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Special Education Topics (Dyslexia (Tyler) (Description: Dyslexia is a…

- - - - Symptoms:
        Easily loses temper
        Angry or irritable mood
        Is often angry and resentful
        Easily annoyed by others argues,
        defies, and refuses to comply
        with adults requests or rules.
        Blames others for his or her
        mistakes or misbehavior. :
      - Causes:
        Genetics and environment.
        A child’s upbringing can be a factor
        including neglect, abuse,
        or lack of structure.
      - History and Advancement in Research:
        Oppositional defiant disorder was first defined in 1980 in the American Psychiatric Association’s DMS-III. It was heavily criticized as far as what qualifies an individual to have ODD and if it wasn’t just bad behavior. In 2013, several changes were added to better describe ODD. The symptoms became grouped into three categories: vindictiveness, angry/irritable mood, and argumentative/defiant behavior. Another updated was created to rate the severity of the disorder.
      - Treatments/Strategies:
        Behavioral treatment: teaches a series of techniques and alternative behaviors involving controlling emotions, managing anger, and solving problems.
        Parent-child interaction therapy: A therapist aids parents with helping their child.
        Supplements: certain supplements can aid with helping ODD. These supplements include omega-3 fatty acids to regulate mood and emotion, vitamin E to help absorb the omega-3’s, melatonin to help normalize sleep patterns, and zinc to help neutralize brain chemicals.
      - Support offered by educational institutions:
        Oppositional defiant disorder is a pediatric behavioral disorder that is defined by the diagnostic and statistical manual V (DSM V) that is included as qualifying disabilities in IDEA.
      - Laws associated
        Since Oppositional defiant disorder is covered under IDEA, it is necessary for schools to either work with the student to meet their needs, or fund for the student to learn at a facility that can meet their individual needs. Tips to help managed students with ODD in the classroom involve avoiding power struggles, giving choices, offering appropriate rewards, and getting to know them on a personal level.
    - - Interactive technology is a great tool to engage students with ODD. Online activities, games, and interactive lesson plans can help keep these students on task.
        
        Use of computer for written assignments to help students with poor handwriting.
        
        Have students work on programs that provide immediate feedback, such as Duolingo.
- - - - Dyslexia is a brain-based type of learning disability that specifically impairs a person's ability to read. These individuals typically read at levels significantly lower than expected despite having normal intelligence. Although the disorder varies from person to person, common characteristics among people with dyslexia are difficulty with spelling, phonological processing (the manipulation of sounds), and/or rapid visual-verbal responding. In adults, dyslexia usually occurs after a brain injury or in the context of dementia. It can also be inherited in some families, and recent studies have identified a number of genes that may predispose an individual to developing dyslexia."
      - Phonological refers to the sound relationships of letters.
    - - Orthographic Processing is the ability to recognize and understand writing conventions as well as recognizing when words contain and do not contain correct spellings. Students that have problems with this type of processing display it by usually spelling out words incorrectly such as "nite" and "tuff".
      - If you need help spelling a word and try to visualize it or write it out, you are trying to summon your visual processing of the word. The inability to do this is Orthographic Processing Deficit.
      - Failure to remember "sight words" could be an indicator of this deficit. The student will also heavily rely on phonics and guess at words instead of remembering them.
      - Fact Sheet for Orthographic Processing Deficit
    - - Comprehension deficit, often coinciding with the first two types of problems, but specifically found in children with social-linguistic disabilities (e.g., autism spectrum), vocabulary weaknesses, generalized language learning disorders, and learning difficulties that affect abstract reasoning and logical thinking.
      - 10-15 percent of deficit readers. These students appear to decode words better than they can comprehend the meanings of passages. These deficit readers can read words accurately and quickly and they can spell. Their problems are caused by disorders of social reasoning, abstract verbal reasoning, or language comprehension.
  - - - Lo-Tech
        
        Graphic organizers (Like this Coggle mind map!) are visual representations of ideas and concepts. Kids can use graphic organizers to take notes while reading, which can help with comprehension. #
        
        Annotation tools let kids take notes and write comments while reading. This can make it easier to retain information. Traditional pens, markers and sticky notes work as assistive tech.
        
        Controlling what you see: When reading on paper, they can use a simple adaptive tool, like a plastic reading guide. Some books use large print or special fonts. Or they may replace certain words with images. #
        
        Dictionaries and thesauri allow kids to look up words they don’t understand when reading. A picture dictionary is a popular tool that uses images to define words. #
        
        All of these Lo-Tech options have digital versions and variances on computers, tablets, smartphones and televisions. Software can nearly be installed on any electronic device to assist with reading disorders.
      - High-Tech
        
        Text-to-speech (TTS) lets kids see text and hear it read aloud at the same time. To use this tool, kids click on or highlight words, and the words are read aloud. TTS can be used with books, emails, web pages and any digital text. It can also be used to convert text files into audio files.
        
        Audiobooks and digital TTS books allow kids to hear books read aloud. Some kids like to read along with the book so they can see the words at the same time. Audiobooks are read by human voices. Digital TTS books are created with TTS, and use computer-generated voices.
        
        Optical character recognition (OCR) reads aloud text from images and pictures. Kids with reading issues can use OCR by taking photos of worksheets and other documents, and even objects like street signs. They can also scan documents in. OCR can read words from pictures on web pages (such as image files, like JPG). Robotic Voices
  - - - History: The concept of unexpected underachievement has appeared in the literature since the middle of the nineteenth century. The term learning disability (LD) first appeared in 1962, when Samuel Kirk applied it to unexpected difficulties in the areas of language, learning, and communication. In 1969 the Learning Disabilities Act made special education services available to students with LD. The category was reaffirmed in 1975 with the passage of the Education for All Handicapped Children Act. The concept of LD remains basically unchanged in the current authorization of the Individuals with Disabilities Education Act (IDEA). In the early twenty-first century more than 80 percent of students classified as learning disabled are identified as having a reading disability.
    - - Future: Knowledge about reading disability is evolving. It is clear that many students struggle to develop reading competence. Although most of these students exhibit common characteristics related to difficulties in processing the sounds of language, researchers have yet to satisfactorily answer the question, "When is a reading difficulty a serious reading disability?" The current practice of identifying reading disability according to a discrepancy between IQ and achievement scores, although relatively easy to implement, has the potential to underidentify many students who need special services. A more useful way to identify reading disability may be through the evaluation of a student's response to well-implemented, quality intervention.
- - - - History and advancements in Research
        Asperger's was first identified by Hans Asperger in the 1940's in children who had delays in social and communication skills but who had otherwise normal development. His research, however, was mostly inaccessible to the western scientific community until the 1980’s. Asperger's was listed as separate from Autism in 1994 in the DSM-IV. (IDEA-Building the Legacy of IDEA 2004, 2006) but disappeared from the V addition due to difficulty in operationalising diagnostic criteria and differentiating AS from autism. This led to its merging into the unifying category of Autistic Spectrum Disorders.
- - - - Advancement in the research field: Over the past 30 years, research has flourished on ADHD. Within the past 3 years, more research has focused on treatments; both pharmacological treatments and non-pharmacological treatments. (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3126733/#_sec15title)
        
        Treatments/Strategies: Unfortunately, ADHD has no cure but it is treated in a number of ways. 1. medication (stimulate and non-stimulant) 2. education or training 3. therapy 4. combination of treatments (https://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder-adhd-the-basics/index.shtml#pub3)
        
        Supports offered in educational institutions: There are a number of supports offered in educational institutions. There are classroom accommodations offered for those with ADHD. Some of these accommodations include; behavior plan, using proximity when selecting seating arrangements (teacher should sit student near him/her), keep instructions clear and straight forward, allow breaks throughout the day, seat cushions and other flexible seating arrangements. There are social workers available in a number of educational institutions as well as an instructional aide to provide one on one support to the student(s).
        
        Laws for ADHD: IDEA and Section 504 are both laws that protect those diagnosed with ADHD. IDEA protects individuals under the law to guarantee them proper and specific services composed in their IEP as well as protect them against discrimination. IDEA is very strict and follow specific guidelines. Section 504 on the other hand does not allow a student with ADHD to be placed in a special education classroom, they must be in a general education class and taught with their accommodations. Section 504 is designed mainly to protect against discrimination.
        
        Assistive Technologies
        
        Audio Players and Recorders
        -In order for a student to succeed that processes information at a slower rate, a recorder can assist by allowing the student to record their teacher and listen to the lesson as many times as needed in order to gain comprehension.
        
        Timers
        -This keeps students on task in a timely manner (pacing), allows them to be responsible for their work. It also aids in transitions from one task to another.
        
        Reading Guides
        -This tool works well with students who need to focus on one aspect of a text at a time. It works as a transparent highlighter of text to allow better tracking from line to line, instead of becoming overwhelmed by looking at and entire page of text information.
        
        Seat Cushions
        -This assistance helps kinesthetic learners. Seat cushions allows the student(s) to move around without distracting others around him/her as much. It can help a kinesthetic learner and students who struggle with sensory processing tremendously by allowing them stimulation while learning to maintain focus.
        
        FM Listening Systems
        -This listening system is a type of noise canceling device that is cancels out background noise from the classroom, so the focus is on the teacher. The sound can be amplified to the student’s headphones or speakers around the classroom.
        
        Calculators
        -Various types of calculators can help assist, depending on the need of the student. They range from a basic calculator to talking calculator.
        
        Writing Supports
        -There are a variety of writing supports with technology to assist students that struggle with expressing their thought onto paper. They can use speech-to-text in order to keep up with racing thoughts. Cushioned writing utensil grips can help with handwriting.
        
        Graphic Organizers
        -This is a low-tech assistance that will help with organizing a student’s thoughts
        (Morin, A., 2019)
- - - - Talent in some areas
        Drawing, Creating music, Solving math problem, Memorizing facts, Perception and attention
        
        Causes
        
        No known single cause for autism
        
        Combination of genetic and environment factors
        
        Certain infection during pregnancy
        
        History
        
        Eugen Bleuler came up with the word "autism" in 1908.
        
        In 1943 American child psychiatrist Leo Kanner studied 11 children.
        
        In 1944 Hans Asperger, working separately, studied a group of children.
        
        Next Bruno Bettelheim studied the effect of three therapy sessions with children whom he called autistic.
        
        In 1964, Bernard Rimland published, Infantile Autism: The Syndrome and its Implications for a Neural Theory of Behavior.
        
        Autism was understood better in the 1970’s.
        
        It was in 1980’s that Asperger’s work was translated to English, published, came into public knowledge.
        
        The research in1980’s gave autism momentum.
        
        Treatment
        The type of treatments an autism child receives is dependent on individual needs because autism symptoms’ spectrums are from mild to severe.
        There are a variety of treatments which include:
        
        therapies of different kinds so to improve speech and behavior
        
        use of medications to help manage any medical conditions related to autism
        
        Six different kinds of behavior and communication treatments which are
        
        Applied Behavior Analysis (ABA)—used in schools and clinics to help a child learn positive behaviors and reduce negative ones.
        
        Discrete trial training (DTT)—uses simple lessons and positive reinforcement.
        
        Pivotal response training (PRT)—helps develop motivation to learn and communicate.
        
        Early intensive behavioral intervention (EIBI)—for children under age 5.
        
        Verbal behavior intervention (VBI)—focuses on verbal skills
        
        Speech and language therapy (SLT)—helps to improve communication and language skills.
        
        Supports offered in educational institutions
        children with autism are currently being educated in least restrictive environment (LRE). Special education teacher works together with general education classroom teacher differentiating the curriculum based on child’s IEP. Accommodation for children with autism includes using visual aid, direct language, as well as giving extra time to complete a task or an assignment, keeping instructions simple, giving predictable schedule, giving fewer choices, and repeating instructions.
        
        Law
        Special needs child has the right to a free and appropriate public education (FAPE). The individuals with Disabilities Education Act (IDEA) mandates that each state provide all eligible children with a public education that meets their individual needs. The IDEA provides states with federal grants to institute early intervention programs.
        
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        Assistive Technology
        
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      - Autism Spectrum Disorder encompasses two main areas of impairments:
- - - - Treatment & Strategies
        
        Practicing word pairs
        
        Linking sound and word meaning
        
        Teaching sound system rules
    - - Treatment & Strategies
        
        Speaking more slowly
        
        Regulating Breather
        
        Progressing from single-syllables to longer words and sentences
        
        Self monitoring exercises to relieve anxiety during public speaking and social interaction
        Electronic Devices
        Devices that fit in the ear and replays an altered version of the users voice so it sounds like the user is speaking in unison with another person. This helps to improve fluency.
    - - Treatment & Strategies
        
        Modeling the correct sounds correctly
        
        Helping the individual to recognize the correct and incorrect sounds
        
        Having the individual practice sounds in different words
        
        Practicing the beginning, middle and end of words
        
        Showing the individual how to move the tongue and lips to produce different sounds
        
        Practice words in phrases and sentences
    - - Treatment & Strategies
        Medical Treatments
        
        Anti-reflux medicine
        
        Monitoring thyroid levels
        
        Botulinum toxin injection for muscle disorders
        Voice Therapy
        
        Vocal exercise that build and strengthen the vocal folds
        
        Breathing exercises to support proper vocal productions
        
        (In extreme cases such as vocal nodes these exercises can be combined with surgery and recovery form surgery)
        Surgical Treatments
        
        Phonomicrosurgery
        
        Laryngeal Framework Surgery
        
        Injection augmentation
        (See Recent Advancements branch for research in stem cell and bioengineering)
  - - - Timeline of Important Texts
        Potter, Samuel.(1882). Speech and it's Defects. Considered physiologically, pathologically, historically and remedially. Philadelphia, PA: P. Blakiston, Son & Co.
        Scripture, E. W. (1912). Stuttering and Lisping. NY: The Macmillan Co.
        Blanton, M. & Blanton, S. (1919). Speech Training for Children: The Hygiene of Speech. New York: The Century Co.
        Hawk, Stinchfield Sara (1928). Speech Pathology With Methods in Speech Correction. Boston, Mass., Expression Company
        Travis, L.E. (1931). Speech Pathology: A Dynamic Neurological Treatment of Normal Speech and Speech Deviations. NY: D, Appleton Co.
        Orton, S. (1937). Reading, Writing and Speech Problems in Children: A Presentation of Certain Types of Disorders in The Development of The Language Faculty. NY: W. W. Norton.
        Van Riper, C. (1939). Speech Correction, Principals and Methods. New York: Prentice-Hall Inc.
        Berry, M. & Eisenson, J. (1942). The Defective in Speech. NY: Appleton-Century-Crofts
        Goldstein, K. (1948). Language and Language Disturbances. NY: Grune and Stratton
        Strauss, A., & Kephart, N. (1955). Psychopathology and Education of The Brain Injured Child. NY: Grune & Stratton.
        Myklebust, H. (1954). Auditory Disorders in Children: A Manual For Differential Diagnosis. NY: Grune & Stratton Inc.
        Templin, M. (1963). Development of Speech. Journal of Pediatrics, 62, 11-14.
        
        References:
        http://www.acsu.buffalo.edu/~duchan/index.html
        https://medlineplus.gov/ency/article/001430.htm
        https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935336&section=Treatment
        https://www.verywellhealth.com/types-of-speech-therapy-1192153
        https://www.cdc.gov/ncbddd/childdevelopment/language-disorders.html
        https://www.nidcd.nih.gov/about/strategic-plan/2017-2021/recent-advances-voice-speech-and-language-research
        https://csld.org/articulation-and-phonological-disorders-speech-sound-disorders
        https://voicefoundation.org/health-science/voice-disorders/overview-of-diagnosis-treatment-prevention/treatment-of-voice-disorders/
      - Laws & Educational Institutions
        Speech and language disorders were added to IDEA in 2004 (IDEA) Individuals with Disabilities Education Act:*
        " A communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child's education performance"
        Impairment and their subcategories are protected under all laws within this act.
        
        Support Offered in Educational Institutions
        Children that do not meet the speech and language milestones set by the American Speech-Language-Hearing Association should be tested further for speech and language disorders.
        If a student is diagnosed with a speech-language impairment and any of the subcategories, the child is protected under the IDEA and all services required by Federal Law.
  - - - Assistive Technology Software/Applications
        
        SPEECH JOURNAL
        Audio web to images for multiple learning/ teaching goals
        
        ARTICULATION STATION
        Helps students with pronunciation
        
        QuestionIT
        Wh- question taught in concrete ways for kids with language delays
        
        nawmalEDU
        Type in script and animated figures bring it to life
        
        Proloquo2Go
        Communication App that helps kids with speech difficulties
        
        ClaroSpeak
        Text-to-speech tool
        
        Speak - Practice Your English
        Accent correction
        
        Pictello
        Helps students create social stories