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14 Categories of Disabilities as Identified by IDEA (assistive…

- - - - Slower than typical in all developmental areas
      - No unusual physical characteristics
      - IQ 50 to 70
      - Able to learn practical life skills
      - Attains reading and math skills up to grade levels 3 to 6
      - Functions in daily life
      - Able to blend in socially
    - - Can complete self-care activities
      - IQ 35 to 49
      - Able to learn basic health and safety skills
      - Noticeable developmental delays (i.e. speech, motor skills)
      - May have physical signs of impairment (i.e. thick tongue)
      - Can communicate in basic, simple ways
      - Can travel alone to nearby, familiar places
    - - IQ 20 to 34
      - Considerable delays in development
      - Understands speech, but little ability to communicate
      - Able to learn daily routines
      - May learn very simple self-care
      - Needs direct supervision in social situations
    - - Requires close supervision
      - Requires attendant to help in self-care activities
      - Obvious physical and congenital abnormalities
      - May respond to physical and social activities
      - Significant developmental delays in all areas
      - Not capable of independent living
      - IQ less than 20
- - - - Possible changes:
        
        Easier access to materials
        
        Desks close to the whiteboard or podium
        
        Seated facing the instructor and with ample lighting
  - - - Touch-typing instruction
      - Virtual Pencil
      - Digital magnifiers
      - Screen readers
      - Text-to-speech devices
      - Braille writers
    - - Magnifiers
      - Use of laptop to supplement presentations
      - Enlarged text worksheets
      - Personal handouts
      - Personal desk lamp
    - - Not looking others in the eyes
      - Miscalculating depth when reaching for objects
      - Writing crookedly or poorly spaced
      - Squinting while reading or working
      - Excessive blinking
      - Tilting head while reading or working
      - Looking near an object, but not directly at it
- - - - :two:-Inability to learn that cannot be explained by intellectual, sensory, or health factors.
      - :three:-Inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
      - :four:-Inappropriate behaviors or feelings.
      - :five:-Unhappiness or depression
      - :one:-Physical symptoms associated to personal or school problems
- - - - Audio books
      - Text-to-Speech software
      - FM systems
- - - - Online classroom softwares
      - Task Manager softwares
      - Parents support! The hardest to get!
      - Visuals & Audiovisuals
        
        Videos
        
        Graphs
        
        Slides
    - - Be aware of exceptions in curriculum expectations
      - Allow for breaks and other needs
      - Make appropriate changes to the classroom environment
      - Make use of learning support and student counselor/psychologist
      - Individualise teaching and learning outcomes
- - - - Gives students feedback
      - Can help practice with spelling and grammar
    - - Text-to-Speech: can read aloud digital or printed text
      - Speech-to-text: transcribes spoken words into text
      - Word Prediction Software
  - - - Use Audio Tapes
      - Write in large print and reduce the number of words in a page
      - present instructions orally
    - - Allow frequent breaks
      - Extend time for test taking
    - - Have minimal distractions
      - Give tests in a small group setting or in private
      - Offer special lighting or acoustics if necessary
      - Provide preferential seating
    - - Verbal
      - Use a tape recorder
      - Via Computer
      - dictated to written
- - - - Ex: You can use an ipad apps that allows students to press the picture of the item they want e.g."water"
- - - - Not responding when addressed
      - Favoring one ear over another
      - Seeming distracted or confused
      - Asking for instructions multiple times
      - Not responding when addressed
      - Not being startled by loud noises
    - - Allow students to self-identify on the first day of class
      - Meet privately with student/parents/administration to discuss new or existing IEP
- - - - Create a behavioral contract with goals, consequences and rewards
      - Creating a positive social network
      - Notice and compliment all improvements regardless of how big :smiley:
  - - - Information in small chunks
      - Patience and Repetition
      - Technology :!!:
        
        Create charts
        
        online support for problem solving in maths
        
        Word processing with graphics
    - - Establish Routines
    - - Allow more time and frequent brief breaks
      - Discuss specific strategies for learning
      - Fewer problems at a lower grade level
      - Repetition
      - Self Determination and Independence as goals
      - Connecting the material through stories
  - - - Hygiene
      - Self Regulation
      - Home Organization
- - - - Accommodations
        
        Give additional time to complete assignments or make up work
        
        Substitute written papers or projects for oral presentations, or allow the student to demonstrate learning one-on-one
        
        Have the student sit close to the teacher so they can help with questions and instructions
        
        Choose reading materials that reflect the student’s language experience,
        
        Utilize multi-sensory modes of teaching which include visual, auditory, kinesthetic and tactile components
        
        Consistently model appropriate language use for the student and encourage imitation
        
        Provide the student with sentence completion tasks
      - Identification
        
        poor vocabulary development
        
        inability to comprehend word meanings
        
        hard to understand or as not saying the sounds correctly
        
        hesitations, repetitions, or prolongations of sounds, syllables, words, or phrases
        
        abnormal production and/or absences of vocal quality, pitch, loudness, resonance, and/or duration
        
        abnormal production and/or absences of vocal quality, pitch, loudness, resonance, and/or duration
      - Assistive Technologies
        
        Text-to-Speech Software
        
        Speech Apps
        
        Use of alternative communication devices.
        
        Electronic Fluency Devices
    - - articulation disorders
      - fluency disorders
      - voice disorders
    - - phonological disorders
      - morphological disorders
      - semantic disorders
      - syntactical deficits
      - pragmatic difficulties