13 Disabilities

prevalence of diagnosis

reliable resources

classroom strategies

characteristics

poor eye-hand coordination, clumsiness, poor academic performence

give students alternative format ( larger font), have the student sit up front, be clear with verbal communication, be consistent with the routine

In 2009, 93,600 students are visually impaired or blind; 55,200 students are legally blind; 5,500 are braille readers

articulation: production of speech sounds, fluency: stuttering or cluttering and voice disorders

Help to learn proper production of speech sound, help to improve their voice quality, general ed teacher should incorporate learning strategies with the child's pathologist

More than one-half (55.2%) of all 3-, 4-, and 5-year olds with a disability receive speech and language services.

http://www.projectidealonline.org/v/speech-language-impairments/

academic problems, poor motor abilities, written language problems, social skill deficit, disorders of attention

http://www.projectidealonline.org/v/specific-learning-disabilities/

IDEA lists it as asthma, attention deficit disorder, attention deficit hyperactivity disorder, diabetes, epilepsy, cardiac conditions, hemophilia, leukemia, rheumatic fever, sickle cell anemia, and nephritis.

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.

collaborate with special ed teacher, repeat information, go slow, be organized

Clearly define your goal, develop objectives to achieve, define the actions necessary to achieve the desired outcome

7.6% or 452,045 students, received special education services based on a classification of other heath impairments. It is estimated that from 2 to 9% of all children are identified as having the condition..

Spastic: tight muscles, Athetoid: movements are contorted, abnormal, and purposeless , Ataxic: poor balance and equilibrium in addition to uncoordinated voluntary movement , Mixed

special seating, awareness of medical condition and its affect on the student,Instruction focused on development of gross and fine motor skills

The U.S. Department of Education reports 5,971,495 students receiving special education services in the 2003-2004 school year. Of that number, roughly 1.1%, or 68,188 students, received special education services based on a classification of orthopedic impairments.

http://www.projectidealonline.org/v/orthopedic-impairments/

share deficits in five distinct areas of development: intellectual functioning, adaptive skills, motor skills, sensory functioning, and communication skills.

Specific steps to success need to be identified, and timelines set for each educational objective. In addition, resources and supports needed for the student to achieve his goals should be defined and addressed.

The U.S. Department of Education reports 5,971,495 students receiving special education services in the 2003-2004 school year. Of that number, roughly 2.2%, or 132,333 students, received special education services based on a classification of multiple disabilities.

If a student is evaluated and scores an IQ of 70 or lower, he or she is considered to have an intellectual disability. difficulties with memory recall, task and skill generalization, and these students may demonstrate a tendency towards low motivation and learned helplessness, difficulties with conceptual skills, social skills and practical skills. Individuals with intellectual disabilities also often exhibit deficits in self-determination skills as well, including skill areas such as choice making, problem solving, and goal setting.

The U.S. Department of Education reports 5,971,495 students receiving special education services in the 2003-2004 school year. Of that number, 9.6%, or 573,264 students, received special education services based on a classification of intellectually disabled.

Teach one concept at a time, teach in small groups and have one on ones, teach step by step Use physical and verbal prompting to guide correct responses, and provide specific verbal praise to reinforce these responses

Conductive Hearing Loss is caused by damage , Sensorineural Hearing Loss is caused by damage to the inner ear, Mixed Hearing Loss, and Central Hearing Disorders are the results of a disorder or dysfunction in the central auditory system

The U.S. Department of Education reports 5,971,495 students receiving special education services in the 2003-2004 school year. Of that number, roughly 1.2%, or 71,903 students, received special education services based on a classification of hearing impairments.

Teachers of the Hearing Impaired are specially trained educators who provide educational support to the student, the family, and other educators. Speech-Language Pathologists provide treatment for speech and language disorders. Audiologists are professionals who diagnose, treat, and manage individuals with hearing loss. Interpreters are specially training individuals who relay to the student anything that is said in the class by employing communication processes such as repetition, sign language, fingerspelling, body language, and verbal expression.

Students will all share deficits in three specific areas, namely emotional development, behavioral development, and cognitive development. Anxiety disorder, mood disorder, oppositional defiant disorder, conduct disorder, and schizophrenia.

Wraparound planning is a collaborative process that has shown great promise in supporting students with emotional disorders, both in research and in more practical application. The family is an integral part of this process, and the overall goal is to devise a program that will capitalize on the strengths and interests of the student while utilizing community resources for placement and intervention. Trust, empathy, respect can be a very large issue for these children.

The U.S. Department of Education reports 5,971,495 students receiving special education services in the 2003-2004 school year. Of that number, roughly 7.7%, or 461,055 students, received special education services based on a classification of emotional disturbance.

The children served in this category are from three to five years old. Their characteristics vary with the disability category determined by the Admission, Review and Dismissal committee. Teachers with students with emotional disturbance, specific learning disability or autism is to lessen the effects that the disability or delay may have on the children.

Programs must have flexibility, comprehensiveness, and activities that evaluate and measure progress of each child and the programs that serve them. Children learn through activities in which they participate actively. The activities should be adapted and individualized, by changing the content, by providing supports that promote learning, and by making the materials and toys usable, based on the information gathered about the children’s progress throughout the year.

http://www.projectidealonline.org/v/non-categorical-developmental-delay/

Affects communication/language development, movement and motor development, cognitive development and the ability to learn, emotional/social development

Individuals who are deafblind will often need touch in order for them to be sure that their partner shares their focus of attention, Exploring objects should be done in a "nondirective" way, allowing the individual who is deafblind to have control, the individual may have very slow response times. therefore, the teacher should allow time for the student to respond, using symbolic communicator such as sign language, braille, large print

In the 2003-2004 school year, 1,667 students were served under the category of multiple disabilities in the United States, representing 0.03% of all special education students.

Communicative functioning in individuals with autism is often delayed, both in verbal and in nonverbal communication abilities. Language development is slow and atypical, and currently about 50% of individuals never progress to spoken or symbolic communication. Socially, individuals with ASD can be as diverse as their typical peers - seeking constant attention at one end of the spectrum, all the way to avoiding all contact at the other end of the spectrum.

The most accepted prevalence rate for autism is 10 per 10,000, a rate derived from analysis of 32 separate prevalence surveys conducted between 1966 and 2001. This rate is highly contested however, with some autism advocates and professionals who work with this population, claiming an incidence rate of approximately 1 in 150. Without question, the prevalence rate has been steadily rising in the past decade, but whether this is due to improved diagnostic procedures or an actual increase in incidence is unclear.

First, the teacher must design the classroom and all instructional materials to contain visual supports and cues. Students with autism typically have far better visual processing skills than auditory processing skills and respond well to picture symbols and other visual information. Second, the teacher should use instructional goals in the daily routines of the student. Third, forming strong connections with the parents of children with autism can be a very effective instructional support.

By: Kaylee Isom