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Disability by Cohort 8, Speech/Language impairment, Visual impairment,…

- - - - ADHD
        
        Incidence
        
        9.4% of American children between the ages of 2-17 have been diagnosed, at any point of time, with having difficulties with attention deficit (ADD, ADHD)
        
        Assistive Technologies
        
        MATH
        
        Electronic math worksheet softwares → Products: MathPad and MathPad Plus (cambiumlearning.com) and MathTalk (mathtalk.com).
        
        Talking calculators → Products: Independent Living Aids (independentliving.com), MaxiAids (maxiaids.com), and AbleData (abledata.com)
        
        READING COMPREHENSION & WRITING
        
        Audio books and reading software → Products: Audible.com and bookshare.org; kurzweiledu.com
        
        Optical character recognition (OCR) programs (help students to scan printed material into a computer/handheld unit) → Products: WYNN Literacy Software Solution (freedomscientific.com), Quicktionary 2 Scanning Translator and Readingpen Basic Edition (wizcomtech.com).
        
        Speech synthesizers/screen reader systems (these display and read aloud text on a computer) → Products: Aspire Reader 4.0 (axistive.com), ClassMate Reader (humanware.com), and Read&Write Gold (texthelp.com).
        
        Portable word processors → Products: AlphaSmart Writer Learning Neo (renlearn.com) and Fusion (writerlearning.com).
        
        Speech-recognition programs → Products to consider: Dragon NaturallySpeaking (nuance.com), Simply Speaking (simplyspeakinginc.com), and ViaVoice (nuance.com).
        
        Word-prediction software → Products: Co:Writer (donjohnston.com), EZ Keys (words-plus.com), and WordQ (wordq.com).
        
        Accommodations
        
        CLASSROOM ENVIRONMENT
        
        → Flexible seating plan
        
        → Designated quiet space
        
        → Preferential seating close to teacher
        
        → Post written rules and routines
        
        BUILDING ORGANIZATIONAL SKILLS
        
        Daily planner (with assistance)
        
        Lesson organizer
        
        Color code materials
        
        Provide an outline overview of the materials and lesson content
        
        Teach note-taking strategies
        
        TESTS & ASSIGNMENTS
        
        Allow for different product types - oral, written, audio-visual, etc.
        
        Provide students with different ways to answer on tests or quizzes
        
        Schedule shorter quizzes more routinely rather than major unit tests
        
        give extra time as needed
        
        Pay more attention to content than neatness
        
        Don't take away points, but rather reward for what is done.
        
        MANAGING BEHAVIOR
        
        Develop a behavior plan with student with a rewards system
        
        Talk behavior problems through 1:1
        
        Suggest brain breaks through non-verbal clues, such as passing a post-it note prompting the student to shift behavior
        
        GIVING INSTRUCTIONS
        
        Keep instructions clear and simple
        
        Ask students to repeat oral instructions
        
        Provide a rubric with clear expectations
        
        Break up bigger assignments into smaller chunks
        
        Summary
        
        ADHD stands for "Attention deficit hyperactivity disorder". This neurological disorder impacts certain parts of the brain which allow for an individual to organize, plan, focus upon, and implement tasks.
        
        There are three subtypes: inattentive, hyperactive, or combined
      - Links
        
        Link to Shannon's Flow Chart and Interview Summary
      - Sources
        
        Sources relating to ADHD Research
      - Reading/Writing Disorders
        
        Dyslexia
        
        About Dyslexia
        
        People with dyslexia have trouble reading at a good pace and without mistakes. They may also have a hard time with reading comprehension, spelling, and writing. But these challenges aren’t a problem with intelligence.
        
        In short: Dyslexia is a common condition that makes it hard to read.
        
        It is not outgrown by children, but reading skills can be developed and dyslexia can be managed with strategies and technology.
        
        Some experts believe 5-10% of people have it. Others say up to 17% show signs of reading challenges. The Reading Well states approximately 15% of people have it. https://www.dyslexia-reading-well.com/dyslexia-statistics.html
        
        People sometimes believe dyslexia is a problem with vision. They think of it as reversing letters or writing backwards. But dyslexia is an issue with language.
        
        Not a problem with intelligence
        
        https://www.understood.org/en/through-your-childs-eyes/personalize
        
        An interesting tool that simulates what dyslexia is like for those who have it
        
        How to identify
        
        Will have trouble reading fluently.
        
        Read slowly, often make mistakes.
        
        Trouble with comprehension when reading by themselves. Can comprehend if another person reads the text.
        
        Testing can be done for both adults and children (the tests are different)
        
        Symptoms and severity may differ from person-to-person
        
        Trouble decoding words (matching letters to sounds)
        
        Trouble with phonemic awareness (recognising the sounds inside words)
        
        Emotions and behavior. People with dyslexia might avoid reading, both out loud and to themselves. They may even get anxious or frustrated when reading
        
        Accommodations
        
        Use more visual representations of schedules/topics/teaching material
        
        Use large-print text when possible
        
        Use audiobooks
        
        A free online library of accessible materials for students with disabilities: https://www.bookshare.org/cms/
        
        Text-to-speech software
        
        Reading pens/text-to-speech software
        
        Speech-to-text software for writing
        
        have 'hi-lo' books on hand (high interest, low reading level)
        
        Paired work/reading buddies
        
        Provide student with typed notes/breakdown of the lesson to aid with note-taking
        
        Check-in frequently and check they have understood. Repeat if necessary
        
        Dysgraphia
        
        About Dysgraphia
        
        In short: Dysgraphia is a condition that means you struggle with writing; handwriting, typing, spelling.
        
        Trouble expressing yourself in writing is not dysgraphia.
        
        5-20% of school-age children have the condition https://starthereparents.com/dysgraphia-symptoms/
        
        How to identify
        
        Messy handwriting
        
        Struggles with:
        
        Spacing letters correctly
        
        Writing in a straight line
        
        Making letters the right size
        
        Maintaining the right arm position/posture for writing
        
        Holding and controlling a pencil/writing tool
        
        Spelling
        
        Be careful: Poor spelling can sometimes be caused by dyslexia
        
        Accommodations/Improvement options
        
        Occupational Therapy. Therapists can work with children to improve fine motor skills. This is the main mode of improvement for most.
        
        Physical Therapy. This can help with posture/arm positioning.
        
        Drawing exercises to aid handwriting
        
        Pencil Grips
        
        Slant boards
        
        Raised paper (lines are raised to prevent writing over lines). Highlighted paper (half of each line is highlighted)
        
        Graphic organisers for breaking down writing tasks
        
        'Handwriting Without Tears' software http://www.lwtears.com/
        
        Handwriting practice apps e.g. 'Wet-Dry-Try'
        
        Compassion, praise
      - Specific learning disability includes disorders related to understanding or utilizing written and/or spoken language. The psychological processes impacted can manifest in a variety of forms: listening, thinking, speaking, reading, writing, spelling and making math calculations. This very large, broad category includes brain injury, dyslexia, and aphasia. This area does not include physical impairments, such as blindness or deafness, which may impact the skills involved in learning and understanding language, nor does it include emotional disturbance or environmental/economic factors that may disadvantage an individual. ADHD is not a learning disability in and of itself, however the impact of a person's behavior upon learning and applying language allows for accommodations as part of this disability category within "Section 504."
      - The umbrella term “SLD” covers a specific group of learning challenges. These conditions affect a child’s ability to read, write, listen, speak, reason, or do math.
        SLD is the most common category under IDEA. In 2018, 34 percent of students who qualified did so under this category.
    - - Communication Aids For the Speech and Language Impared
        
        Social Stories:
        Social stories present information in a literal, 'concrete' way, which may improve a person's understanding of a previously difficult or ambiguous situation or activity. The presentation and content can be adapted to meet different people's needs.
        They can help with sequencing (what comes next in a series of activities) and 'executive functioning' (planning and organising).
        By providing information about what might happen in a particular situation, and some guidelines for behaviour, you can increase structure in a person's life and thereby reduce anxiety.
        Creating or using a social story can help you to understand how the autistic person perceives different situations.
        
        A Social Story
        
        Picture Exchange Communication System (PECS):
        PECS is a unique alternative/augmentative communication system developed in the USA in 1985 by Andy Bondy, PhD, and Lori Frost, MS, CCC-SLP. PECS was first implemented with pre-school students diagnosed with autism at the Delaware Autism Program. Since then, PECS has successfully been implemented worldwide with thousands of learners of all ages who have various cognitive, physical and communication challenges.
        The PECS teaching protocol is based on B.F. Skinner’s book, Verbal Behavior, and broad spectrum applied behavior analysis. Specific prompting and reinforcement strategies that will lead to independent communication are used throughout the protocol. The protocol also includes systematic error correction procedures to promote learning if an error occurs. Verbal prompts are not used, thus building immediate initiation and avoiding prompt dependency.
        
        PECS is a trademarked system that, through a very regimented process, uses images to take users from visually associating those images with real life and eventually using those images to create "sentences" or expressions to answer questions.
        There are 7 phases
        PHASE I
        How to Communicate
        PHASE II
        Distance and Persistence
        PHASE III
        Picture Discrimination
        PHASE IV
        Sentence Structure
        PHASE V
        Responsive Requesting
        PHASE VI
        Commenting
        It's proprietary and the company offers training courses in the system.
        
        Sample PECS cards
        
        Augmentative and Alternative
        Communication
        There are both low tech and hi tech solutions to helping people communicate.
        The simplest form is what's known as a communication board / book. It's a set of images that one merely needs to point to.
        The more advanced form of this is what's know as a speech generating device. They effectively do what a communication board does, except they produce sounds as well. More modern ones have eye tracking capabilities so the user just needs to look at the images.
        
        Communication Board/Books
        
        Speech Generating Device
      - Personal Use:
        My Classes are primarily communication focused and along with that I've had more than a few students who have needed extra help with speech and language. Typically the help comes in the form of patience, but with a few children I've needed to use a communication board.
        Here is a link to my mind map showing the steps my students and their parents go through to determine need.
        https://drive.google.com/file/d/1VMH5N-_1lvj3jnF7QxYIC-AWjUcTSY5x/view?usp=sharing
    - - Summary of Impairment
        
        According to Individuals with Disabilities Education Act, "Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness".
        
        Some examples of common visual impairments in children include, partial or full-blindness, amblyopia, strabismus, birth defects, and eye/brain injuries.
      - Assistive Technologies
        
        Reading & Writing
        
        Examples:
        
        Enlarged text/Digital Enhancers/ Handheld Magnifier
        
        Braille Labeler/Notetaker/Embosser
        
        Digital Recorder & Word Processor
        
        Audiobooks
        
        Video: Classroom Tools for the Visually Impaired. Click here.
        
        Math/Science/Social Studies
        
        Examples:
        
        Tactile/Sensory tools and paper.
        
        Large print flashcards, worksheets, etc.
        
        Adaptive Tools for measurement, time, graphics, shapes, calculators, 3-D objeects, adaptive maps, LabQuest etc.
        
        Video:
        Talking LabQuest
        
        Art, Music, PE
        
        Magnified text, reading devices, contrast & color tools.
        
        Music reading software.
        
        Adaptable paper, embossed pictures, tactile play kits.
        
        PE: Guide rails, tethers and guide ropes, acoustic equipment, bells, and whistles.
        
        Video: Teacher Training for PE for Children with VI
        
        Computers & Apps
        
        Magnifying Glass with Light
        magnifies text x10 with light adjustments
        
        Magnifying Glass with Light
        
        Prizmo
        scan documents to pdf using text-to-speech
        
        Prizmo
        
        Talking Calculator
        voiceover support for math functions
        
        Talking Calculator
        
        Mobility
        
        Examples:
        
        Canes
        
        Talking GPS, compasses, directions, maps
        
        Sighted companions, guide dogs, etc
      - Accomodations
        
        Students who have visual impairments may need several accommodations such as:
        
        sitting closer to the board, extra/dimmed lighting
        
        using assistive technologies such as magnifiers, audiobooks, Braille signs.
        
        needing extra time to finish work or move between classes.
        
        needing a flexible schedule for medical appointments.
        
        access to additional resources, including special education teachers and counsellors.
        
        Tips on Accommodating VI Students in your Classroom
        
        Seat VI students close to the board.
        
        Be aware of light sensitivities by placing students away from windows.
        
        Leave space between desks and classroom objects.
        
        Avoid cluttering walls with non-essential posters.
        
        Decorate using pictures with contrasted colors, large print and visuals.
        
        Establish routines to help your students complete tasks efficiently, find materials, and to feel comfortable.
      - Incidence
        
        According to the CDC "6.8% of children younger than 18 years...have a diagnosed eye and vision condition. Nearly 3 percent of children younger than 18 years are blind or visually impaired"
      - Sources: See Disabilities Tab :
      - Strategies for Learning Disabilities
        by: Korey Grexton
        (Activity 1 Flowchart, CLICK HERE)
    - - Other Health Imperiments by Anna
        
        According to Individuals with Disabilities Education Act, 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 Is due to chronic or acute health problems and Adversely affects a child’s educational performance.
        
        Asthma
        
        Summary
        
        Asthma is a condition that affects the airways – the small tubes that carry air in and out of the lungs.
        
        Incidence
        
        According to Learn How to Control Asthma,
        • 1 in 11 children have asthma
        • Nearly 3 in 5 people with asthma limit their usual activities because of their asthma
        • In the last decade, the proportion of children with asthma in the grew by 15%
        
        Symptoms:
        
        Shortness of breath, Chest tightness or pain, Whistling or wheezing sound when exhaling, Coughing or wheezing attacks
  - - - An inability to learn that cannot be explained by intellectual, sensory, or health factors.
      - An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
      - Inappropriate types of behavior or feelings under normal circumstances.
      - A general pervasive mood of unhappiness or depression.
      - A tendency to develop physical symptoms or fears associated with personal or school problems.
      - Determine whether these characteristics meet the qualifying conditions or limiting crieria of
        
        Having an adverse effect on educational performance
        
        Occurring over a long period of time (chronicity)
        
        occurring to a marked degree (severity)
    - - Emotional Disturbance. Retrieved November 04, 2020, from https://dphhs.mt.gov/schoolhealth/chronichealth/developmentaldisabilities/emotionaldisturbance
      - Identifying and Educating Students with Emotional Disturbance. (n.d.). Retrieved November 04, 2020, from https://portal.ct.gov/SDE/Publications/Identifying-and-Educating-Students-with-Emotional-Disturbance
      - OSEP Fast Facts: Children Identified With Emotional Disturbance. (2020, October 06). Retrieved November 04, 2020, from https://sites.ed.gov/idea/osep-fast-facts-children-IDed-Emotional-Disturbance-20
      - Scientific Research-Based Interventions. (2008, August). Using Scientif Research-Based Interventions: Improving Education for All Students. Retrieved November 04, 2020, from https://portal.ct.gov/-/media/SDE/Publications/edguide/srbi_full_document.pdf
      - Emotional Disturbance. (n.d.). Retrieved November 04, 2020, from https://elementaryemotionaldisturbance.weebly.com/for-teachers.html
    - - 5.45% of students with disabilities identified with emotional disturbance (Ages 6 -21) - Department of Education (2018)
      - "Students identified with emotional disturbance, ages 14-21, exiting school were more likely to drop out and less likely to graduate than all students with disabilities." - Department of Education (2019)
      - High rate of disciplinary removal from classrooms per student with disability - Department of Education (2018)
    - - Faculty - Parent - Teacher Network
        
        Faculty and Teachers are made aware of trigger of emotional disturbance for students
      - Selective group work
        
        Students who are more accomodating or understanding of the students condition
        
        Allowed time for "time outs" in which the student can have a quiet time to apart
      - Inclusive group activities
        
        Make sure the student feels included in class activities
      - Set clear behavioral rules and expectations for the whole class
      - Set tangible goals and suitable time frame
        
        recognize student achievements
        
        Breakdown assignments into smaller ones
        
        Positive reinforcement for tasks completed
      - Help student learn to organize and build learning routine
      - Follow low interest activities with high interest activities (break time)
    - - Text-to-speech software
        
        Allow students who are stressed to have the option to use text to speech instead
      - Reminder devices
        
        Device that lightly nudges student to pay attention
      - Noise level indicators
        
        Allows teachers notice when noise is getting too loud - excessive stimuli for students
  - - - A diagnosis of ASD now includes several conditions that used to be diagnosed separately: autistic disorder, pervasive developmental disorder not otherwise specified (PDD-NOS), and Asperger syndrome. These conditions are now all called autism spectrum disorder (US Department of Education, 2020).
        
        Treatment - There is currently no cure for ASD. However, research shows that early intervention treatment services can improve a child’s development.2, 3 Early intervention services help children from birth to 3 years old (36 months) learn important skills. Services can include therapy to help the child talk, walk, and interact with others. Therefore, it is important to talk to your child’s doctor as soon as possible if you think your child has ASD or other developmental problem.
      - Signs and Symptoms:
        
        Strategies:
        1.Directly teach social skills
        2.Treat students as individuals
        3.Keep language concrete
        4.Be predictable
        5.Use visuals
        6.Avoid sensory overload
    - - References:
        IDEA. (2018, January 29). Individuals with Disabilities Education Act (IDEA). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/CDCP.(2020) What is
        Basics About Autism Spectrum Disorder (ASD) | NCBDDD | CDC. (2020, March 25). Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/autism/facts.html
        Manolis, L. (2020, August 31). 6 Tips for Teaching Students With Autism. Teach For America. https://www.teachforamerica.org/stories/6-tips-for-teaching-students-with-autism
        TED. (2015, June 17). Steve Silberman: The forgotten history of autism. YouTube. https://www.youtube.com/watch?v=_MBiP3G2Pzc
- - - - Summary of Intellectual Disabilities
        
        According to the Association on Intellectual and Developmental Disabilities, intellectual disability, previously known as "mental retardation", refers to the substantial limitations in intellectual functioning and adaptive behavior.
        
        Intellectual functioning refers to reasoning, learning, and ability to problem solve. Adaptive behavior refers to the everyday practical and social functioning of life.
      - Incidence
        
        According to the CDC National Center for Health Statistics, "the prevalence of intellectual disability was lower among younger children than older. It was discovered to be 0.73% among children aged 3–7 years, 1.45% among children aged 8–12 years, and 1.40% among children aged 13–17 years."
      - Types/Causes
        
        Down Syndrome
        
        Down Syndrome is an intellectual disability wherein the person has an extra copy of a chromosome, namely chromosome 21. Individuals with down syndrome usually have an IQ in the mid- to low-range and are slower to speak. It occurs in about 1 in 700 babies.
        
        Physical Signs
        
        According to the CDC, some signs of Down Syndrome are:
        "a flattened face, almond-shaped eyes that slant up, a short neck, small ears, tongue that tends to stick out of the mouth, tiny white spots on the iris of the eye, small hands and feet, a palmar crease, small pinky fingers that sometimes curve toward the thumb, poor muscle tone/loose joints, and shorter height as children and adults."
        
        Types
        
        Trisnomy 21
        
        In this type of Down Syndrome, each cell in the body has 3 copies of chromosome 21 instead of 2. 95% of people with Down Syndrome have this type.
        
        Translocation Down Syndrome
        
        According to the CDC, "this (type of down syndrome) occurs when an extra part or a whole extra chromosome 21 is present, but it is attached or “trans-located” to a different chromosome rather than being a separate chromosome 21." It affects 3% of those with down syndrome.
        
        Mosaic Down Syndrome
        
        The remaining 2% have Mosaic. In this type, some of their cells have 3 copies of chromosome 21 some have 2 copies.
        
        Fragile X Syndrome
        
        FXS is a genetic disorder caused by changes in a gene which causes them to not make a protein, FMRP, needed for normal brain development. https://youtu.be/auIwEV1SiBQ
        
        Signs/Symptoms
        
        Developmental delays such as not sitting, walking or talking on track with children of the same age. Learning disabilities such as trouble learning new skills. Social and behavioral problems such as trouble with eye contact, anxiety, lack of focus, etc.
        
        Illnesses
        
        Infections such as meningitis, whooping cough, or measles can lead to intellectual disability.
        
        Problems During Childbirth
        
        Intellectual disability may result from a lack of oxygen during childbirth or being born extremely premature.
        
        Unknown
        
        In two-thirds of children with an intellectual disability, the cause is unknown. Click here for website
        
        Problems During Pregnancy
        
        The most common cause of intellectual disability associated with pregnancy is fetal alcohol syndrome. Other factors involve malnutrition, infections, and preeclampsia, which is when pregnant women have high blood pressure, protein in their urine, and swelling in their hands, feet, and legs.
        
        Injury
        
        According to WebMD, "severe head injury, near-drowning, extreme malnutrition, infections in the brain, exposure to toxic substances such as lead, and severe neglect or abuse can also cause intellectual disabilities."
      - Accommodations/Improvement Options
        
        Summary of Accommodations
        
        Early Intervention services such as speech therapy can help with trouble speaking. Visual schedules and timers help with focus. Text-to-Speech programs help with auditory feedback as well. Enlarged, color-coded labeling to aid in the use of computers/technology. Environmental adaptations to ease the strain on fine and gross motor skills.
        
        Class Improvement Options
        
        Encourage Group Activities: Since social skills are one of the struggles associated with intellectual disabilities, it's imperative to socialize the child early on and encourage socialization in and outside of the class. Facilitate this by grouping students in pairs or small groups for projects.
        
        Foster Independence: Allow the student to have some freedom within the classroom setting. Encourage them to try new skills and provide a positive atmosphere. Enable them to grow to independence with the use of scaffolding and visual aids.
        
        Slower-paced Instruction: Provide step by step instruction and aid all instruction with the use of pictures, video and gifs to help the student visually connect with the material. Allow the student to copy sentences at first, then provide a fill-in-the-blank with options, then provide a fill-in-the-blank with no options, and finally allow them to write their own sentences.
        
        Technology: Incorporate the use of smart devices in the classroom to allow for a personal visual activity reminder for the student. Use of the device should provide the student visual and auditory stimulation to complete activities and provide a fun approach to finishing tasks as well.
      - Related/Co-occurring conditions: Often intellectual disabilities co-occur with other conditions such as ADHD, Autism Spectrum Disorder, Social Communication Disorder, and Specific Learning Disorders.
      - In-Depth View of Learning Difficulties: A Special Education Evaluation Plan
    - - 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.Taken fromhttps://sites.ed.gov/idea/regs/b/a/300.8/c
        
        Assistive technologies
        
        Text to speech/speech to tex((https://play.google.com/store/apps/details?id=com.google.android.tts&hl=en&gl=US))
        
        Reading pens
        
        Ipads/Tablets
        
        Word prediction software
        
        Visual search engines
        
        Electronic worksheets
        
        Talking calculators
        
        Variable speed recorders
        
        Speech generating device
        
        Microswitch
        
        Audiobooks
        
        Spell checker
        
        Hearing aids
        
        Motor assistive devices
        
        Videotaped social skills
        
        Accomodations
        
        Multidisciplinary team
        
        Easy to access home and school
        
        Buddy system
        
        Time
        
        Stress reductions strategies
        
        Curriculum
  - - - There are 360 million persons in the world with disabling hearing loss (5.3% of the world's population)
        
        328 million (91%) of these are adults (183 millions males, 145 million females)
        
        32 (9%) million of these are children
        
        The prevalence of disabling hearing loss in children is greatest in South Asia, Asia Pacific and Sub-Saharan Africa
    - - Augmenting Devices/Systems
        
        Personal FM Systems
        
        can send a teacher's voice through FM radio waves directly to small receiver worn by student
        
        Soundfield Systems
        
        send the teacher's voice from a microphone to one or more speakers positioned close to child
        
        Other Assistive Listening Devices
        
        include infra-red (IR) systems through which sound is transmitted using infrared light waves
        
        Audio-visual FM Systems
        
        facilitate speech-reading for students who are oral-deaf or hard of hearing
      - Transforming Devices/Systems
        
        Translation Services
        
        allow the words of a speaker to be transcribed, by a trained individual using a keyboard, into text on a display
        
        Accessible Instructional Materials (AIM)
        
        text-to-speech
        
        word prediction
        
        etc.
        
        Captioning Services for video/audio productions
        
        Face to Face Communications Systems
        
        an educator and student can type messages back and forth on devices with keyboards and displays like Ubi-Duo and Interpretype
        
        Text and other Adaptive Telephones (TTY)
        
        can provide access for individuals who cannot use amplified phones
    - - A student is eligible for special education services if the student's disability has an adverse impact:
        
        On the student's educational performance when the student is at the age of eligibility for kindergarten through age 21
        
        On the student's developmental progress when the student is age three through the age of eligibility for kindergarten
      - Teachers trained to deal with deaf students both through curriculum and in alternative ways of communication such as sign language
      - Assign children to classrooms with acceptable acoustics
      - Make sure child's hearing aids/implants are functioning each day
      - Seat student in second row and a little off to one side of classroom to better see both the teacher and classmates as they speak. If they have a better ear, that ear should be facing the teacher
    - - Deafness
        
        Deaf refers to hearing impairments that preclude successful processing of linguistic information through audition, with or without a hear ing aid. A person who is termed as 'deaf' usually has a profound hearing loss (beyond 90dB) and is pre-lingual.
      - Hearing Loss
        
        Disabling hearing loss refers to hearing loss greater than 40dB in the better hearing ear in adults (15 years or older) and greater than 30 dB in the better hearing ear in children (0 to 14 years).
      - The most prominent feature of this impairment is the difficulty in hearing, understanding, and using spoken language. Those born with or acquire it at a young age may not have heard any language at all. They do not learn and use spoken language automatically. Others who acquired this impairment later in life may still experience difficulties in using spoken language to communicate.
  - - - Orthopedic impairment can be used to describe a large number of conditions. According to the US Department of Education, this includes congenital anomaly, impairment caused by disease, and impairments from other causes.
      - Examples
        
        Disease
        
        Polio, bone tuberculosis
        
        Congenital
        
        Absence of a member, Clubfoot, Cerebral palsy
        
        Other
        
        Amputation, fractures, burns, various others
    - - Very difficult to quantify due to the wide variety of included disorders
      - In the 2003-2004 school year, it was reported the 68,188 students in the US received aid for an orthopedic impairment.
        
        Assuming a student population of approximately 60,000,000, this is about 1 in 900 students.
      - In 2019, there were 8,916 new TB cases in the US. TB affects the musculoskeletal system in about 3% of cases
        
        This means there were about 268 new cases of TB that cause an orthopedic impairment or 1 for every 1.2 million people.
    - - Special Seating
        
        Should be used to maximize student functionality and improve posture.
      - Focused Instruction
        
        Extra time can be taken to aid in the development of fine motor skills in particular.
      - Augmented Communication
        
        When necessary, this ensures students are able to communicate effectively.
      - Medical Awareness
        
        Educators must be aware of the practical limitations of students. For example, they might tire more quickly.
      - It's important to note many students with orthopedic impairments have no cognitive impairment at all. These students will be able to participate fully in the same curriculum as their non-impaired peers and can and should be included fully using a combination of the above strategies.
    - - Specialist Access
        
        Physical Therapists
        
        Focus on improving and maintaining motor functions.
        
        Occupational Therapists
        
        Focus more on fine motor skills than physical therapists. This is especially neccesary for students who's impairment affects the hands and forearms.
        
        The varied nature of this kind of impediment makes the likelihood of necessary specialists for academic achievement high. It's important to note that many students will need several of these specialists.
        
        Speech Language Pathologists
        
        Focus on improved speech with students who have impairment in the jaw/tongue region.
        
        Adapted Physical Education Teachers
        
        Specially trained PE teachers who know how to involve students with varied impairments, in conjunction with PTs and OTs.
      - Devices to Access Information
        
        Devices focused on allowing students to access learning content like their peers.
        
        Examples
        
        Speech Recognition Software
        
        Screen Reading Software
        
        Alternative Communication Devices
        
        Other specialized software
      - Devices for Aiding Mobility
        
        Devices that ensure students are physically able to participate in activities.
        
        Examples
        
        Canes
        
        Walkers
        
        Crutches
        
        Wheelchairs
        
        Any necessary exercise equipment
        
        Specialized chairs/desk to aid with posture.
  - - - According to the Individuals with Disabilities Education Act (IDEA), deafness means "a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance."
        
        The clause "with our without amplification" is very important because this includes children who use hearing aids or cochlear implants. This implies that even children with these aids alone will not provide sufficient accommodation for success in the classroom.
      - Incidence
        
        According to the WHO, 34 million children globally experience "disabling hearing loss".
    - - Power Point
        
        Using PowerPoints with lectures can help provide deaf students with additional frames of reference.
      - Closed Captioning
        
        *If not available on the chosen video, it is helpful to provide a transcript in advance.
        
        Will provide text for all auditory information. For example it will include sounds or noises in the video. It will also include speakers' names when necessary. It should be used on all videos shown during the class.
        
        https://www.youtube.com/watch?v=FKrb89Wy_Uw
      - Text-to-Speech Apps
        
        These can be used to help students communicate and participate in class without an interpreter.
        
        Deaf students can give an "oral" presentation by typing into the app and then "playing" the speech for the class.
        
        Speak it! in the App Store.
        
        https://www.youtube.com/watch?v=oqODEciGHqw
      - Cochlear Implant
        
        An implant which bypasses normal hearing processes and allows those who have minimal to no hearing remaining to have some hearing.
      - Hearing Aids
        
        Amplify sounds so that students with some hearing may hear better. If as student only has a small amount of hearing remaining, even with hearing aids they may only hear when other speak loudly. Can be used in tandem with FM Radio in the classroom.
      - FM Radio
        
        Can send the teacher's voice from a microphone worn by the teacher to a wireless receiver placed near the student or attached to their hearing aid or cochlear implant
        
        All About FM
    - - Interpreters
        
        https://www.youtube.com/watch?v=6Cs_ItSgiOU
        
        They translate lectures in real time to sign language for the deaf students in the classroom.
      - Seating Within the Classroom
        
        Close enough to see the teacher and the teacher's mouth to facilitate lip-reading.
        
        A good view of the interpreter if there is one in the class.
        
        A good view of their classmates so they can see their mouths when they speak to facilitate lip-reading.
      - Notetakers
        
        Deaf students cannot be watching the interpreter, looking at their teacher, and taking notes all at the same time. It is helpful to have someone take notes for them so they may review them later.
      - Accommodations specifically for deaf students who are not profoundly deaf or are using hearing aids or cochlear implants. (These accommodations focus on reducing or eliminating extraneous noise, which will help students be able to better use what little hearing they still have.)
        
        Types of classrooms to avoid
        
        Classrooms overlooking a playground or busy street
        
        In high traffic-hallway
        
        Large classrooms with high ceilings
        
        Open classrooms or those with semi-permanent walls
        
        Modifications to make to the classroom
        
        Add area rugs to classrooms with tile or hardwood floors to reduce acoustic reverberation.
        
        Add tennis balls or another form of furniture sliders to reduce scraping sounds when moving desks or chairs.
        
        Example of an alternative
        
        Tennis Balls on Chairs:
        
        Remove:
        
        Loud clocks
        
        Aquariums
        
        Refrigerators
      - https://www.youtube.com/watch?v=NSHRQRsvFYs
  - - - A traumatic brain injury is any damage to the brain from physical trauma. This generally comes from being hit hard on the head, such as head to head contact in a sport.
        
        Types
        
        Concussion:
        
        Occurs when a force strikes the head, often but not always including a loss of consciousness. The rapid movement causes the brain to twist within the skull, which causes damage the brain structures.
        
        Contusion
        
        A bruise on the brain, which can cause bleeding and swelling in the brain.
        
        Coup Injury
        
        Occurs directly under the site of impact. This is more easily pinpointed due to the bruises or cuts on the surface of the impact point.
        
        Contrecoup
        
        Occurs opposite to the site of impact. This is caused when the force causes the brain to hit the skull opposite of the point of impact.
    - - Due to the varying types of traumatic brain injury and vary levels of severity, there are a wide range of Assistive technologies.
        
        Students suffering decreased mobility might need a wheelchair, walker, or electric scooter.
        
        Students suffering decreased cognitive ability can use computers for writing rather than pen and paper, tape recorders to record lessons and important information, and alarms to keep track of time.
    - - 2.87 million TBI related emergency room visits, 837,000 of which were among children.
      - Most common causes are falls, car accidents, and being struck by or against an object.
    - - Students experience traumatic brain injuries should be given extended deadlines due to the nature of the condition. After the initial injury, students will not be able to perform at their usual level, but with time they will regain their mental capacity.
      - Students who have recently experienced a traumatic brain injury should not take any important tests. Their performance will almost certainly be much worse in the two weeks following the injury.
    - - Traumatic Brain Injury. (n.d.). Retrieved November 04, 2020, from https://www.urmc.rochester.edu/childrens-hospital/developmental-disabilities/conditions/traumatic-brain-injury.aspx
      - Payne, W. (2020, June 02). Contrecoup Brain Injury. Retrieved November 04, 2020, from https://www.ncbi.nlm.nih.gov/books/NBK536965/
  - - - The American Association of the deaf-blind say that about half the cases in America are from a genetic condition called “Usher Syndrome”. The child may be born with some hearing or vision but ultimately will loose both. This can also be caused by birth trauma (for example, head trauma), illness (for example, meningitis), and injury (for example, stroke).
        
        The Educational challenges very based on the different levels of deafness and blindness but two main areas are reading and communicating. The child may have trouble understanding classroom lectures, participating in classroom discussion, presenting oral reports, and fulfilling reading assignments.
        
        Teachers can help the child overcome these educational challenges by learning the student’s abilities and how to work with these abilities. The Oklahoma’s State Department of Education works highly with the power of touch. A teacher can introduce touch, like a pat on the back, to communicate a job well done and other touch cues to effectively communicate with the child.
        
        Type of Hearing Loss
        
        Severe to profound loss 31%
        
        Moderate to moderately severe loss 34%
        
        Mild loss 14
        
        Functional hearing loss 12%
        
        Progressive loss 1%
        
        Auditory neuropathy 6%
        
        Further testing needed 8%
        
        Type of Vision Loss
        
        Totally blind or light perception only 10%
        
        Legally blind 23%
        
        Low vision 33%
        
        Functional vision loss 23%
        
        Progressive vision loss 4%
        
        Further testing needed 7%
- - - - School Policy
        
        All schools should have anti-bullying policies, which should reduce the number of children being affected by bullying
      - Education
        
        When students are presented with scientific information about asthma, why some people have it and some people don’t, why a student carries an inhaler or epinephrine auto-injector – they understand. Students become more knowledgeable and more accepting.
        
        Symptoms of Attack
        
        Common signs of an asthma attack are: • coughing • shortness of breath • wheezing • tightness in the chest • being unusually quiet • difficulty speaking in full sentences • sometimes younger children express feeling tight in the chest as a tummy ache.
        
        Simulating or Role playing
        
        Role-playing and simulation of different situations not only increases social awareness but also instills compassion and care for peers. It will teach students how to provide help if needed, too.
- - - - Managing epilepsy while at school may involve:
        Educating the school nurse, teachers, staff, and students about epilepsy and its treatment, seizure first aid, and possible stigma associated with epilepsy.
        Following the seizure action plan and administering first aid
        Helping students avoid seizure triggers, such as flashing lights, or other triggers identified in the seizure action plan.
    - - US Census Bureau, Population Division [database online]. Annual estimates of the resident population by sex, age, race, and Hispanic origin for the United States, States, and Counties: April 1, 2010, to July 1, 2013. Retrieved from https://www.census.gov/popest/data/national/asrh/2013/index.htmlexternal icon.
    - - [https://www.youtube.com/watch?v=8vISHhKCw_Q&ab_channel=EpilepsyAction
    - - Epilepsy is one of the most common chronic neurologic conditions in children and affects 0.5% to 1% during childhood. Incidence rates in high-income countries appear to be declining, but there is a lack of contemporary population-based data on incidence and prevalence
- - - - NICE guidelines, published October 2009. Nice.org.uk. Retrieved on 2015-11-24.