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14 IDEA Disability Categories (Low incidence (Visual impairment, including…

- - - - 1 out of 59 children have an Autism diagnosis
    - - Established Routines. Sudden change is difficult for students with Autism so keep a set routine if if the daily schedule changes some.
      - Tactile Sensory Tools
        
        Up to 95% of Autistic children have some difficulties with regulating their sensory system. Providing tools (aka fidgets) so that these students can regulate themselves can help them focus in class and feel calmer
      - Quiet Corner
        
        Providing a safe space for students to go when they are feeling overwhelmed by the distractions of the classroom can be very helpful. you can put things like noise canceling headphones or weighted blankets in this area.
      - Extra Breaks
      - Provide daily outlines for schedule if it varies day-by-day
    - - PECS Book/Board can make it much easier for these students to communicate. It can be used to make choices or to express emotions
      - IPads: There are many apps made to better the lives of people with Autism. It can also be used as an alternative to a PECS binder. https://www.youtube.com/watch?v=G4I-DaC8omA
      - Visual Boards can help remind the student of what is going on, expectations, and to give them reassurance
      - Talk Pad
      - Sign Language
        
        Sign Language is considered on of the best means of communication to teach children with Autism who struggle with communicating vocally since it is a complete language unlike PECS
  - - - 2001 to 2005, the TBI rates increased from 521 to 616 per 100,000 population
        
        in 2010, increased to 824 per 100,000 population
    - - improve
        
        concentration
        
        Have student sit near teacher in the classroom.
        
        Allow student to use a recorder.
        
        Keep distractions to a minimum.
        
        Provide assignments in writing.
        
        Memory
        
        Have student use a daily organizer to aid memory.
        
        Have student use flash cards to help recall information.
        
        Encourage use of highlighters.
        
        executive function
        
        Have student return homework in a specific place.
        
        Display classroom schedule.
        
        Review daily routines with student.
      - The mental processes that help connect past experience with the present.
    - - Small voice recorders on keychains or message recorders
        
        Recorders can be pre-recorded with reminder messages including appointments, telephone numbers, grocery lists, or prescription refills.
      - Handheld microcomputers
        
        Using touch screen capability and allow an individual to easily input, save, and retrieve notes, telephone numbers, dates and daily reminders, and to-do lists.
  - - - Non-Optical Devices
        
        a reading stand to bring text closer to the eyes
        
        bold markers for writing
        
        dark-lined paper that is easier to write on
        
        large-print calculators
        
        large-print textbooks
        
        hat or visor to decrease the glare of the overhead lights or the sun
      - Optical Devices (Low vision devices)
        
        magnifiers/telescopes
        
        video magnifier
      - "High-Tech" Assistive Technology
        
        speech-reading software
        
        enlarging text and images on the computer screen
        
        Introduction to Technology in the classroom
        
        https://youtu.be/LVv-fw1T3pY
      - Other tools
        
        Low Vision
        
        eyeglasses or contact lenses
        
        smartphone or tablet
        
        digital recorder
        
        Blindness
        
        braillewriter
        
        refreshable braille display
        
        calculator with a voice output
        
        audio book player
        
        talking dictionary
    - - Support sensory learning: Learning through touch, smell, taste, and hearing.
      - Organize the classroom so the student can move safely and independently.
      - Read and write in Braille
    - - The U.S. Department of Education reports 6,048,882 students (from ages 6 to 21) receiving special education services in the 2016-17 school year. Of that number, roughly 0.4%, or 24,706 students, received special education services based on a classification of visual impairments including blindness. Source
        
        0.4% of students receiving services under IDEA
  - - - Environmental
        
        Special lighting
        
        Room design modification
        
        Noise/reverberation reduction i.e.carpet &
        other sound absorption materials
        
        Keep the distance between the teacher and student below 10 feet to support spoken language with speechreading.
        
        Reduce noise from outside by closing windows and placing classrooms with deaf students as far as possible from noise sources (playing fields, roads, construction)
        
        Reduce noise within the classroom school by closing doors and focusing on noise control during class.
        
        Stick pads on the bottom of chair and table legs.
        
        Turn off computers and other equipment when not in use.
      - Instructional
        
        Buddy system for notes, extra explanations/directions
        
        Extra time to complete assignments
        
        Check for understanding
        
        Visual supplements (overheads, charts, vocabulary lists, lecture outlines)
      - Communication
        
        Priority seating arrangement
        
        Ensure student’s attention prior to speaking
        
        Reduce auditory distractions
        
        Allow student time/assistance to locate speaker in small or large group setting
        
        Enhance speechreading conditions (avoid hands in front of face, moustaches well-trimmed, no gum chewing)
        
        Enunciate speech clearly
        
        Allow extra time for processing information
    - - Personal hearing instruments
        
        Hearing aids
        
        Cochlear implants
        
        Bone anchored hearing aid (BAHA)
      - Personal hearing assistive technology (HAT)
        
        FM systems
        
        Infrared systems
        
        Induction loop systems
        
        One-to-one communication
      - Classroom sound distribution systems (CADS)
      - Visual alert systems e.g. visual fire alarms
      - Captioned movies and videos.
      - Note takers to take notes so that student can concentrate on the instruction.
      - Deaf students at Mayflower Primary school are flourishing in the classroom because their lessons are taught by a general education teacher and a sign language teacher. https://www.youtube.com/watch?v=R1C6gdXmvCo
    - - 34 Million children worldwide have disabling hearing loss.
      - In the United States, more than 12,000 babies are born with a hearing loss each year.
        
        Profound deafness occurs in 4-11 per 10,000 children in the U.S.
  - - - The U.S. Department of Education reports 6,048,882 students from age 6 to 21 receiving special education services in the 2016-17 school year. Of that number, roughly 2%, or 125,868 students, received special education services based on a classification of multiple disabilities.
        Source
        
        2% of students student receiving services under IDEA
    - - Priority Seating
      - Alternative textbooks
        
        Braille
        
        Audio
        
        Larger Fonts
    - - Sign Language
      - Text-to-Speech Technologies
        
        Computerized talkers or tablets
      - Hearing aids
      - Choice Boards
  - - - About 1 in 6 children in the U.S. had a DD in 2006-2008
    - - Routines
        
        Structure and predictability in learning, compatible school and home habits
      - Manipulatives
        
        Providing tangible example of a concept (alphabet letter tiles, wooden blocks and plastic shapes)
      - Expressions
        
        Using alternative strategies like drawing or writing short phrases to express and build confidence
      - Discussion
        
        Engaging in frequent discussion to make children feel comfortable sharing their thoughts with others
      - Seating Arrangements
        
        Minimizing distractions and the possibility for over stimulation will assist the student with focusing
    - - Part 1 - Assistive Technology for DD
      - Part 2 - Assistive Technology for DD
  - - - Personal Hearing Devices
        
        Cochlear Implants
        
        Tactile Devices (text-to-braille translation device)
        
        Hearing Aid
      - Flashing Fire Alarms
      - Digital readout tablets
      - Closed-caption TVs if class is equipped with a TV
      - Room Design Modifications e.g. sound proof doors/walls for effective sound
      - Specialized lighting in classrooms
    - - Reduce Auditory Distractions (Good Classroom Management - make sure there are no unnecessary background noises)
      - Enhanced speech reading conditions
        
        Avoid blocking face with drinking cup or hands when giving lectures
        
        Mustaches well trimmed
        
        No gum chewing
      - Incorporate body motions and visuals to assist with the assignment
      - Repeat or rephrase information if needed (Write it down on the board if it is really important)
      - Teachers speak in a clear, loud voice.
      - Obtain student's attention prior to speaking when speaking in front of the whole group. Que signals can work. For me I say "Class Class" then students repeat "Yes Yes".
      - Have students sit towards the front of class
      - Allow extra time to think over matters.
      - Extra time to complete assignments
      - Alternative Tests
    - - Approximately 15% of American adults (37.5 million) aged 18 and over report some trouble hearing.
      - As of December 2012, approximately 324,200 cochlear implants have been implanted worldwide. In the United States, roughly 58,000 devices have been implanted in adults and 38,000 in children.
      - About 2 to 3 out of every 1,000 children in the United States are born with a detectable level of hearing loss in one or both ears.
  - - - IPads
        
        IPad Curriculum https://youtu.be/vVo2bVdsBPs
      - Braille Keyboards and Notetakers
      - Magnifying glasses to help read text
      - Text-to-Speech Software
      - Hearing Aid
      - Deaf-Blind Communicator
    - - Over 10,00 children (birth to age 22) in the US are classified as deaf-blind
      - 35-40,000 adults in the the US are estimated to be deaf-blind
    - - Only 15% of children who are classified as deaf-blind are educated in regular classrooms or resource rooms
        
        39% or in separate classrooms
        
        16% are in separate public schools
        
        10% are in public or private residential facilities
        
        8% are in separate private schools
        
        7% are in hospitals or at home
        
        5% are in other settings
      - Seats with head and torso supports
      - Priority Seating: Allow them to sit closer to the teacher
      - Interpreters
      - Assign Note Takers
      - Lighting Changes
      - Have More Hands-on Learning
      - Have Highly Established Routines
  - - - DEGENERATIVE DISEASES
        various diseases that affect motor development. muscular dystrophy
      - MUSCULOSKELETAL DISORDERS
        various conditions that can result in various levels of physical limitations. juvenile rheumatoid arthritis
      - NEUROMOTOR IMPAIRMENTS
        brain, spinal cord or nervous system ex. cerebral palsy and spina bifida
    - - DISEASE
        e.g., poliomyelitis, bone tuberculosis, etc
      - OTHER CAUSES
        e.g., cerebral palsy, amputations, and fractures or burns that cause contractures
      - CONGENITAL ANOMALY
        e.g., clubfoot, absence of some member, etc.
    - - Severity
      - Usually no cognitive issues
      - :star:Accommodations
    - - Individual needs
      - :star: Maximum inclusion in the general curriculum
      - Secure augmentative devices
      - Awareness of medical conditions
      - TECHNIQUES
        
        Special seating arrangements
        
        Instruction on gross and fine motor skills
        
        Assistive devices
        
        May require specialists
        Physical Therapist, Occupational Therapist, Speech-Language Pathologists, PE Teachers, etc.
- - - - Estimates of the prevalence of ID among children in the United States based on epidemiologic studies range widely, from 8.7 to 36.8 per 1,000 (Boyle and Lary, 1996; Camp et al., 1998)
        
        While the prevalence of serious ID (IQ <50 with deficits in adaptive behavior) in the United States and other developed countries is consistently found to be in the range of 2.5 to 5 per 1,000 children, that of mild ID ranges from as low as 2 to more than 30 per 1,000.
    - - Computer games and tasks
        
        They are instantly rewarding and motivating, and provide immediate feedback about correct or incorrect answers.
      - Using media tool
        
        They enjoy listening to stories on tape either through headsets or via iPod or another similar device.
        
        https://youtu.be/k5_hia5WH5M
        
        Ensure the story is age appropriate and is read in a voice which is clear and readily able to be understood by the student.
    - - Use concrete items and examples to explain new concepts and provide practice in existing skill areas.
      - Role model desired behaviors, and clearly identify what behaviors you expect in the classroom.
      - Use appropriate communication methods such as Makaton signing for pre verbal students or those with beginning language.
      - Do not overwhelm a student with multiple or complex instructions
      - Use strategies such as chunking, backward shaping and role modeling as helpful teaching approaches.
      - Be explicit about what it is you want a student to do.
      - Learn about the needs and characteristics of your student, but do not automatically assume they will behave the same way today as they did yesterday.
      - Ask for their input about how they feel they learn best, and help them to be as in control of their learning as possible
      - Involve families and significant others in learning activities, planning and special days, as well as in informing you about the needs of their young person.
      - Put skills in context so there is a reason for learning tasks.
  - - - Screen Reading Software
      - Audio Books
      - OCR software applications
      - Voice Recognition Software
      - Text to Speech Software
      - Portable Word Processors
      - Auditory Word Processing Software
      - Graphical Word Processors
      - On-Screen Keyboards
    - - Use signal words or ques to help students understand important words or concept.
      - Break long assignments into smaller ones
      - Highlight important words by underlining or using different colors. Use bold letter words.
      - Do not give information that may be visually confusing. For example, ie words such as believe and ei words like perceive might be confusing. Likewise letter b and d can be confusing as well.
      - Use "chunking" techniques where you group information into smaller more manageable information. For example, commas written after 3 digits in numbers help read big numbers
    - - The U.S. Department of Education reports that there are over 2.8 million students being served for specific learning disabilities. This number of students is approximately 47.4% of all children receiving special education services.
  - - - In the 2016-2017 school year, the U.S. Department of Education reported that of the 6,048,882 students between 6 and 21 years of age receiving special education services, 1,014,817 students qualified as having a speech or language impairment.
        
        16.8% of all students receiving IDEA services.
      - More than 50% of all 3-, 4-, and 5-year olds with a disability receive speech and language services.
    - - Develop systems for students to ask for help and express their wants and needs
      - Give students time to express themselves and don't interrupt a slow speaker
      - Substitute oral presentations with written papers or multimedia projects
      - Give additional time to complete assignments or tests
      - Provide students with a copy of class notes
      - Create graphic organisers to help students organise and understand various language concepts
    - - Augmentative and alternative communication (AAC)
        
        Low tech AAC i.e. no batteriea or electricity required
        
        Pen and paper
        
        Picture boards
        
        Unaided communication systems
        
        Gestures
        
        Body language
        
        High tech AAC i.e. any aid that requires electricity or batteries
        
        Electronic communication boards
        
        AAC Overview https://www.youtube.com/watch?v=r3m8_YmTDDM
      - Learn more by watching this Prezi.
  - - - Worldwide prevalence of children under 18 with ADHD is 7.2% (Thomas et. al 2015).
        In the U.S., 9.4% of children have ever been diagnosed with ADHD -- that's 6.1 million children.
    - - Accommodations for inattentive symptoms
        
        Seat the student with few distractions, e.g. near the teacher instead of by the window.
        
        Give both verbal and written instructions.
        
        Limit repetitive tasks.
        
        Seat students near positive role models.
        
        Structure in brainstorming/daydreaming time into lessons.
      - Accommodations for hyperactive-impulsive symptoms
        
        Provide activity breaks
        
        Include tasks that have movement or students to be standing or seated on the floor during class
        
        Help students get organized by modeling routines and positive study habits, e.g. showing them how to use a school planner or set up their desk area effectively.
      - Accommodations for combined symptoms
        
        Praise students when they wait to answer a question (rather than blurting out responses)
        
        Break up assignments into smaller tasks to help with procastination
        
        Inform students privately that some behaviours (e.g. tapping a pen) may be distracting to other students
    - - Poor handwriting: use computers for homework assignments, either typing or using speech-to-text
      - Inattention: provide audio, video, or projector materials to help maintain interest. Make instruction as visual as possible, e.g. using Wordle.
      - Restlessness or hyperactivity: Use egg timers, music or other audio cues to show students when it is time to begin and end tasks.
      - Inattention: Allow students to use a pointer to follow along (e.g. reading) on the board or overhead projector.
      - Make activities interactive using technology, e.g. using online polling (Kahoot), quizzes that students can make themselves.
  - - - At least 1 in 10, or about 6 million people, has a serious emotional disturbance at some point in their life.
        
        At least 1 in 5 (20%) children and adolescents has a mental health disorder at some point in their life from childhood to adolescence.
    - - Low-Tech
        
        Behavioral chart, Point Sheets, Book of Possibilities
      - Mid-Tech
        
        The Talklight
        
        iPod
      - High-Tech
        
        Wii
    - - Staff Responsibilities
      - Managing Stress/Anxiety
      - Maintaining Organization
      - Maintaining attention/concentration
      - Memory Supports
      - Maintaining stamina
      - Managing change/transitions
      - Managing social interactions
      - Supporting social anxiety