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Learning Disabilities, school age, dyslexia, Symptoms, Dyslexia - low…
Learning Disabilities
Deafness (Low Incidence) - Mykel
Other Accommodations
Announcements, assignments, and other important information given verbally should also be given in writing.
Keep your mouth in line of sight for students who lip-read
Unobstructed line of sight to interpreter
Assistive Technologies
Digitized Speech AAC Devices
Video Lessons with Interpreter
Picture Boards
Closed Captions
Smartphone apps to translate sign language to text
Augmented reality technology can allow for group collaboration on a project and for virtual sign language interpreters
https://www.youtube.com/watch?v=RpSCHIEzHFw&ab_channel=MarketWatch
Haptic technology creates and experience through kinaesthetic communication via vibrations, motion, and applied forces.
On average, 2 to 3 out of 1000 children are born with significant hearing loss in one or both ears.
Resources
Assistive Devices for People with Hearing, Voice, Speech, or Language. (2020, July 15). NIDCD.
https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders
Assistive Technology in the Classroom For Deaf and Hard of Hearing. (n.d.). Central Institute for the Deaf.
https://cid.edu/wp-content/uploads/2013/10/Assistive-Technology-in-the-Classroom.pdf
MarketWatch. (2019, April 18). How tech is improving lives in the deaf and hard of hearing community. YouTube.
Quick Statistics About Hearing. (2020, October 2). NIDCD.
https://www.nidcd.nih.gov/health/statistics/quick-statistics-hearing#:%7E:text=About%202%20to%203%20out,in%20one%20or%20both%20ears.&text=More%20than%2090%20percent%20of%20deaf%20children%20are%20born%20to%20hearing%20parents.&text=Approximately%2015%25%20of%20American%20adults,over%20report%20some%20trouble%20hearing
.
Sec. 300.8 (c). (n.d.-a). Individuals with Disabilities Education Act.
https://sites.ed.gov/idea/regs/b/a/300.8/c
According to 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."
Flow Chart for Special Education Referral
Orthopedic Impairment
Low-Incidence
(Andrew)
Potential Causes
Amputation
Birth trauma
Burns
Cerebral palsy
Disease (poliomyelitis, bone tuberculosis)
Fractures
Genetic abnormality
Injury
Accommodations
(Vary depending on the impairment)
Other Accomodations
Behavioral Considerations
Seating Arrangements
Travel
:to and from school
Participation
: Some may need to be excused from physical education, while some may not
Elevator Access
Specialists
Physical Therapist
Occupational Therapist
Speech-Language Pathologist
Adapted Physical Education Teachers
Other therapists (massage, music, etc.)
Assistive Technologies
Devices to Access Information
Speech Recognition Software
Screen Reading Software
Augmented and Alternative Communication Devices
Academic Software Packages for Students with Disabilities
Devices for Positioning and Mobility
Canes
Walkers
Crutches
Wheelchairs
Specialized exercise equipment
Specialized chairs, desks, and tables
Further Information :check:
Low-Incidence Disabilities
Orthopedic Impairments and Special Needs Students
Orthopedic Impairment- Project Ideal
Flow Chart for Struggling Students -Andrew Merchant
Autism (Low Incidence)-Theresa
Assistive Technologies at school
Provide regular classroom routines.
Cue transitions by preparing students for the command and how they will be completed.
Use positive behavior supports and reinforcement strategies to increase motivation.
Develop appropriate expectations for growth and competence.
Offering fewer choices to avoid additional frustration
Assistive Technologies for parents
Join a parent group in your community or school's district.
Volunteer at school functions or offer to be a class mom.
Take care of yourself. Your children need you.
Make sure to have a repertoire of leisure activity with your children.
Educate your friends and family as to what's going on in your household.
Other accommodations for teachers.
6 Tips for Teaching Students With Autism
Be predictable
Keep language concrete
Use visuals
Directly teach social skill
Avoid sensory overload
Visual Impairment
Low Incident
(David) :
Assistive Technologies
Writing
Adaptive Paper - specialized paper with darkened lines, raised lines, or using color
Writing Tools - bold felt tip markers or soft lead pencils.
Video Magnification/CCTV
Talking word processor - Text to Speech software
Braille Notetaker
Computerized Pens
Math
Abacus
Interactive Whiteboards
Adaptive/Accessible Calculators
Interactive Monitors
Reading
Handheld Magnifiers
Video Magnifier
Enlarged Text
Braille
Audio Books
Digital Text
Other Accommodations
Canes
Electronic Travel Aids
Visual Impaired friendly environment.
Reduce glare
Decrease visual clutter.
Rearrange furniture, shelving, or other potential hazards.
Use color or contrast to identify steps, curbs, boundaries, door frames, or shelves.
Provide tactile cues or braille labels
GPS Devices
Identifying Struggling Students and creating IEPs
Flow Chart
Emotional Disturbance（High Incidence, 6%)-Chunyan Zhou
Resources
Friend, M., & Bursuck, W. (2018). Including Students with Special Needs: A Practical Guide for Classroom Teachers, plus MyLab Education with Pearson eText -- Access Card Package (What’s New in Special Education) (8th ed.). Pearson.
Education Programs (OSEP). (2018). Guidelines for Serving Students with Emotional Disturbance in Educational Settings.
https://files.eric.ed.gov/fulltext/ED594653
Assistive technologies
Reading tools
Audio books and publications
Optical character recognition
How does the optical character recognition work?
Paper-based computer pen
Speech synthesizers/screen readers
Variable-speed tape recorders
Writing tools
Talking word processors
Graphic organizer
Speech recognition software
Abbreviation expanders
Alternative keyboards
Proofreading software programs
Talking spell-checkers/electronic dictionaries
Math tools
Talking Calculators
Paper-based computer pen
Self-track and measure tools
Stopwatches
Excels or numbers in smartphone or computers
Other Accomodations
adaptive seats arrangement
Give them postive reinforcement
Provide visual schedule in class
designate a calm-down area in classrooms
Accommodations
Assistive listening devices
Hearing loop systems, also known as induction loop systems can be used to connect microphone directly to a student’s hearing aid.
Use devices that adapt sound to text
Frequency modulated (FM) systems can be used to transmit sound from a teacher's microphone to a student at a constant volume regardless of distance.
Other accommodations
Use written text
Use an interpreter
Use visual aids
Let the student sit in the front
All instructions must be written on handouts
use captioned videos
Developmental Delay (Low Incidence) - Melinda
Assistive Technologies
Literacy & Reading
Audiobooks
Other Literacy Tools (e.g., "Bookworm", which transforms any book into audiobook)
Enhance phonemic awareness of vocabulary words by recording letter sounds and words by recording letter sounds and words into the BookWorm literacy tool
Record children’s storybooks with lyrical passages that can be sung into the BookWorm
Assist students through guided practice of social stories, conversation books and comic strip conversations
Speech delay
Text-to-Speech software
Processing delay/Distraction
FM Systems (radio broadcast technology; student uses headphones/receiver, teacher communicates through microphone
Other Accommodations
Physical Development
Provide daily opportunities and activities for children to use handheld tools and objects.
Incorporate singing and dancing into many activities.
Place objects in student’s hand to hold and feel.
Give students access to multiple resources: blocks, clay, paper, pencils, crayons, safety scissors, play dough, and manipulatives to use.
Use activities that involve cutting, pasting, drawing and writing.
Cognitive Development
Use the student’s preferences and interests to build lessons (get input from parents)
Allow student time to complete tasks and practice skills at own pace.
Acknowledge level of achievement by being specific.
Be specific when giving praise and feedback
Break down tasks into smaller steps
Demonstrate steps, and then have student repeat the steps, one at a time
Differentiate instruction
Demonstrate what you mean rather than giving directions verbally
Show a picture when presenting new information verbally.
Provide hands-on materials and experiences
Pair student with a buddy who can assist with keeping the student on track
Provide a visual schedule of activities that can be understood by the student (using photos, icons)
Use short and simple sentences to ensure understanding.
Repeat instructions or directions frequently
Keep distractions and transitions to a minimum
Communication Development (Speech & Language)
Use large clear pictures to reinforce what you are saying
Paraphrase back what the student has said.
Identify and establish functional communication systems for students who are non-verbal.
Label areas in the room with words and pictures.
Use sequencing cards to teach order of events.
Develop a procedure for the student to ask for help
Have easy and good interactive communication in classroom.
Consult a speech language pathologist concerning your class
Encourage participation in classroom activities and discussions
Social and Emotional Development
Use strategies to assist student in separating from parent
Set a routine in saying goodbye (such as finding a book to read)
Value and acknowledge student’s efforts
Provide opportunities for students to play in proximity to one another.
Provide opportunities for students to interact directly with each other
Explore feelings through use of play
Teach students to express their feelings in age-appropriate ways (self-regulation)
Ask students to imagine how their behavior might affect others (self-reflection)
Comment on and describe what student is doing (be specific)
When dealing with conflict, explain what happened in as few words as possible and use a calm, not-angry voice
Point out consequences of the student’s behavior.
Brainstorm better choice(s) with students
Read books about feelings
Teach students words for important people and things
Adaptive Behavior (Life Skills)
Explicitly teach life skills related to daily living and self-care.
Break down each skill into steps.
Use visual schedules with pictures / icons to demonstrate each step
Minimize distractions and the possibility for over-stimulation.
Teach and model personal hygiene habits such as washing hands, covering mouth and nose when sneezing or coughing, and dental care
Teach and model rules and practices for bus safety, playground safety, staying with the group, and safety in the classroom
Teach and model procedures for dealing with potentially dangerous situations, including fire, severe weather, and strangers
Traumatic Brain Injury
Low Incidence
(Tyler) :
Assistive Technologies
Computer
: used for essay questions on exams
Calculator
: used
for math classes
Audio
: recording of textbooks
Accommodations
extended exam time
: 150-200%
Powerpoint
: provide slide copies
Quiet room
: to work without distractions
school age
difficulty finding the right word/forming the answers to questions
problems remembering the sequence of things
problems processing/understanding what is heard
difficulty seeing/hearing similarities in words and letters
reading below expected level for age
inability to sound out the pronunciation of an unfamiliar word
difficulty spelling
spending an unusually long time performing reading/writing tasks
avoiding activities that involve reading
before school
difficulty learning nursery rhymes/playing rhyming games
late talking
learning new words slowly
problems forming new words correctly
problems naming colors, numbers, and letters
Types of dyslexia
trauma
(also known as
acquired
)
- result of a brain injury from trauma or disease
phonological
-difficulty in identifying the individual sounds that make up a word
secondary/developmental
-occurs due to infections, and sometimes poor nutrition in the womb, causing babies to experience brain development issues which can cause neurological impairment
surface
-difficulty seeing the whole word
primary
-dyslexia that is a result of a genetically inherited condition
visual
- difficulty reading and remembering what has been seen on a page
Occurrences
3 million cases per year
affects 3-7% of world's population
20% of world's population has some degree of dyslexia
more men diagnosed than women
dyslexics have higher rates of ADHD
Management/Monitoring
Comprehend what he or she is reading
Read aloud to build reading accuracy, speed and expression (fluency)
Understand that letters and strings of letters represent these sounds and words (phonics)
Build a vocabulary of recognized and understood words
Learn to recognize and use the smallest sounds that make up words (phonemes)
Flow Chart
https://coggle.it/diagram/X8mv7FJoLJ3L-Idp/t/-
Symptoms
teens and adults
Problems spelling
Avoiding activities that involve reading
Slow and labor-intensive reading and writing
Mispronouncing names or words, or problems retrieving words
Difficulty reading, including reading aloud
Trouble understanding jokes or expressions that have a meaning not easily understood from the specific words (idioms), such as "piece of cake" meaning "easy"
Spending an unusually long time completing tasks that involve reading or writing
Difficulty summarizing a story
Trouble learning a foreign language
Difficulty memorizing
Difficulty doing math problems
Dyslexia - low incidence :Christopher
Cohort 3
Hearing impairment: Low Incidence (Molly)
