD.
Services are either provided free of charge to families or on a sliding cost scale based on the family’s income.
Designed to address the child’s developmental and learning needs.
Parents are involved in deciding what services their child and family need to address the challenges of deaf-blindness.
Deafness
Ursula Beben
IDEA definition
Deafness is hearing impairment even with amplification that adversely affects linguistic processing through hearing.
Classroom Accommodations
Communications Accommodations
Reduce visual/auditory distractions
Priority seating arrangement
Extra time for processing information
Instructional Accommodations & Modifications
Visual supplements (overheads, charts, vocabulary lists, lecture outlines)
Classroom captioning (CART)
Interpreting (ASL, signed English, cued speech, oral)
Curricular Modifications
Modified reading and written assignments (shorten length, adapt/eliminate phonics assignments, adjust evaluation criteria)
Strategies to adapt oral/aural curriculum/instruction to accommodate lack of auditory access
Supplemental materials to reinforce concepts of curriculum
-Expanded core curriculum instruction (speech, language, pragmatic language/communication, audition and listening, speechreading, sign language, self-advocacy, transition planning, deaf studies
Evaluation Accommodations & Modifications
Alternate tests/Reduce quantity of tests
Extra time
Special setting
Assistive Technologies
Amplification Accommodations
Personal hearing instrument (hearing aid, cochlear implant, tactile device, FM)
Classroom amplification/sound distribution system
Assistive Devices Accommodations
Videophone or TDD
Alerting Devices
Speech to text software
Interactive whiteboard (e.g., Smart Board, Mimio)
Captioning and/or scripts for television, videos, movies
Physical Environment Accommodations
Noise/reverberation reduction
Special lighting
Flashing fire alarms/smoke detectors
Other Needs/Considerations
Counseling
Deaf/Hard of Hearing peers and/or role models
Recreational/Social opportunities
Sign language instruction for family
Family supports and training
Transition services
What Deaf Students Want in a Teacher
https://youtu.be/m2Wru9t4yBs
Could not find data from National Center for Education specifically for students between the ages of 3 and 21 categorized as Deaf. Some digging shows that it is included in the data for hearing loss. Even still, the cohort came to the consensus that Deafness is low incidence and if the data is included in the hearing loss category, deafness is <1%.
References:
https://sites.google.com/site/inclusionresourcenotebook/disability-areas/low-incidence-disabilities
http://www.deafed.net/PublishedDocs/IEP%20Checklist%202007.pdf
High Incidence
Specific Learning Disability
Becca Casebolt
What is it?
Specific Learning Disability is the umbrella name for a collection of processing disorders that are specific to a subject.
"Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations[...]."
Assistive Technology
Books on tape
Text to speech
Calculators
Reading apps
Graphic organizers
Colored overlays
Math manipulatives
References:
Sites.google.com. 2020. Disability Categories Under IDEA - Inclusion Resource. [online] Available at:
https://sites.google.com/site/inclusionresourcenotebook/disability-areas
[Accessed 1 November 2020].
Individuals with Disabilities Education Act. 2020. Sec. 300.8 (C) - Individuals With Disabilities Education Act. [online] Available at:
https://sites.ed.gov/idea/regs/b/a/300.8/c
[Accessed 1 November 2020].
Understood.org. 2020. Understanding Special Education. [online] Available at:
https://www.understood.org/en/school-learning/special-services/special-education-basics/understanding-special-education?_ul=1*tt03dn*domain_userid*YW1wLWc2dWRFNzNheGszaG04UWxJZmVWcHc.#What_is_special_education
[Accessed 1 November 2020].
Auditory processing disorder
Click here for more information
https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/auditory-processing-disorder/understanding-auditory-processing-disorder?_ul=1*10tppcy*domain_userid*YW1wLUgtMEVWYXdEQmJwLU5OeC1qaF8taEE
.)
Visual processing issues
Click for more information (
https://www.sensorysmartparent.com/post/2019/07/23/visual-processing-issues-vision-problems-and-reading
)
Dyslexia
https://www.youtube.com/watch?v=kE3DqJP-nkI&feature=emb_logo
Dyscalculia
https://www.youtube.com/watch?v=GRJS-jeZ7Is&feature=emb_logo
Dysgraphia
https://www.youtube.com/watch?v=_JYphwPhNp8&feature=emb_logo
Dyspracia/DCD
https://www.youtube.com/watch?v=nzOZnS4xdqo&feature=emb_logo
:
Classroom Adaptations
Break down larger tasks
Provide access to class notes
Provide graphic organizes
IEPs depending on the disability
Skill games for specific topic i.e. Math game, tossing game for motor skills etc.
https://www.youtube.com/watch?v=KcuXaZGHIDg
2,367,868 (33.2%) people between the ages of 3 and 21 were categorized under IDEA as having a Specific Learning Disability in 2018-19.
Speech or Language Impairment
Kristin Legerski Doerr
Speech Impairments
Fluency Disorders
Articulation Disorders
Voice Disorders
Language Impairments
Pragmatic Difficulties
Syntactical Deficits
Semantic Disorders
Morphological Disorders
Phonological Disorders
Sound Field System
Computer Software Packages
Augmentative or Alternative Communication (AAC)
Accommodations
Speech Impairment Accommodations
Provide a private location for testing
Familiar listener for testing
Do not penalize for speech errors
Allow the student to write answers instead of verbally answering
Substitute oral assignments
Language Accommodations
Give spelling and vocabulary lists prior to beginning a new unit
Use visual cues
Allow the student to write answers instead of verbally answering
Modify the length of assignments
Provide a private location for testing
Repeat directions using different words
Allow extended time for assignments and tests
Provide a copy of class notes
Allow use of adaptive technologies
References
Speech Or Language Impairments. (2013). Project IDEAL.
http://www.projectidealonline.org/v/speech-language-impairments/
B. (2020, October 27). What Accommodations Can my Child’s IEP for Speech Include? Boise Speech and Hearing Clinic.
https://boiseshc.com/what-accommodations-can-my-childs-iep-for-speech-include/
O. (2019, April 4). 5 Assistive Technology Tools That Are Making a Difference. Alvernia Online.
https://online.alvernia.edu/articles/5-assistive-technology-tools-that-are-making-a-difference/
1,378,490 (19.3%) people between the ages of 3 and 21 were categorized under IDEA as having a Speech or Language Impairment in 2018-19.
Assistive Technologies
What is the difference between Speech and Language?
https://youtu.be/yuRFnXaB8fI
Other Health Impairment
Ashley Ming
Definition
Defined by the IDEA law as " 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 due to a chronic or acute health problem"
Assistive Technology
Recordings of missed lessons
Interactive learning Apps
Adaptive lighting Apps
Swival Camera for students unable to attend class
Screen Readers
Talking Calculators
Calendar App to help with organization
Chronic Health Issues include
Asthma
ADD & ADHD
Diabetes
Neurological conditions
Mental Health issues developed but not TBI
Blood Disorders
Cancer
Organ diseases/ conditions
FAS/ FASD
Tourette Syndrome
Eligibility for OHI must be evidenced by disruption in the general education curriculum by 1 or more of the following
Inability to perform typical tasks
Inability to sustain effort or endure throughout an activity
Limited Alertness as evidenced by inability to
Mange or maintain attention
Prioritize environmental stimuli
Organize or attend
Ignore heightened alertness to environmental stimuli
Common Classroom Accommodations
Extra time for assignments
Small test settings
1:1 paraprofessional
Frequent monitored breaks
Check work frequently to determine level of understanding/ progress
Lower reading level of materials
Oral reading of test questions and material by English reader or assistive technology only
https://www.youtube.com/watch?v=nLBD_BGXXQ8
1,048,689 (14.7%) people between the ages of 3 and 21 were categorized under IDEA as having an Other Health Impairment in 2018-19.
https://www.youtube.com/watch?v=xnSvLRD1VMo
References:
https://www.cde.state.co.us/cdesped/guidance_determiningeligibility_sped_students_ohi#:~:text=OHI%20Eligibility%20Category&text=Under%20IDEA%2C%20a%20student%20who,needs%20resulting%20from%20their%20disability
.
https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Other-Health-Impairment.aspx
https://www.parentcenterhub.org/ohi/
Autism
Stephen Magruder
761,625 (10.7%) people between the ages of 3 and 21 were categorized under IDEA as having Autism in 2018-19.
What is Autism?
Autism, or Autism Spectrum Disorder, is defined as a neurodevelopmental disorder. It covers a wide range of conditions, including but not limited to challenges with verbal and nonverbal communication, social interaction and restricted or repetitive behavior.
What kinds of
Assistive Technology
can be used to help?
Picture Exchange Communication Systems [PECS]
Speech Generating Devices [SGD]
Portable/Talking Word Processors
Visual Schedules and Graphic Organizers
1 more item...
These can help students who struggle with the fine motor control needed to grip a pen or pencil. They also read what has been written to help students reinforce and remember what they have done.
Smartphone apps and other devices can allow students to put images or icons together to make sentences.
CoreVoice App
Sets of flashcards help students to visualize words, topics and ideas that they may otherwise struggle to comprehend.
References:
https://lifezest.co/best-assistive-technology-for-autism/
https://www.ablenetinc.com/technology/speech-generating-devices/quicktalker-23
https://corevoiceapp.com/
https://www.ldatschool.ca/assistive-technology/
https://www.autismparentingmagazine.com/assistive-technology-benefits-with-autism/
How can Autism affect students?
Increased anxiety during group activities
Tendency to focus on or repeat certain tasks
Difficulty in forming or maintaining relationships with classmates and teachers
Struggling with changes to expected routines
Trouble with giving or receiving new instructions
https://www.youtube.com/watch?v=zkJev18nvXY
What
accommodations
can teachers make in the classroom to help?
Create space on whiteboards for daily routines, checklists for activities and learning goals.
Allow students to work independently if they are struggling to work with others for an extended period of time.
Use subtitled videos to reinforce activities that are discussed or written about.
Focus on effort instead of outcome and maintain a consistent break schedule to reduce feelings of anxiety.
Incidence Level Information
Incidence levels indicated the frequency of each category. Understanding the data and frequency of categories helps us see patterns and ask questions about the prevalence of each category.
A high incidence level indicates a larger population or percentage of students receiving special education services based on a specific IDEA disability. Data used in each category is from the references below. In addition to using data and statistics from the following references, we have come to a consensus as a cohort.
References:
About IDEA. (n.d.). Individuals with Disabilities Education Act. Retrieved November 3, 2020, from
https://sites.ed.gov/idea/about-idea/#IDEA-History
Children 3 to 21 years old served under Individuals with Disabilities Education Act (IDEA), Part B, by age group and sex, race/ethnicity, and type of disability: 2018-19. (n.d.). National Center for Education Statistics. Retrieved November 1, 2020, from
https://nces.ed.gov/programs/digest/d19/tables/dt19_204.50.asp?current=yes
Editorial Projects in Education. (2019, December 17). Special Education: Definition, Statistics, and Trends. Education Week. Retrieved November 1, 2020 from
http://www.edweek.org/ew/issues/special-populations/
"On November 29, 1975, President Gerald Ford signed into law the Education for All Handicapped Children Act (Public Law 94-142), now known as the Individuals with Disabilities Education Act (IDEA). The Individuals with Disabilities Education Act (IDEA) is an American law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children." (About IDEA, n.d.)