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

speech4

Structured-Teaching-Visual-Schedule

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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. intellectual functioning

Adaptive Functioning: The cognitive and behavioral skills needed to live independently. adaptive intellectual

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 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 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"

msd pic

Neuromotor Impairments

Low-incidence Rate: <1%

Teaching Strategies

neuromotor

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 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.

ubi-duo

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

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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.

imgbin-timer-stopwatch-interactive-whiteboard-countdown-table-time-bomb-DeVf3iFM4x36ZekdLw3Lme9KZ

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

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

  1. The subjects of grammar, spelling and vocabulary,





  1. Taking notes while listening to lectures





  1. Participating in classroom discussion





  1. Watching educational videos





  1. 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/


HHS

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

degenerative disease

speech rec

Assistive Technology

Talkitt

Dot Watch

Sesame

Assist

Liftware

AXS Map

social media

coworker

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.