Disabilities under IDEA
Emotional Disturbance
Hearing Impairment / Hard of Hearing
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Traumatic Brain Injury
Deaf-Blindness
-Develop positive self esteem by giving students opportunities to make choices
-Give immediate feedback to the student's actions and attempts to communicate
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Autism Spectrum Disorders
Signs and Symptoms (Autism Speaks, 2019)
Accommodations (Caring4OurKids.com, 2019)
Assistive Technologies (Bugaj, Hartman, & Nichols, 2014)
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Developmental Delay
Deafness
Speech and Language Impairment
Assistive Technologies
Accommodations
Sign and symptoms
Speech Impairment
Language Impairment
Language-based Learning Disabilities, Selective Mutism, Aphasia
Specific Learning Disability is a high incidence disability due to the frequency that Specific Learning Disability (SLD) is encountered in the classroom.
Deaf-Blindness is a low incidence disability due to a very small number of students who fit this category.
Plan learning experiences so that problem solving is required and then allow adequate time to work out a solution
.
Control the level of reading materials; teach decoding strategies.
Present limited amounts of information on a page.
Use instructional cues and paraphrasing
Highlight important characteristics of new learning material.
Teach students a strategy to identify and highlighting important information for themselves
Use structured phonics programs.
Provide effective writing instruction to include: daily practice; scaffolding; adaptations to writing assignments; follow-up instruction and feedback
Signs and Symptoms-increasing the volume on a television or radio; inability or difficulty to follow conversations; difficulty detecting common noises; holding print materials very close
Autism is characterized as a low incidence disability.
Provide Daily Outlines
-provide daily class schedule detailing activity categories for the day
-provide outline for each assignment
assists with transitions between classroom, lunchroom, playground and other places
-helps them break up their time between each required task
Use Alternate Media
Visual Learners: literature, videos, pictures, charts
Auditory Learners: audio tape, recording of written information
Tactile Learners: task cards, board games, notepads, computer games, crafts
Provide Sensory Tools
-up to 95% of autistic children have sensory processing disorder
-allow students to self-regulate emotions and keep on task
--help students keep their repetitive behaviours under control
examples: stress balls, pencil toppers, tangle puzzles, clay wiggle cushions, weighted lap pads, chair bands, foot rollers
Provide a Quiet Corner
-place to escape noise, visual stimulation, smells and other distractions that overwhelm the sensory system
include: noise cancelled headphones, ear plugs, sleep masks, weighted blankets
Give Extra Breaks
-build areas into schedule to provide time for transitions between tasks and recovery from demands of classroom
-breaks should also be provided on as-needed basis
Be Flexible
-further differentiate the classroom to accommodate students with autism and other students in class as well
Interventions (Raising children.net.au, 2017)
Behavioural Interventions
-focus on teaching children new behaviours/skills by using specialist, structured techniques
-most studied and best supported by evidence and research of the interventions
-examples: discrete trial training (DTT), Douglass Developmental Disabilities Center Program, Incidental teaching, Lovaas Program, Pivotal Response Treatment, Positive Behaviour Support, Princeton Child Developmet Institute Program
Developmental Interventions
-aim to help children form positive, meaningful relationships and develop skills for daily life, teach social/communication skills
examples: Developmental social-pragmatic model, DIR/Floortime, Relationship Development Intervention (RDI), Responsive teaching
-not enough research on these interventions
Combined Interventions
-combine elements of behavioural and developmental methods
-often most effective intervention because it brings effective elements of two approaches together
-examples: Early Start Denver Model, SCERTS Model, TEACCH
Tools for Routines and Self-Management
-help student manage social & academic pressures, help teachers reinforce appropriate routines/transitions
-mobile devices can assist in self-managing behaviour, monitoring routines and schedules; examples: pre-loaded visual stories that remind student how to handle stressful situations, feeling charts with appropriate coping strategies, videos that model succesful self-management techniques
-headphones for listening to music when environment becomes overly stimulating
Tools for Structuring Classroom Environment
-visual timers, clocks or timers on an interactive whiteboard or other digital devices to assist a student in moving from one activity to the next
Tools for Delivering Instruction
-interactive whiteboards allow students to participate in tactile and kinaesthetic activities and to watch videos
-digital stimulations such as virtual dissections, math manipulative activities, exploration videos
-present information via handheld devices: messaging, podcasts, notepads, voice recordings
-text-to-speech software to read web pages, text, books
-iPads to present information in all content areas apps for calculator, compass, art canvas, etc.
Tools for Expression of Knowledge
-augmentative and alternative communication devices, such as voice output devices
Core Symptoms: social communication challenges and restricted, repetitive behaviour
-these symptoms begin in early childhood, persist andinterfere with daily living
-healthcare providers diagnose autism using checklist of criteria in these two symptom categories, they also assess the symptom severity
-severity scale reflects how much supportt a person needs for daily function
Other Symptoms: sensory issues that typically involve over- or under-sensitivities to sounds, lights, touch, past, smalls: pain, other stimuli; high rates of crtain physical and mental health conditions
Social Communication Challenges:
-may not understand/appropriately use spoken language, gestures, eye contact, facial expressions, tone, idioms
-difficulty recognizing emotions and intentions of others and ecognizing one's own emotions
-difficulty seeking emotional comfort from others
-difficlty gauging personal space
-feeing overwhelmed in social situations
Restricted and Repetitive Behaviours
-repetitive body movements: rocking,, flapping, spinning, running back and forth
-repetitive motions with objects: spinning wheels, shaking sticks, flipping switches
-starting at lights or moving objects
ritualistic behaviour: lining up objects, repeatedly touching objects in an order
narrow/extreme interests
need for unwavering routine/resistance to change: same daily schedule, meal, clothes, route to places
The IDEA defines 'intellectual disability' as "...significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior...that adversely affects a child's educational performance." [34 Code of Federal Regulations §300.7(c)(6)]
Types of Intellectual Disabilities
Intellectual vs Adaptive Functioning
Intellectual Functioning: The ability to think, solve problems, and make sense of the world.
Adaptive Functioning: The cognitive and behavioral skills needed to live independently.
Teaching Strategies & Assistive Technologies
Intellectual Functioning
-Utilize assistive technologies to include: computer adaptations (Braille translation software); Braille printer; Screen reader; Braille Notetakers; Electronic Braille Writer; and Telecommunication Devices (TDD) with Braille output
Adaptive Functioning
Small & large group learning environments
Group students with and without disabilities
Cooperative Learning Strategies
home living skills
social skills
reading, writing, and basic math
Peer to peer tutoring
Opportunities to work independently
Soukup, J.H., Wehmeyer, M.L., Bashinski, S.M., & Bovaird, J.A. (2007). Classroom Variables and Access to the General
Curriculum for Students with Disabilities. Council for Exceptional Children, 74(1), 101-120.
Comprehensive Overview of Intellectual Disability. National Association of Special Education Teachers. Retrieved from https://www.naset.org/index.php?id=2296
text-to-speech (TTS) software
Graphic Organizers Organizers
Project-based learning
Description of Hearing Impairment:
“An impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but is not included under the definition of deafness."
Educational Challenges
Accommodations for Hearing Impairment
“Designating a note taker can allow a student with a hearing impairment to concentrate fully on listening to a lecture.
Children who read lips often need to sit close to the teacher,
while those who use sign language may use an interpreter.
Turning on captions during a video can reiterate what a student may pick up from his or her amplifying device.”
Computer Assisted Learning (CAL)
Assisted. Assistive Technology for Intellectual Disability
and Autism Spectrum Disorders. Retrieved from https://www.entelis.net/sites/all/files/entelis_dublinseminar_speech_gorman_sheeona.pdf
Under IDEA, orthopedic impairment is defined as "a severe orthopedic impairment that adversely affects a child's educational performance"
Neuromotor Impairments
Low-incidence Rate: <1%
Teaching Strategies
Neuromotor related causes: Commonly associated with intellectual disabilities
Non-neuromotor related causes: Not commonly associated with intellectual disabilities
Preferential seating
Reading Deficiencies
Utilize social media as a means of formal and informal modes of education
Adapt the school environment to make it accessible and safe
Fine motor skills disabilities
Project IDEAL. Informing and Designing Education for All Learners 'Orthopedic Impairments'. Retrieved from http://www.projectidealonline.org/v/orthopedic-impairments/
Ersoy, M., & Güneyli, A. (2016). Social Networking as a Tool for Lifelong Learning with Orthopedically Impaired Learners.
Educational Technology & Society, 19 (1), 41–52.
Work closely with other teachers and SPED administrators to provide consistency across classrooms
Visual Impairment
Low-prevalence: 1%
American Academy of Special Education Professionals. AASEP. SPECIAL EDUCATION ELIGIBILITY, Chapter 10: Orthopedic Impairment. Retrieved from aasep.org/professional-development/board-certification-in-special-education-program/certificate-of-advanced-professional-development/special-education-eligibility/index.html
teaching strategics
Manipulatives-Manipulatives are educational aids that supplement and reinforcement specific skills. Alphabet letter tiles, wooden blocks and plastic shapes are materials that help children by providing a tangible example of a concept.
Expression-strategies like drawing pictures or writing short phrases give children a way to express themselves and build confidence in their writing ability.
Jigsaw Method
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High Incidence: TBI is a leading cause of death and disability among children and young adults in the U. S. An estimated 1.5 million Americans sustain a TBI annually (U.S. Dept of Health, 1999).
PDA personal devices for notes
Calendar boards
Schedule organizers
Medication reminder alarms on phones
Canes or Wheelchairs
Specialized chairs, desks, and tables
Speech recognition software
Screen reading software
Tinted overlays for reading to help with visual processing
Academic software packages for students with disabilities
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Accommodations
(Kreutzer & Hsu, 2011)
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Be Organized
Have student use a daily organizer to aid memory
Encourage use of highlighters
Display classroom schedule
Encourage student to outline assignments
Break projects into steps
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Be Flexible
Help connect past experience with the present
Allow student to clarify and explain responses
Reduce quantity of work in favor of quality
Seating near the front of the classroom
Permit referencing a dictionary, thesaurus, or calculator
Audio record lectures for later playback
More frequent or longer breaks/rests
Additional time to complete in-class assignments
Signs and Symptoms
Brain injury often affects basic cognitive abilities such as memory, learning, attention and concentration, word finding, reasoning, processing, and visual perception. It can also affect physical mobility, self-care skills, and communication skills as well as changes in emotional and behavioral regulation. It may show itself through headaches, fatigue, slowed reactions, and difficulty learning new material (Bowen, 2008).
Assistive Technologies (Project IDEAL, 2013)
Assistive Technologies
Augmenting Devices/Systems [Amplify sound]
Transforming Devices/Systems
[Visual aids converting speech into text]
Accessible Instructional Materials (AIM)
Teach Town Social Skills Skills
Captioning Services for video/audio productions
Face to Face Communication Systems: An educator and deaf or hard-of-hearing student can type messages back and forth on devices consisting of two keyboards and displays.
Personal FM systems: Can send the teacher's voice from a wireless mic directly to the student's personal device. These can be used by those who either have hearing aids/cochlear implants, or not.
Translation Services:
Allow the words of a speaker to be transcribed into text via monitor, screen, or laptop computer.
Teaching Strategies
Deafness vs. Hearing Impairment:
"Hearing loss: A reduced ability to hear sounds in the same way as other people.
Deafness: A person cannot understand speech through hearing, even when sound is amplified. Profound deafness is a total lack of hearing.
The severity of hearing impairment is categorized by how much louder volumes need to be set at before they can detect a sound."
Encourage students to sit near the front of the classroom in a seat with a good visual of the teacher.
Ensure that any background noise is minimized.
Repeat clearly (echo) other students questions before giving a response.
Try not to speak when facing the black/whiteboard.
Create handouts including a basic transcript, definitions of possible unknown vocabulary words, and visuals.
Learn as much ASL as you can. While most students may have hearing aids/cochlear implants, ASL seems to be the preferred method of communication for deaf students.
Inclusive Teaching: Deaf and Hearing Impaired. Retrieved from https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-hearing-impaired/
Nordqvist, C. (2018). Deafness and hearing loss: Causes, symptoms, and treatments. Retrieved from https://www.medicalnewstoday.com/articles/249285.php
National Assistive Technology Advisory Council. (2013). Assistive Technology in the Classroom For Deaf and Hard of Hearing [Ebook]. Retrieved from https://cid.edu/wp-content/uploads/2013/10/Assistive-Technology-in-the-Classroom.pdf
Apraxia, Dysarthria, Orofacial Myological Disorders, Speech Sound Disorder, Stuttering, Voice Disorders
Defined by IDEA Speech or language impairment is a communication disorder such as stuttering, impaired articulation, language or voice impairment that adversely affects child's educational performance.
For Language Impairments
Recognizing Language Disorders
Receptive Language Behaviors
has difficulty sequencing events ( days of the week, numbers,etc.)
often gives inappropriate answers
has short attention span for things he/she likes to do
sometimes looks "blank" when spoken to
Expressive Language Behaviors
seems unusually quiet
often used word incorrectly
rambles when telling a story ot responding to questions
uses more physical behavior rather than verbal expression
TextAloud 3: a text to speech software
For Speech Impairments
The most effective support for students with speech impairment is to receive speech therapy given by a speech-language pathologist (SLP).
Based on speech severity, allow the student to substitute oral assignments with written papers or use other available technologies.
Modify grading based on speech impairment.
Allow the student time to express themselves. Do no interrupt a slow speaker.
Provide the SLP with spelling/vocabulary lists.
Allow the use of assistive technologies.
Develop a procedure for the student to ask for help.
Be a good speech model and speak directly to the student.
Reduce unnecessary classroom noise as much as possible.
Students are greatly benefited by receiving language therapy from a speech-language therapist (SLP).
Give assignments both orally and written.
Provide the student with information on topics prior to going over them in class.
Modify the length of assignments.
Minimize classroom noises and distractions.
Provide SLP with spelling/vocabulary lists.
Provide copy of class notes.
Pre-teach words/ideas before using them in a real situation.
Allow extended time for assignments and tests.
Do not assume understanding of spoken instructions.
Provide a private location for testing.
Ensure student has a way to appropriately express wants and needs.
Allow use of adaptive technologies.
Ask open-ended questions.
Present only one concept at a time.
Work at the student's pace.
Use tactic and visual cues (e.g. pictures, 3-D objects).
Use as many hands-on experiences as possible.
Graphic organizers are useful in helping students organize and understand various language concepts.
Reference
Bowen, C. (n.d.). Retrieved June 27, 2019, from https://speech-language-therapy.com/index.php?option=com_content&view=article&id=17&Itemid=119
Classroom Accommodations/Modifications. (n.d.). Retrieved June 27, 2019, from http://splimpairments.weebly.com/classroom-accommodationsmodifications.html
NASET.org Home Page. (2010, July 26). Retrieved June 27, 2019, from https://www.naset.org/index.php?id=speechandlanguage2
textHELP
Prevalence: The Centers for Disease Control and Prevention (CDC) estimates that 1 in 68 children, or roughly 1.5% of children, have autism in the United States.
Low Incidence
- The subjects of grammar, spelling and vocabulary,
- Taking notes while listening to lectures
- Participating in classroom discussion
- Watching educational videos
- Presenting Oral Reports
References:
14 Disability Categories Under Idea. (n.d.) Retrieved from http://sinche.uom.gr/sites/default/files/14_disability_categories_under_idea.pdf
Assistive Technology by Joyce K Mitchell ED505 Week2 Learning Outcomes for Students with the following disabilities: Hearing impaired Seeing impaired Learning. - ppt download. (n.d.). Retrieved from https://slideplayer.com/slide/7780361/
Low Incidence Disabilities / Low Incidence Home. (n.d.). Retrieved from https://www.swsc.org/domain/76
Using Hearing Assistive Technologies in the Classroom: Why, When and How? (n.d.). Retrieved from https://www.boystownhospital.org/knowledgeCenter/articles/Pages/UsingHearingAssistiveTechnologiesintheClassroom.aspx
What is a Hearing Impairment? Special Education Guide. (n.d.). Retrieved from https://www.specialeducationguide.com/disability-profiles/hearing-impairments/
Interventions:
“Typically, both oral (speech, lip reading and use of residual hearing) and manual (sign language) communication are used with and taught to children with hearing impairments.
Voice and articulation training is often recommended to help students learn to form the sounds which they cannot hear.”
Utilize Assistive Technologies to Include:
Communication Boards,
Assistive Listening Devices (Amplified Phone System),
FM amplification systems (auditory trainer),
Closed-captioning televsiion,
Real-time captioning,
Audio-voice amplification device for teachers,
Phonic ear
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Be Consistent
Review daily routines with student
Provide clear oral and written instructions
Provide an outline or study guide when possible
Provide quiet, distraction-free environments for tests
Use multiple-choice instead of open-ended questions
Avoid high-pressure situations
Utilize student’s best learning mode (visual/auditory)
Ask student to repeat information to confirm comprehension
References
5 Important Classroom Accommodations For Children With Autism. (2019). Retrieved June 24, 2019, from http://caring4ourkids.com/important-classroom-accommodations-for-autistic-children/
Bugaj, C. R., Hartman, M. A., & Nichols, M. E. (2014). Chapter 3: Classroom-Based Technology Tools. In Technology Tools for Students with Autism: Innovations that Enhance Independence and Learning (pp. 47-55). Baltimore, MD: Paul H. Brookes Publishing.
Types of interventions for children with autism spectrum disorder. (2017, May 01). Retrieved June 24, 2019, from https://raisingchildren.net.au/guides/a-z-health-reference/types-of-interventions-for-asd
What Are the Symptoms of Autism? (n.d.). Retrieved June 24, 2019, from https://www.autismspeaks.org/what-are-symptoms-autism
IDEA officially defines the category as “an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.”
Common Signs
Irregular eye movements (for instance, eyes that don’t move together or that appear unfocused)
Unusual habits (such as covering one eye or frequently rubbing eyes)
Operating standard educational tools such as calculators and word processing software
Impact on learning
Teaching Strategies
Assistive Technology
Reference
American Foundation for the Blind. (n.d.). Accommodations and modifications at a glance: Educational accommodations for students who are blind or visually impaired. Retrieved April 4, 2017 from the Family Connect website:
http://www.familyconnect.org/info/education/know-your-rights/accommodations-and-modifications-at-a-glance/235
Visual Impairments. Retrieved from http://www.projectidealonline.org/v/visual-impairments/
The Central Role of the Teacher of Students with Visual Impairments from https://www.familyconnect.org/info/education/your-childs-educational-team-and-placement/central-role-of-the-tvi/135
Low incidence disability
An abnormality of, or damage to the brain, spinal cord, or nerves.
Degenerative Diseases
Assistive Technology
Talkitt
Dot Watch
Sesame
Assist
Liftware
AXS Map
Definition: A combination of simultaneous impairments (two different physical disabilities, two different mental disabilities, combination of physical and mental disabilities) that result in severe educational needs
Low Incidence (2% of all disabilities)
Does not include Deaf-Blindness
E.G. Intellectual Disability-blindness, Intellectual Disability-orthopedic impairment
So what then are some examples?
AASEP
References
Special Education Guide
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Accomodations
Assistant Technologies
students have a limited ability to learn incidentally from their environment.
require direct interventions to develop understanding of the relationships between people and objects in their environment.
The limited ability to explore the environment may affect early motor development.
need specialized instruction in a number of other essential skill areas.
Common Traits
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Limited Speech/Communication
Basic Mobility Difficulties
Require Assistance in Basic Functions
Difficulty transferring skills from one setting to another
Forgetting skills if not used
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Compensating when assessing for visual or auditive impairments
Physical and occupational therapy may improve student's capability to function inside classroom
Find adequate learning environment that suits the intelligence level
Alternative textbooks when necessary (braille or audio)
Early interventions focused on preventing developmental delays
An assigned aid when student cannot be independent
But now there is a move to fully incorporate MD students in general school
Mindfulness regarding medical conditions and if there needs to be special equipment, diets, medication
Sometimes based on the LRE, these students are placed in special education classrooms within a general school
Individual education plan that is monitored and reviewed regularly
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Literacy Tools (Clicker 7)
Speech Generating Devices
Text to Braille (Duxbury Systems)
Text to Speech Technologies (Intellitools)
Communication Aids (AbleNet)
Computer adaptations
Optical devices:
Adaptive devices
Braille notetakers: lightweight electronic note-taking device that can be connected to a printer or a braille embosser to produce a printed or brailled copy.
Optical character reader: converts printed text into files on a computer that can be translated into audible speech or Braille with appropriate equipment and software.
Electronic braillewriter: produces braille, translates braille into text or synthetic speech.
Closed Circuit Television (CCTV): enlarges an image to a larger size and projects it on a screen
Talking calculators: calculates with voice output.
Magnifiers: enlarges images
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Braille notetakers: lightweight electronic note-taking device that can be connected to a printer or a braille embosser to produce a printed or brailled copy.
Optical character reader: converts printed text into files on a computer that can be translated into audible speech or Braille with appropriate equipment and software.
Electronic braillewriter: produces braille, translates braille into text or synthetic speech.
Talking calculators: calculates with voice output.
Students must be taught compensatory skills and adaptive techniques in order to be able to acquire knowledge from methods other than sight
She can't see or hear: How does she learn?]
Accommodations: Extended time on assignments/tests, Seated away from distractions, Repetition of directions, Consistent schedules/routines, Summarize lessons, Give directions in steps
Definition: Having limited strength, vitality, or alert- ness, including a heightened alertness to environ- mental stimuli, that results
in limited alertness with respect to the educational environment
Chronic/Acute health problems that fall under this category: asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome
Gradually increase students' "work time."
Two systems of help are available immediately to help eligible children with OHI:
Special education and related services are for children from 3 to 21, sometimes older. These services include specially designed instruction and a wide range of supports to address the student’s individual needs that result from his or her disability.
Early intervention services are for children under the age of 3. Known as Part C of IDEA, the early intervention program exists in every state and includes free evaluation of the baby or toddler see what the problem is. The child's needs (and the family's) are identified in the evaulation.
Other Health Impairment. (2015, July). Retrieved June 27, 2019, from https://www.parentcenterhub.org/ohi/
High Incidence
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Teaching the specific skills
Conducting various assessments
Analyzing the classroom and other environments for access and safety
Directing the paraeducator
Preparing or obtaining learning materials in the appropriate accessible format
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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.
The National Dissemination Center for Children with Disabilities (often referred to as NICHCY) lists six types of emotional disturbances: anxiety disorders, bipolar disorder, conduct disorders, eating disorders, obsessive-compulsive disorder (OCD) and psychotic disorders; however, they note that this list isn’t all-inclusive. To learn about the precise characteristics connected to a child’s emotional disturbance, look into the specific subcategory that affects that child.
Given the behavioral issues related to the disability category at hand, educating students diagnosed with emotional disturbances can prove challenging. The challenge often stems from potential classroom disruptions; for instance, imagine the trouble created when a student begins crying uncontrollably or starts throwing a wild temper tantrum.
Assistive technology
-Text to Speech Software
-Reminder Devices
Voice recognition software
-Talk Light
Teaching Strategies
When a student is having an episode, do not engage (behavior exhibited by the instructor may exacerbate the situation)
Keep classroom rules/activities simple and clear (lack of coherency may add to problems)
Reward positive behaviors (Ensure that you are highlighting the students progression
Allow for mini-breaks (Know your students triggers, and allow time to take a break when a conflict may be arising
Ensure that the classroom treatment is equitable across the board (Create an environment that promotes fairness)
Use motivational Strategies (Implement a system that places the ownership of the behaviors on the student. Incite them to want to curtail negative behaviors)
References
Kauffman, J.M., Cullinan, D,,& Epstein, M. J. (1987). Characteristics of students placed in special programs for the seriously emotionally disturbed. Behavior Disorders, 12, 175-184.
Rhodes W.C. (1970). A community participation analysis of emotional disturbance. Exceptional Children, 37, 309-314
Wagner, M. (1989). Youth with disabilities during trasition. An overview of descriptive findings from the National Longitudinal Transition Study. Palo Alto, CA: SRI
Seating Arrangements-minimizing distractions and the possibility for over stimulation will assist the student with focusing.
Routines- By doing the same thing each day the student knows what to expect and can begin following the same actions without additional guidance.
Predictability-One way to do this is by providing a schedule of activities that can be understood by the student.
Areas:
cognitive
fine/gross motor skills
social/emotional
language/speech
Discussion - Parents and teachers can read aloud, then ask for comments and opinions about the book.
AbleNet Bookworm can to translate any book into an audio book
text-to speech software can help students to gain control of what they need to say
FM systn can help connecting the teacher and students in audible way with radio broadcast techcology.