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IDEA's 14 Categories of Disabilities** (Low Incidence Categories…

- - - - Anything that inhibits a person from reading or hearing an artistic work in its original format
    - - It is disability that makes it hard to read. It is NOT a visual problem. I also does not affect overall intelligence.
        
        At the state level, they define dyslexia, call for early screening, provide schools with intervention procedures ("Dyslexia Handbooks"), provide teacher training, funds programs, and provides accommodations.
        
        The federal law (IDEA) is minimalist and state laws often offer more protections. The federal law doesn't define dyslexia and doesn't give specific guidelines on how to support students with dyslexia.
        
        Dyslexia and Foreign Language Teaching
        {VIDEO with tips}
    - - It is a dysfunction that affects speech development and language expression and/or reception.
        
        Long sentences are confusing. Make them shorter.
        
        Background noise can be distracting. Reduce the noise level.
        
        May forget things easily
        
        Make sure you have the person’s attention before you start.
        
        Minimize or eliminate background noise (TV, radio, other people).
        
        Keep your own voice at a normal level, unless the person has indicated otherwise.
        
        Keep communication simple, but adult. Simplify your own sentence structure and reduce your rate of speech. Emphasize key words. Don’t “talk down” to the person with aphasia.
        
        Give them time to speak. Resist the urge to finish sentences or offer words.
        
        Communicate with drawings, gestures, writing and facial expressions in addition to speech.
        
        Confirm that you are communicating successfully with “yes” and “no” questions.
        
        Praise all attempts to speak and downplay any errors. Avoid insisting that that each word be produced perfectly.
        
        Engage in normal activities whenever possible. Do not shield people with aphasia from family or ignore them in a group conversation. Rather, try to involve them in family decision-making as much as possible. Keep them informed of events but avoid burdening them with day to day details.
        
        Encourage independence and avoid being overprotective.
    - - Old term for Attention Deficit Hyperactivity Disorder (ADHD)
        
        Extended time on tests, shorter assignments, a personal note taker, segmented assignments
  - - - A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:
      - (
        
        A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
      - (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
      - (C) Inappropriate types of behavior or feelings under normal circumstances.
      - (D) A general pervasive mood of unhappiness or depression.
      - (E) A tendency to develop physical symptoms or fears associated with personal or school problems.
      - The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.
      - https://www.specialeducationguide.com/disability-profiles/emotional-disturbance/
      - A simple way to understand emotional disturbance when described in education is to think of mental health concerns and an inability to manage oneself effectively.
- - - - Web Braille Resources - with a computer and braille display, users can access thousands of books and magazines available online. The vast majority of these are modern works from 1992 forward, with a growing library of historical works being converted to BRF (web braille) files.
      - TacPac - Communication through touch and music. This method of communication can lead to two-way communication with non-verbal students https://youtu.be/6xBhMd20vyE?list=PLmq8fSvt2SPxqpegTF4mNBoVg35XExL5w
      - Braille and Audio Reading Download - National Library Service from the US Library of Congress provides a library of downloadable content specifically formatted for blind and physically handicapped users. In this case, deaf-blind users can make use of the braille content or large-print editions if possible. This service is available for computers, tablets, and smartphones. BARD
      - GPS - using a global positioning system on an assistive device, such as a smartphone or Braille Notetaker, can give a student greater awareness and confidence of their location throughout travel to and from school, across campus, or across town. American Association of Deaf Blind
      - Service Dogs - similar to seeing eye dogs or hearing dogs, service dogs can be trained for the needs of the deaf-blind.
    - - Methods of Communication :silhouettes:
        
        Telebraille - allows communication from a deaf-blind person to a sighted person, a hearing person, a blind person, a deaf person, or another deaf-blind person deafblind.com
        
        Deaf-Blind Alphabet - a.k.a. the Two-Hand Alphabet uses the dominant hand as a pointer or stylus with the non-dominant hand (or the receiving person's hand) as the paper. Special Education Nation https://youtu.be/tXCiAeLnh7E
        
        Sign Language - if a student grew up with a hearing impairment and learned sign language, he may still continue to use sign language after sight loss Special Education Nation
        
        Use of Residual Hearing or Sight - hearing aids, speaking clearly or loudly, sign language within a specific visual field, or large print writing may all be possible methods of communication Special Education Nation
  - - - Assisted Technology
        Academic Software for Students with disabilities
        Alternative keyboards and mice
        Augmentative and alternative communication devices
        Screen Reading Software
        Speech Recognition Software
        Word Prediction Software
    - - L
      - Instruction focused on impairments in and the improvement of gross and fine motor skills.
        Securing assistive technology and augmentative. Communication devices (AT)
        Open Areas of Space -Large Work Stations
        Teacher Awareness
        Special Seating Arrangements
        Assigned Para Educator
        Extended Time
    - - Plan full participation activities will require some acceptance, a little adjustment as students with orthopedic impairments can contribute wonderfully to a classroom.
      - Allow for independent task completion
        Assign a Helper
        Student's IEP
        Apopting Materials for full participation.
      - Many students with orthopedic impairments have no cognitive, learning, perceptual, language, or sensory issues. However, individuals with neuromotor impairments have a higher incidence of additional impairments, especially when there has been brain involvement. For most students with orthopedic impairments, the impact on learning is focused on accommodations necessary for students to have access to academic instruction.
    - - Common Cases
        Nervous System Disorders
        Muscular Distrophy
        Cerebral Palsy
        Epilepsy
        Respiratory Disorders
        Spinal Cord Injuries
        Amputation of all Type
  - - - link to www.google.com
  - - - Augumenting technology
        Personal FM systems
        
        can send a teacher’s voice from a wireless microphone worn by the
        
        teacher through FM radio waves dire
        
        ctly to a small receiver worn by the student with hearing loss.
        
        Personal FM systems can be used
        
        by students who use hearing aids or a cochlear implant and by
        
        those who do not
      - Augumenting technology:
        Soundfield systems
        
        send the teacher’s voice from a microphone to one or more speakers
        
        positioned close to the child or mounted to a wall.
        
        This allows more than one student to use the
        
        system simultaneously.
      - Transforming technology
        
        Translations services
        such as having the words of a speaker transcribed into text by a trained indiivdual
        
        Face to face communications systems:
        provides assistance through short one on one conversations when needed. A trained educator and deaf of hard of hearing student can communicate using keyboards and displays
  - - - Teaching strategies to meet special needs of these students:
        
        Find students interests and strengths. Normally every student with multiple disabilities has their own strengths, skills and special needs. Try to find more details about it.
        
        Address dynamic modifications during class. It can accommodate students of multiple disabilities into the general education curriculum.
        3.Allow partial participation. Some of the students are not able to join in the whole activities. But they still can engage in some parts of the activities. Partial participation also help them to master some skills through the learning process.
        
        Trust them and plan more activities to practice one skill. If the students have some difficulties to achieve the goal, teachers can plan more practices for them to get the skill. It take more time for them to learn than normal students.
        
        Learn more assistive technologies. There are some helpful technologies for multiple disabilities students, such as alternative communication system and communication boards. This approach is one of the key tips to include more students in one platform.
        source: (https://zh.scribd.com/doc/174940290/teaching-strategies-for-multiple-disabilities)