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Disabilities under IDEA (Emotional Disturbance ((A condition exhibiting…

- - - - 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:
        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/
  - - - 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
- - - - 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.
    - - Intellectual Functioning
        
        Small & large group learning environments
        
        Group students with and without disabilities
        
        Computer Assisted Learning (CAL)
        
        Quizlet, Kahoots, Plickers,Classcraft, Padlet)
        
        Cooperative Learning Strategies
        
        Jigsaw Method
        
        Peer to peer tutoring
        
        Opportunities to work independently
        
        text-to-speech (TTS) software
        
        Project-based learning
      - Adaptive Functioning
        
        home living skills
        
        social skills
        
        Teach Town Social Skills Skills
        
        reading, writing, and basic math
        
        Graphic Organizers Organizers
- - - - E.G. Intellectual Disability-blindness, Intellectual Disability-orthopedic impairment
  - - - 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
  - - - Literacy Tools (Clicker 7)
      - Speech Generating Devices
      - Text to Braille (Duxbury Systems)
      - Text to Speech Technologies (Intellitools)
      - Communication Aids (AbleNet)
  - - - Limited Speech/Communication
      - Basic Mobility Difficulties
      - Require Assistance in Basic Functions
      - Difficulty transferring skills from one setting to another
      - Forgetting skills if not used
- - - - An abnormality of, or damage to the brain, spinal cord, or nerves.
        
        Degenerative Diseases
  - - - Reading Deficiencies
        
        Early intervention)
      - Fine motor skills disabilities
      - Assistive Technology
        
        Talkitt
        
        Dot Watch
        
        https://youtu.be/mskj1JxlzoU
        
        Sesame
        
        Assist
        
        Liftware
        
        AXS Map
    - - Preferential seating
      - Utilize social media as a means of formal and informal modes of education
      - Adapt the school environment to make it accessible and safe
      - Work closely with other teachers and SPED administrators to provide consistency across classrooms
- - - - References:
        http://www.projectidealonline.org/v/specific-learning-disabilities/
        https://www.psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder
- - - - Deaf-Blindness is a low incidence disability due to a very small number of students who fit this category.
    - - She can't see or hear: How does she learn?]https://youtu.be/JO4NWh8AZQw
- - - - -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
        
        DSM Diagnostic Criteria for ASD
      - 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
      - https://www.youtube.com/watch?v=D_nTi4auLZE
    - - https://www.youtube.com/watch?v=YqfHWXMMuk0
  - - - -provide daily class schedule detailing activity categories for the day
        
        assists with transitions between classroom, lunchroom, playground and other places
      - -provide outline for each assignment
        
        -helps them break up their time between each required task
    - - Visual Learners: literature, videos, pictures, charts
      - Auditory Learners: audio tape, recording of written information
      - Tactile Learners: task cards, board games, notepads, computer games, crafts
    - - -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
    - - -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
    - - -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
    - - -further differentiate the classroom to accommodate students with autism and other students in class as well
  - - - -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
    - - -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
    - - -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.
        
        Best Autism Apps For iPad, iPhone and Android
    - - -augmentative and alternative communication devices, such as voice output devices
        
        Top 10 Augmentative and Alternative Communication Devices
  - - - 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
  - - - -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
        
        https://www.youtube.com/watch?v=cp_gzUTCm8g
    - - -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
        
        https://www.youtube.com/watch?v=njaRuqGnvr0
      - -not enough research on these 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
        
        https://www.youtube.com/watch?v=5m_cJQQVieU
- - - - 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.
    - - Accessible Instructional Materials (AIM)
        
        Borrowing devices/software for trials
        
        Accessing AIM, NIMAS, etc.
        
        Adaptive computer equipment/software for home use
      - Captioning Services for video/audio productions
        
        Described Caption Media program
      - 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.
      - Translation Services:
        Allow the words of a speaker to be transcribed into text via monitor, screen, or laptop computer.
  - - - https://youtu.be/m2Wru9t4yBs
- - - - 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.
    - - 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.
  - - - Apraxia, Dysarthria, Orofacial Myological Disorders, Speech Sound Disorder, Stuttering, Voice Disorders
    - - Language-based Learning Disabilities, Selective Mutism, Aphasia
    - - 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
- - - - 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.
    - - Closed Circuit Television (CCTV): enlarges an image to a larger size and projects it on a screen
      - Magnifiers: enlarges images
    - - 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.
- - - - Accommodations
        (Kreutzer & Hsu, 2011)
        
        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
        
        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
        
        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
    - - 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).