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IDEA Disability Categories 74037434-chica-en-silla-de-ruedas-sentado-a-la…

- - - - Always allow students with those disabilities to know that there is nothing wrong. Treat the student with respect when they mention their disability. If you are their homeroom teacher try to assist as much as you can, i.e. if your student is diabetic, make sure you have some sort of high carbohydrate drink or snack in the classroom
- - - - canes
      - walkers
      - crutches
      - wheelchairs
      - specialized exercise equipment
      - specialized chairs, desks, and tables for proper posture development
  - - - speech recognition software
      - screen reading software
      - augmentative and alternative communication devices (such as communication boards)
      - academic software packages for students with disabilities
- - - - Art
        
        Add scents and textures to materials.
        
        Do tactile activities – like making sculptures.
        
        Use contrasting colours when painting.
      - Literacy
        
        Magnification aids are available for learners with low vision.
        
        Post-its on pages aid the student to find a chapter or page.
        
        Raised dots help to show the beginning and end of a passage.
      - Maths
        
        Does the VI student need the graph? If it represents an object, could the object itself be used, or could it be made tactile using a 3D printer? Or what about a simple model?
        
        Use accessible equipment like speaking calculators and tactile rulers.
      - Music
        
        Use instruments with a high tactile quality – like a cabasa.
        
        Use musical dialogue with repetition and pauses.
        
        Use yellow tape to mark instruments.
      - Science
        
        Can the activity be handled and explored?
        
        Use tactile markers on equipment to help students find handles or their place.
        
        Use visual language to describe the object or activity.
        
        Sport
        
        Don’t stand with the sun behind you.
        
        Use equipment which makes a sound – like a ball with bells in it.
        
        Use yellow tape on cones to mark out the field perimeter.
- - - - Tactile sign language
      - Tracking. Some dead-blind people with restricted but still usable vision (e.g; tunnel vision) may follow signs by holding the signer's forearm or wrist and using their eyes to follow the signs visually. This helps them follow signs more easily.
      - Sign language with modifications
      - BEWARE! Certain tools that will work for some users will be woefully inadequate for others
      - Tactile fingerspelling. The deaf-blind person may prefer to put his or her hand over the fingerspelling hand, or on the signer's palm, or cup his or her hand around the signer's hand.
    - - Screen Braille communicator
      - NEW TECH to aid
      - Communication cards - cheap and effective
      - Support Service Providers (SSPs) are professionals who have been trained in skills such as tactile signing, close-up visual signing, and other communication strategies.
      - Face-to face PC communicator is a software package installed on the user's PAC Mate and a Bluetooth enabled computer
      - The Deaf-Blind Communicator (DBC) is a package built by HumanWare intended to offer a simple solution to the need for portable face-to-face communications.
      - It is extremely challenging to teach deaf-blind students. Each situation is different because the degree of blindness or deafness can vary so much.
- - - - Planning seating arrangements carefully
      - Be consistent with classroom routines
      - Use visual cues
      - Be very clear with expectations and directions
      - Working Within the School System
        
        Early intervention is key
        
        Keep an open dialogue with parents
        
        Involve the learning specialist
        
        Take notes to keep track of progress and pitfalls
        
        Differentiate, differentiate, differentiate
        
        Establish a relationship of trust with student
        
        Use of Assistive Technologies
        
        Audiobooks give students with language delays an inroad into their reading assignments
        
        Text to speech software to help students navigate writing and motor skills difficulties
        
        Using a radio broadcast system helps students drown out other, distracting classroom noises and gives them a clear, direct connection to the teacher's voice
        
        'low tech' technologies like dry erase boards and cue cards
- - - - Technology continues to offer new access to information for everyone; some types of technology that may help students with multiple disabilities follows
        
        Adaptive Equipment to Promote Literacy-- Learn more about options for increasing accessibility for students with multiple disabilities.
        
        Intelli Tools-- incorporates multimedia modeling, animation, and auditory support to assist students to develop challenging concepts.
        
        IntelliKeys-- offer a programmable keyboard that allows students who can't use the traditional keyboard and mouse to develop literacy skills through pictures and text on a computer.
        
        Clicker5-- is a writing-support tool that enables student to write sentences by selecting words, phrases and pictures. You can even hear words spoken by realistic software speech before you write; and hear completed sentences spoken back to you.
        
        Smart Boards offers various tools; interactive white boards, are a presentation system consisting of a whiteboard, computer, projector and tools.
- - - - Eliminate background noise and ensure other students understand and respect classroom volume requirements.
      - Any students' questions must be repeated clearly.
      - Teachers must not speak facing the whiteboard.
      - Allow the student to ask another to present the paper. They may be conscious of the difference of their voice.
      - Student should sit at the front of the classroom.
    - - Assignments should be done more in depth on fewer resources rather than numerous minor assignments on multiple resources to minimize interpretation or transcription time.
      - All material should have written supplements. Any in-class announcements must be provided in writing.
      - Some or all materials may have to be interpreted or transcribed. This must be taken into consideration when setting assignment dates and planning a syllabus.
    - - Microphones connected to a hearing-aid could eliminate many obstacles, but the level of the teacher's voice must be always considered.
      - Interpreter programs and online services could ease difficulty. Allow an interpreter to listen to the lesson via Skype to sign to the student.
      - Any in-class videos must be captioned.
      - Any in-class audio file should be typed.
    - - Students suffering from pre-lingual hearing loss may need a dictionary or other resources to help with limited vocabulary.
      - Provide the student with a written list of class-specific vocabulary and jargon.
      - Facial hair impairs lip reading ability.
    - - Literacy competency must be accounted for with pre-lingual hearing loss. A personal computer with spell check is a modern option.
      - Be flexible with evaluations involving audio or video testing. Deadlines may have to be extended due to material translation, etc...
      - Extra time may be allowed. Often, examinations may have to be signed to the students.
- - - - Strategies when working with EBD
        
        expect
        
        clear expectations as with other students
        
        rewards and consequences
        
        consistency to rule violations
        
        create
        
        teachers need to be proactive in creating a community of people who will support students
        
        parents
        
        siblings
        
        teachers
        
        other leaders within the school
        
        friends
        
        What needs to be known: 1. needs of child 2. Triggers 3. Expectations
    - - Once found eligible for services, the child must receive services based on their unique needs
      - Some schools try to limit the child's day rather than grant IEPs but this is not an appropriate intervention
      - When a parent brings up this need, many schools might point to grades or academics as proof the child does not need an IEP, or help. However, according to the law, even if the child is doing well in academics, the child still might need special services due to emotional disturbances.
    - - Unable to learn, yet this inability not explained by sensory, intellectual or health factors
      - Unable to build or maintain satisfactory relationships with peers and teachers
      - Inappropriate types of behavior or feelings under normal circumstances
      - general pervasive mood of unhappiness or depression
      - A tendency to develop physical symptoms or fears associated with personal or school problems
        
        schizophrenia
- - - - the actual production of sounds to the point where other people cannot understand him/her.
      - understanding words or putting words together to communicate ideas.
      - Teaching Strategies (Bright Hub Education, 2011)
        
        General Strategies
        
        Be patient
        
        Encourage the student to participate in classroom activities
        
        Give him/her enough time to respond
        
        Do not interrupt or try to complete his/her thoughts
        
        Ask him/her to repeat her message when necessary
        
        Do not feign understanding
        
        Specific Strategies
        
        Allowing more time for a student to complete activities, assignments and tests.
        
        Having a student sit near you to easily meet her learning needs.
        
        Discussing possible areas of difficulty and working with the student to implement accommodations.
        
        Always asking before providing assistance, and using positive reinforcement when the student completes an activity independently.
        
        Modifying activities or exercises so assignments can be completed by the student, but providing the same or similar academic objectives.
        
        Creating tests that are appropriate for the student with speech impairment (for example, written instead of oral or vice versa.)
        
        Assistive Technologies (Illinois University Library, 2018)
        
        Augmentative and Alternative Communication Devices
        
        Unaided communication systems
        
        Low-tech AAC
        
        High-tech AAC
        
        Electronic Fluency Devices
        
        Delayed Auditory Feedback (DAF)
        
        Frequency Altered Feedback (FAF)
        
        Associations (Maryland Learning Links, 2015)
        
        Childhood Apraxia of Speech Association of North America (CASANA)
        
        American Speech-Language-Hearing Association (ASHA)
        
        National Stuttering Association (NSA)
        
        References
        
        Maryland Learning Links, "Speech or Language Impairment", 2015
        
        Bright Hub Education, "Strategies for Teaching Students with Speech Impairments", 2011
        
        Illinois University Library, "Speech Disorders: Common Assistive Technologies", 2018
- - - - Varies depending on the cause but common characteristics that have impact on learning are: difficulty in understanding new information and slow cognitive processing time; difficulty in sequential processing of information and understanding abstract forms; difficulty with communication and social skills.
      - Teaching Strategies
        
        Teach one step at a time to help memorisation and sequencing of information. Similarly, teach one concept or activity component at a time and teach in small groups or one-one-one. Provide multiple opportunities to practice skills in varied settings. Use physical and verbal prompting to guide correct responses and reinforce these with continuous praise.
        
        Assessment Strategies
        
        Encourage students to submit an early draft to benefit from feedback
        
        Provide dictionary to help with spelling
        
        Give extra time during examination for reading and analysing questions and for planning their answers; and be prepared to read out the questions as it might be required at times
        
        Allow extensions to assignment deadlines
        
        Because students with ID find it difficult to read multiple choice questions in a way that allows them to appreciate subtle changes in the arrangement of words, short answer questions will be a better test of their knowledge.
        
        Assissted Technology
        
        Microwitches to facilitate communication via very simple responses
        
        Communication devices to assist communication
        
        Computer Software tools to aid writing, reading, organising and memory
        
        Abbreviation expanders software programs that allow a user to create, store, and re-use abbreviations for frequently-used words or phrases
        
        Alternative keyboards that have special overlays that customize the appearance and function of a standard keyboard
        
        Freeform data base software which is used in conjunction with word processing or other software, this tool allows the user to create and store electronic notes by "jotting down" relevant information of any length and on any subject. Link Title