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Disabilities as identified by IDEA (Low Incidence (Developmental Delay…

- - - - 10 Challenges Deaf Students Face in the Classroom. (2016, December 24). Retrieved from https://www.gettingsmart.com/2016/08/10-challenges-deaf-students-face-in-the-classroom/
        Berke, J. (2018, February 27). Including Deaf & Hard of Hearing Kids in the Classroom. Retrieved from https://www.verywellhealth.com/deaf-and-hard-of-hearing-in-classroom-1049413
        Inclusive Teaching: Deaf and Hearing Impaired. (n.d.). Retrieved June 27, 2019, from https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-hearing-impaired/
        Sec. 300.8 (c) (3). (n.d.). Retrieved June 27, 2019, from https://sites.ed.gov/idea/regs/b/a/300.8/c/3
        Talks, T. (2018, September 05). Retrieved June 28, 2019, from https://w ww.youtube.com/watch?v=U_Q7axl4oXY
        
        Sources
      - Assistive Technologies
        
        Interactive whiteboards
        
        Chat rooms
        
        Closed captioning on all movies and videos,
        
        Computer assisted note taking
        
        ASL videos for testing materials
        
        vibrating system alert systems
        
        Interpreters in the classroom
        
        Assistive listening devices
        
        speech-to-text computer system
      - Strategies
        
        Assign deaf students with peer note takers
        
        Be aware of classroom acoustics
        
        Always write important dates and page numbers on the board
        
        Talk to the child, not the interpreter
        
        Lip reading, unobstructed view of the teacher
        
        Quality lighting so they can see everything
        
        Have student sit in front or near the front
        
        Seating- Arranging desks in a "U" shape
        
        Provide written notes of the lecture before class
        
        Don't turn your back on the student while talking
        
        Explaining Deafness to the class
      - Resources
        
        https://www.youtube.com/watch?v=U_Q7axl4oXY
        
        http://www.handsandvoices.org/pdf/mainst_cal.pdf
        
        Our Forgotten Children: Hard of Hearing Pupils in The Schools; By Julia Davis
- - - - "a slow to meet or not meeting milestones in one or more areas of development (communication, motor, cognition, social-emotional or adaptive skills)" (Georgetown, 2011)
      - Developmental delays can be difficult to set apart from the other disabilities and are often a precursor of disabilities diagnosed later. For this reason, developmental delay under the IDEA can only be for children under the age of 9.
      - Developmental delays can also be challenging to diagnose because of cultural context. Various cultural values and parental perspectives will influence the timing of certain developments and should be taken into consideration.
    - - "Since children with developmental delay typically have delays in all areas of development, there is no one intervention strategy that works best. Interventions should be integrated across developmental domains. Early intervention service providers should work closely with families to embed integrated strategies in their everyday routines and environments to maximize the opportunity to promote development. It is particularly critical at times of the transition from Part C to Part B that their educational plan addresses their needs with integrated outcomes and comprehensive services." (Georgetown, 2011)
    - - Music and Movement to support the development of motor skills: https://youtu.be/AguKhc1a3Po
      - Parental involvement is essential, particularly for early intervention, because the child engages most readily with his or her parent
      - Development through language and interaction: https://youtu.be/y8qc8Aa3weE
      - Involvement of social services and support: socioeconomic factors can contribute to developmental delays. Gaining support will give family members the abilities to invest more time and resources in their children.
      - Dependent on the type of delay, also see assistive technologies mentioned in the other disabilities discussed here.
    - - Early Intervention under IDEA Part C: Sec. 303.10 (for children under 3): as defined by the state
      - Ages 3 to 9 under IDEA Part B: Sec. 300.8 (b): (b) Children aged three through nine experiencing developmental delays. Child with a disability for children aged three through nine (or any subset of that age range, including ages three through five), may, subject to the conditions described in §300.111(b), include a child: (1) Who is experiencing developmental delays, as defined by the State and as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: Physical development, cognitive development, communication development, social or emotional development, or adaptive development; and (2) Who, by reason thereof, needs special education and related services.
    - - U.S. Department of Education. Individuals with Disabilities Education Act (IDEA) website. Retrieved from https://sites.ed.gov/idea/regs/b/a/300.8/b
      - IDEA Partnership. Definitions of Disability Terms. Retrieved from http://www.ideapartnership.org/topics-database/idea-2004/idea-2004-part-b/1397-definitions-of-disability-terms.html
      - Georgetown University Center for Child and Human Development. Contemporary Practices in Early Intervention: Developmental Delay and IDEA Primer. 2011. Retrieved from https://www.teachingei.org/disabilities/primers/Developmental_Delay.pdf
  - - - -Use of Intervenor/Interpreter
        -Preferential Seating
        -Differentiated Assignments and Assessments
        -Extra Time for Assignments and Assessments
        -Teacher to Use Slow, Loud and Directed Speech (to enable lip-reading)
        -Teaching Materials & Methods that Stimulate Multiple Senses
        -Teaching Materials Provided in Advance
    - - -Assistive Listening Devices
        -Hearing Aids
        -Braille Notetakers
        -Computer-assisted Note Taking
        -Screen Braille Communicators
        -Teaching Materials in Alternative Formats (e.g. Electronic with Visual and Audio Inputs, Braille, Large Format)
        -Interactive Electronics (e.g. iPads, Screen Readers, Interactive Whiteboards)
        -Closed captioning/Subtitling
        -Magnifiers
        -Sign Language
        -Tactile Sign Language
    - - “Deaf-Blindness” (2015). A legacy disability fact sheet from NICHCY. Retrieved from https://www.parentcenterhub.org/deafblindness/
        "Teaching Students with Deaf-Blindness" (n.d.). Council of Ontario Universities. Retrieved from http://www.accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-with-deaf-blindness/
  - - - Students with multiple disabilities will have different needs depending on the combination of disabilities. We have to consult with the student and determine the primary need for him/her. In order to help the student, we have to have an effective support team that will help with all the type of students issues: Motor skills, Positioning, language, and sensory.
        Concomitant [simultaneous] impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness.
        Source: Categories of Disability Under IDEA | Center for Parent Information and Resources.
        
        References
        
        -Categories of Disability Under IDEA | Center for Parent Information and Resources. (n.d.). Retrieved December 13, 2015, from http://www.parentcenterhub.org/repository/categories/ - Going to school documentary: Check the link on the media tab. -https://www.parentcenterhub.org/considering-at/ - https://www.parentcenterhub.org/categories/ - http://www.pathstoliteracy.org/technology-students-multiple-disabilities - http://www.pathstoliteracy.org/technology-students-multiple-disabilities - http://www.projectidealonline.org/v/multiple-disabilities/
    - - Assistive technology enables children with disabilities to participate more fully in all aspects of life (home, school, and community) and helps them access their right to a ―free appropriate, public education‖ in the ―least restrictive environment‖. The IEP team must determine whether an individual child needs an assistive technology device or service, and if so, the nature and extent to be provided.
        It is possible that an assistive technology evaluation will be required to determine if the child would need an assistive technology service and/or assistive technology device. Any needs identified should be reflected in the content of the IEP, including, as appropriate, the instructional program and services provided to the child (92 NAC 51 007.07B7).
        As with any IEP considerations, goals related to assistive technology depend on the individual needs of the child and must be determined on a case-by-case basis. The service or device is related to, or integrated into the goal or short-term objectives, but is it the student’s needs, not service or device limitation, that drives the decisions? https://www.parentcenterhub.org/considering-at/
        
        Here are some assistive technologies for students with multiple disabilities: Adaptive Equipment to Promote Literacy - IntelliTools - IntelliKeys and Clicker5. http://www.pathstoliteracy.org/technology-students-multiple-disabilities
    - - GOING TO SCHOOL (IR A LA ESCUELA) -- Inclusion Student Gets a Chance (CLIP #1). The documentary shows a students with multiple disabilities accommodated in a LRE.
        https://www.youtube.com/watch?v=woQkHodTcGk
  - - - AT for Writing
        
        braillewriter
        
        slate and stylus
        
        word processor
      - Apps
        
        Note taking, accessing books, braille, sound, read to me apps
      - Computer access
        
        accessibility options
        
        track pad/track ball
        
        alternate keyboard
        
        mouth stick/head pointer
        
        voice recognition software
        
        switch and morse code
        
        screen reader
        
        braille translator software
      - AT for Math
        
        abacus
        
        braille cubes
        
        adaptive calculator
    - - cane
      - braille
      - adaptations in environment
      - GPS device
      - Physical Education
        
        string to provide playing boundary
        
        acoustic equipment
        
        tether or short rope for partner running
        
        tandem bicycle
  - - - Devices to Access Information:
        
        speech recognition software
        
        screen reading software
        
        augmentative and alternative communication devices (such as communication boards)
        
        academic software packages for students with disabilities
      - Devices for Positioning and Mobility:
        
        canes
        
        walkers
        
        crutches
        
        wheelchairs
        
        specialized exercise equipment
        
        specialized chairs, desks, and tables for proper posture development
    - - Special seating arrangements to develop useful posture and movements
      - Instruction focused on development of gross and fine motor skills
      - Securing suitable augmentative communication and other assistive devices
      - Awareness of medical condition and its affect on the student (such as getting tired quickly)
  - - - Assistive Technologies
        
        Visual schedules
        Visual schedules on tablets can be a great tool to help your child complete tasks and work on skills like self-care and daily living. For example, a visual schedule for an evening routine can help him or her learn to manage time and gradually master a routine on his or her own – from an after school snack, to homework, to teeth brushing and everything in between. These visual schedules can be very helpful in helping your child learn independent living skills, among others.
        
        Video modeling
        Video modeling is a method that involves teaching skills in a visual way. The video could be of the individual him or herself completing a task or assignment, or of a teacher, educator or parent teaching the skills and steps required. Your child can watch these videos as often as he or she likes/needs to help learn important skills. Because the videos involve using a tablet or smartphone, he or she is most likely more interested in learning the skills this way. Video modeling can help with a wide array of skills including hygiene, job tasks and more.
        
        Decision-making
        Individuals with autism who have more difficulty communicating can use technology to make their “voices” heard regarding decisions, which helps foster the self-advocacy skills that are so important as they age into adulthood. You can start small, like instead of ordering for your child at a restaurant, he or she can use a smartphone or tablet to point to the item he or she wants.
        
        Talk Light
        One of the more visible signs of autism is an extreme sensitivity to stimuli. Some children might be very sensitive to the way their clothing fits them or how certain foods feel in their mouth. However, teachers can help by limiting the amount of loud noise that surrounds their student. The Talk Light gives educators a visual indicator of when the noise is becoming too loud. It will move from green to yellow to red when you need to quiet things down a little. A pair of noise-canceling headphones might be helpful when you see the talk light turn yellow.
        
        Intervention
        
        Every child or adult with autism has unique strengths and challenges, so there is no one size fits all approach to autism treatment and intervention. Each autism intervention or treatment plan should be tailored to address the person's specific needs.
        Intervention can involve behavioral treatments, medicines or both. Many people with autism have additional medical conditions such as sleep disturbance, seizures, and gastrointestinal (GI) distress. Addressing these conditions can improve attention, learning and related behaviors.
        
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  - - - One way to measure intellectual functioning is an IQ test. Generally, an IQ test score of around 70 or as high as 75 indicates a limitation in intellectual functioning.
        
        Intellectual functioning—also called intelligence—refers to general mental capacity, such as learning, reasoning, problem solving, and so on
        
        Signs of Intellectual Disability
        Sit up and crawl later
        Learn to talk later, or have trouble speaking
        Find it hard to remember things
        Not understand how to pay for things.
        Have trouble with social rules
        Have trouble seeing consequences of actions
        Have trouble problem solving
        Have trouble with logical thinking.
        
        link to www.google.com
        
        Figure 2f from: Irimia R, Gottschling M (2016) Taxonomic revision of Rochefortia Sw. (Ehretiaceae, Boraginales). Biodiversity Data Journal 4: E7720.
        
        https://doi.org/10.3897/BDJ.4.e7720. (n.d.). doi:10.3897/bdj.4.e7720.figure2fIntellectual Disabilities. (n.d.). Retrieved from
        
        http://www.projectidealonline.org/v/intellectual-disabilities/Manager. (2018, February 19). Strategies for Teaching Students with Intellectual Disabilities. Retrieved from https://therapytravelers.com/strategies-teaching-students-intellectual-disabilities/What is Intellectual Disability? (n.d.). Retrieved from https://www.psychiatry.org/patients-families/intellectual-disability/what-is-intellectual-disability
        
        Three Areas of Adaptive Functioning are Considered.
        
        Conceptual- Language, reading, math, reasoning, knowledge, and memory.
        Social- Empathy, social judgment, communication skills, the ability to follow rules and the ability to make and keep friendships.
        Practical- Independence in areas such as personal care, job responsibilities, managing money, recreation and organizing school and work tasks
        
        Strategies for teaching students with intellectual disabilities include, but are not limited to, the following.
        Teach one concept or activity component at a time
        Teach one step at a time to help support memorization and sequencing
        Teach students in small groups, or one-on-one, if possible
        Always provide multiple opportunities to practice skills in a number of different settings
        Use physical and verbal prompting to guide correct responses, and provide specific verbal praise to reinforce these responses
- - - - Expressions: Difficulty paying attention or staying on-task. Easily distracted
        
        Some debate on whether it is technically a learning disability
      - Assistive Technology and Accomodations
        
        Speak with parents to find out how to align behavior with learning goals: do students like to stand or walk while they read?
        
        Interventions are not instructional, but behavioral and potentially medical.
        
        Timers to help stay on-task
        
        Reading guides to block distracting text
    - - Expressions:
        
        Phonemic breakdown: how do we sound out words?
        
        Phonological breakdown: cannot distinguish similar word sounds
        
        General breakdown of fluency, spelling, or comprehension.
    - - Expressions:
        
        Spatial aspect of writing is difficult. For example, they cannot replicate spatial setup of simple pictures.
        
        Expression in writing is difficult.
        
        Very slow to complete category lists, like "Write all the animals that start with L"
        
        Organizing coherently.
        
        Basic sentence structure
        
        Grammar awareness
        
        Redundant
        
        Obvious omissions in writing, to the point of being unreadable.
        
        Physical act of writing is difficult.
        
        Can't hold a pencil
        
        Extremely tense when writing, to the point of leading to fatigue
      - Assistive Technology and Accomodations
        
        Assistive Technologies
        
        Audiobooks and audio textbooks build momentum of vocabulary and knowledge bank without needing to read or write to get there.
        
        Hoopla (lots of children's books)
        
        Bookshare (available to those with qualifying disabilities)
        
        Learning Ally (textbooks, subscriptions available to those with qualifying disabilities)
        
        Quizlet: flashcards can be typed, loaded from other users, and read back to the user
        
        Rewordify: automatically finds and replaces hard words in a text. All you have to do is plug in text or even a web page address, and it'll spit out a revised page depending on the reading level they set in the preferences.
        
        Grammarly for proofreading
        
        Auto-completion like Spell Better, Co:Writer word predictors
        
        Dictation and oral exams are equitable ways for students to keep up in overall learning without unnecessary struggle.
        
        Allow them to go outside, play, and participate as much as possible in their childhood instead of constantly pushing for progress. It takes time, and meanwhile, they need to develop as children in other ways. These children often excel in athletics or engineering.
        
        Highly planned, structured therapy to reorganize language pathways: may take one hour a day for several years if not caught early.
        
        Excellent link with classroom accomodations: https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-dysgraphia
    - - Expressions
        
        Conceptual: time, measurement, estimation
        
        Unable to order numbers
        
        Limited problem solving strategies
        
        Trouble with basic math calculations
      - Assistive Technology
        
        Calculators
        
        Graph paper
        
        Manipulatives
        
        Dictation
        
        Graphing tools
    - - Expressions: can't distinguish or remember information from a certain sensory pathway.
        
        Auditory
        
        Visual
      - Teaching Strategies: For phonics and vocab, use individual whiteboards across the whole class to show teacher who gets it and who doesn't. Use 2x teacher repeat, 2x class repeat, write it once, hold it up. Strengthen phonological and orthographic loops: eyes-mouth-ear-hand-eyes.
        http://youtube.com/watch?v=V9Mru-0rbk8.Erase in alphabetical order. Erase a certain sound.This multisensory say-it-back process helps everyone.
  - - - Voice Impairment
        
        Strategies
        
        Visual/ Non-verbal means to communicate
        
        Quiet classroom environment
        
        Preferential seating
        
        Assistive Technology
        
        Assistive and Augmentative Technology (e.g. Proloquo, PECS)
      - Fluency Disorder (Stuttering)
        
        Strategies
        
        Educate classmates on condition w/ student's consent/ help
        
        Provide non-verbal cue before calling on student
        
        Limit interruptions/ competing noise
        
        Measure silent reading fluency rather than oral reading
        
        Do not finish students words or sentences, wait for them to finish what they are trying to say
        
        Model relaxed rate of speech
        
        Give student full attention when they are speaking
        
        Assistive Technology
        
        Altered Frequency Feedback device/ App
        
        Delayed Auditory Feedback Device/App
      - Phonological/ Speech Sound Disorder
        
        Strategies
        
        Use of multi-media for expression (e.g. images, written, etc)
        
        Scaffold/model correct speech
        
        Non verbal cue before calling on student
        
        Assistive Technology
        
        Assistive and Augmentative Technology (e.g. Proloquo, PECS)
      - Language Disorder
        
        Strategies
        
        Scaffolding (e.g. graphic organizers, models, sentences starters/ frames, rephrase/ repeat)
        
        Preferential Seating
        
        Use of multiple modalities & visuals
        
        Pre-teach vocabulary
        
        Teach self advocation skills
        
        For pragmatic language: Use of social stories, visual schedules, positive models
        
        Assistive Technology
        
        Speech to Text
        
        Text to Speech
        
        Recorder
        
        Audio books
        
        Assistive and Augmentative Technology (e.g. Proloquo, PECS)
  - - - Calming music
        
        Discussion threads
        
        Journal writing or other monitored modes of self-expression (for writing classes)
        
        Videos such as TedEd or Khan Academy that are calm and easy to follow
    - - Ways For each category research and include assistive technologies and other accommodations that can be used for struggling students. Link or add strategies from your own mindmap to the relevant categories.
        
        A text-to-speech software such as that found within the Microsoft programs could be an ideal solution. Students can sit back and listen while the computer or tablet reads to them, preventing them from trying to engage too many brain systems at one time.
        
        Reminder devices are helpful for students that tend to forget things due to emotional disturbance and therefore have a lack of mental capacity for basic short term memory, etc.
        
        Tone of voice matters – some students have experienced trauma, and it is therefore important to create a safe environment by talking lightly, and not using sudden motions or loud noises. When students feel safe, they are able to learn better.
    - - https://www.ldatschool.ca/assistive-technology/
        https://www.theedadvocate.org/assistive-technology-to-help-students-with-behavioral-disabilities-succeed-academically/