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14 Categories by IDEA (Speech or Language Impairment (Symptoms/Signs of…

- - - - Computer apps- First Words
      - Speech or Language Impairments (n.d.)
    - - Unaided Systems
        
        Use your own body, gestures, body language, facial expressions, and sign language
      - Aided Systems
        
        Basic
        
        Pen and paper
        
        Point to letters, words, and pictures on thte board
        
        High-Tech
        
        Touching letters or pictures on a computer screen that speaks for you.
      - Augmnetative or Alternative Communication (n.d)
  - - - Develop a procedure for the student to ask for help.
      - Speak directly to student.
      - Model acceptance and understanding in classroom.
      - Be patient when the student is speaking, rushing may result in frustration.
      - Have a easy and good interactive communication system in classroom
    - - Use active listening
      - Use visual cues
      - Use interactive learning.
      - Encourage reading and writing daily.
      - Provide fun activities that are functional and practical.
- - - - Using apps such as:
        Lear with Rufus: Feelings and Emotions
        Proloquo2go
        Meet Heckerty
      - (“Assistive Technology for..., 2019)
      - Interactive multi-player games that involve teamwork and cooperation
    - - Discuss emotions and feelings as a class
        and encourage compassion
      - Encourage eye contact
      - Plan activities that involve peer interaction
      - Discuss the actions and emotions of characters in books
  - - - Use of smart books that read aloud with the use of a smart pen
      - Picture communication symbols
      - Adaptive books used as a class and available in the class library
      - (Beck 2002)
      - Text-to-speech software allowing a student to type out what they have to say and then the computer reads it out for them
    - - Consulting a speech and language teacher or reading specialist
      - Use visual aids to compliment verbal information
      - Correct mistakes gently by repeating what the student has said in the correct way
      - Provide encouragement and positive reinforcement
      - (“Language delay”. n.d.)
  - - - Online puzzles and problem solving games
      - FM systems to block out excess noise and increase understanding between student and teacher
      - (Lynch, May, 2018)
    - - Sensory play
      - Building with blocks
      - Imaginary play and role playing with dolls or puppets
      - Creative activities such as drawing and painting, but finger paints or large crayons may need to be used
      - (Doheny, October 2010)
  - - - Using a smartboard and online videos that encourage gross motor movement
      - Ipads
      - Interactive instruments and toys that require use of Fine Motor skills
    - - Use an easel in the classroom to practice writing
      - Do arts and crafts that encourage fine motor skills
        i.e. paper folding, directed drawing, painting
      - Playing with play-doh and play-doh tools
      - (“Signs of Fine Motor...” n.d.)
      - Doing physical activity earlier in the day before students are tired
      - Incorporating movement into lessons through role play and using actions to represent different vocabulary
      - Incorporating movement into music time and playing different instruments
  - - - Using apps such as First then Visual Schedule
      - (“Assistive Technology for..., 2019)
    - - Establish a daily routine, write or illustrate this in the classroom
      - Role play that involves real life activities such as shopping, eating at a restaurant, getting ready for school
      - Throughout daily activities encourage independence in tasks such as preparing their school bag, tying shoes, eating
- - - - https://www.nidcd.nih.gov/health/statistics/quick-statistics-hearing
  - - - Ann Logsdon ,May 13, 2019,How Are Deaf Children Supported in School? retrieved from https://www.verywellfamily.com/deafness-what-is-deafness-2162025
- - - - panic disorder
      - Obsessive compulsive disorder
      - PTSD
      - Social disorder
      - specific phobia
    - - a serious medical condition that causes dramatic mood swings from overly “high” and/or irritable to sad and hopeless, and then back again, often with periods of normal mood in between. Severe changes in energy and behavior go along with these changes in mood. (Emotional Disturbance,2017)
      - For most people, these symptoms can be stabilized over time using an approach that combines medication and psychosocial treatment. (Emotional Disturbance, 2017)
    - - Treating an eating disorder generally involves a combination of psychological and nutritional counseling, along with medical and psychiatric monitoring. (Emotional Disturbance, 2017)
    - - delusions and hallucinations. Most are treated with a combination of medications and psychotherapy (Emotional Disturbance, 2017)
    - - aggression to people and animals; destruction of property; deceitfulness, lying, or stealing; or truancy or other serious violations of rules.
      - cognitive-behavioral therapy, family therapy; peer group therapy and medications. (Emotional Disturbance, 2017)
  - - - Establishing Consistent Routines
      - Setting Well Defined Limits and Rules.
      - Verbal Reinforcement for Appropriate Behaviors
      - Planned Ignoring of Minor Inappropriate Behaviors
      - Reminders
      - Earned Activities and Privileges
- - - - break learning into small steps;
      - administer probes;
      - supply regular, quality feedback;
      - use diagrams, graphics and pictures to augment what they say in words;
      - provide ample independent, well-designed intensive practice;
      - model instructional practices that they want students to follow;
      - provide prompts of strategies to use
- - - - Recording Devices
        It helps the student go over the recorded class time with less pressure.
        (LibGuides, n.d)
      - Writing Assistance
        Example: Laptops, table or other diveces
        TBI can affect the person's fine motor skills and also their ability to understand and communicate(LibGuides, n.d)
    - - Arrange complex directions into smaller steps
      - Providing directions in writing
        Teach a student to use a day planner
      - Give extra time to complete tests
      - Use more than one way to demonstrate or explain information.
      - Provide alternative ways for the students to do tasks.
  - - - LibGuides: Traumatic Brain Injury (TBI): Common Assistive Technologies. (n.d.). Retrieved from https://guides.library.illinois.edu/c.php?g=497977&p=3409451
      - A Definition of "Traumatic Brain Injury" under the IDEA. (n.d.). Retrieved from https://www.specialeducationguide.com/disability-profiles/traumatic-brain-injury
      - Instructional Strategies for Teaching Students with Traumatic Brain Injury / Acquired Brain Impairment. (n.d.). Retrieved from https://www.ferris.edu/HTMLS/colleges/university/disability/faculty-staff/classroom-issues/traumatic-brain/TBI-ABI-strategy.htm
- - - - Important Classroom Accommodations
        
        Sensory Tools
        
        Up to 95% of autistic children have difficulties regulating their sensory system, which is often referred to as sensory processing disorder. Therefore, sensory tools, or fidgets, can help relieve the resulting stress and improve focus for autistic children as they attempt to learn in a busy classroom environment. The fidgets allow these kids to self-regulate their emotions and keep themselves on task when distractions compete for their attention. Many kids who are prone to repetitive behavior can keep their typical motions under control with a fidget in hand or under foot.
        There are many different types of sensory tools suitable for classrooms, including stress balls, pencil toppers, tangle puzzles, clay, wiggle cushions, weighted lap pads, chair bands and foot rollers. Since fidgets are fun, yet low key, they are a nice tool to have available to all of the students to avoid having anyone feeling singled out or left out.
        (Caring4you.com, 2019)
        
        Quiet Corner
        
        Classrooms are full of distractions that students with autism frequently find difficult to drown out. The screech of chairs moving across the floor, other students walking around, intercom announcements, flickering lights and school bells are all bothersome distractions that are near impossible for children with autism to ignore.
        To prevent sensory overload, teachers can provide their students with a place to escape the constant barrage of noise and visual stimulus by creating a quiet corner in a low traffic area of the classroom. The corner should have somewhere for the students to comfortably rest and allow their sensory system to calm down. (Caring4you.com, 2019)
        
        Extra Breaks
        
        Teachers can help the school day go much smoother by building breaks into the schedule. A single five minute break every hour provides much needed time to transition between tasks and recover from the demands of the classroom environment.
        Breaks should also be available on an as-needed basis to allow students with autism to learn how to respond to internal cues and take the actions required to regulate their being (Caring4you.com, 2019)
        
        Alternate Media
        
        Kids on the autism spectrum often have difficulties with visual or auditory learning styles. Teachers should provide multiple media options to suit each child’s specific learning style.
        For children exhibiting difficulties with both visual or auditory learning styles, it is possible to provide tactile tools to convey the information provided with each lesson. Tactile tools may include flash cards, board games, pads for notetaking, computer games and craft projects. (Caring4you.com, 2019)
        
        Daily Outlines
        
        Difficulties with transitions between tasks and activities is common through the full range of the autism spectrum. Therefore, a daily class schedule detailing the broad activity categories for the day is a must. A detailed daily schedule will greatly assist with the transitions related to moving between the classroom, lunchroom, schoolyard and other destinations throughout the day. (Caring4ourkids.com, 2019)
      - Assistive Technology
        
        AAC Devices
        
        Language deficits are a real struggle for children and families affected by autism. Some children are completely nonverbal, which makes it difficult to assess their needs. With an augmentative and alternative communication (AAC) device, you can get a better idea of what a child might be thinking. These can take on several forms depending on the child’s need. They might be able to select a picture and have the word read aloud or they might be able to type in a full sentence. Some of this will depend on the fine motor skills and capacities of the child. (Lynch, 2019)
        
        Social Skills Programs
        
        Teaching social skills can be very tricky for students with ASD. Assistive technology can really help to impart these concepts in a much faster and more effective manner. There are several apps available that help children to process facial expressions, body language, and different social situations. Programs like Aiko & Egor allow children to watch videos with a simple animation that models play skills and social behaviors based on research. (Lynch, 2019)
        
        https://www.youtube.com/watch?v=EhFeBrHLdxg
        
        Talk Light
        
        One of the more visible signs of autism is an extreme sensitivity to stimuli. 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. (Lynch, 2019)
        
        Organizational Apps
        
        Because students with ASD have a difficult time with deviations from the norm, a visual schedule could be a helpful tool. Tablets give children the ability to carry their schedule with them and quickly make changes. Many of the apps also include a section for organizing daily activities, creating checklists, and keeping track of other important items. (Lynch, 2019)
      - Prevalance
        
        Low Incidence
        
        About 1 in 59 children (1.79%) has been identified with autism spectrum disorder (ASD) according to estimates from CDC’s Autism and Developmental Disabilities Monitoring (ADDM) Network (Centers for Disease Control and Prevention, 2019).
- - - - Adventitious - oss of normal vision through trauma or a hereditary disease and may retain some visual memory
  - - - Considered a low incidence disability
- - - - Characteristics
        
        slow cognitive skills
        
        difficulty in sequential processing
        
        difficulties with communication and social skills
        
        difficulties comprehending abstract concepts
        
        difficulty understanding new information
      - Teaching Strategies
        
        Small steps
        
        helps avoid overwhelming students
        
        master one skill, then move on to the next
        
        one step at a time
        
        Modify teaching approach
        
        ID students learn best when information is concrete and observed
        
        use hands on approach (kinesthetic learning)
        
        use straightforward language
        
        Direct and immediate feedback
        
        connect behaviour with teacher response
        
        delays in feedback lead to disconnect between cause and effect
        
        Visual aids
        
        good for behaviour and positive reinforcement
        
        charts, pictures, graphs, etc.
      - Prevalence
        
        Low incidence - according to the US Department of Education, 9.6% of special needs students are ID (Intellectual Disabilities, Project IDEAL)
      - Assessment Strategies
        
        Allow for extra time to discuss activities and outlines so that students can connect points
        
        Keep written instructions short
        
        Use tech to record student work
        
        Multiple choice questions can be confusing - better to stick with short answer
        
        Allow deadline extensions
      - References
        
        Effective Teaching Methods for People With Intellectual Disabilities. Retrieved from https://www.mentalhelp.net/intellectual-disabilities/effective-teaching-methods/
        
        Intellectual Disabilities. Retrieved from http://www.projectidealonline.org/v/intellectual-disabilities/
        
        Intellectual Disability. Retrieved from https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/intellectual-disability/
- - - - oral expression
      - listening comprehension
      - writing (dysgraphia)
      - reading skills (dyslexia)
      - mathematics (discalculia)
    - - academic problems
      - disorders of attention (ADHD)
      - poor motor abilities
      - social skill deficits
      - information processing problems
    - - additional time to complete tasks.
      - provision of audio/video recorded lessons for independent study.
      - pre-teaching of class content.
      - flexibility in assessment type.
      - differentiating content complexity levels so they match students' capabilities.
      - maintaining attention by timing activities appropriately, incorporating visual and other cues, etc.
      - use of assistive technology (AT) to accommodate the student's learning.
        
        AT Examples for Reading:
        
        Text to speech software
        
        Screen reading software
        
        Audio books
        
        Video on assistive technology for people with dyslexia
        
        AT Examples for Writing:
        
        Auditory word processing software
        
        Graphical word processors
        
        Word prediction programs
      - My support process for students with learning difficulties/disabilities (Coggle flow chart)
    - - Fry, J. (2015). Support in tertiary education for students with specific learning disabilities: a framework for success. (Doctor of Education), La Trobe University, Bendigo, VIC.
      - National Center for Education Statistics (2019) Children and Youth with Disabilities. Retrieved from: https://nces.ed.gov/programs/coe/indicator_cgg.asp
      - Specific Learning Disabilities (n.d.) Project IDEAL. Retrieved form: http://www.projectidealonline.org/v/specific-learning-disabilities/
- - - - Teaching Strategies
        
        --->
        
        Utilize Peer Tutoring:
        This helps with classroom integration and social skills
        
        Support or Modification Included in Their IEP:
        Will need to be adjusted on a regular basis
        
        Tap Into the Students Strengths:
        Each student will have their now set of skills and strengths
        
        Don’t Give Up! Practice and Reinforce:
        Just because a child is having difficulty does not mean they can not reach a goal
        
        Have the Student Participate, Even If only Partially:
        Modify task so the child can be apart of the activities
        
        Use Assistive Technology: This tool can be key to the childs inclusion
      - Supportive Technology
        
        --->
        
        IntelliTools: These tool incorporate animation, multimedia modeling,
        and auditory support to help children learning challenging concepts.
        
        IntelliKeys: A keyboard you can program that allows students who are unable
        to use a traditional keyboard and mouse to develop literacy skills through visuals.
        
        Clicker5: Writing tool that helps students to write sentences.
        
        SmartBoard: An interactive white board that has a variety of tools to assist in learning
      - Teaching strategies for multiple disabilities.
        (n.d.). Retrieved from https://www.scribd.com/doc/174940290/teaching-strategies-for-multiple-disabilities
        
        Technology for Students with Multiple Disabilities. (n.d.). Retrieved from
        http://www.pathstoliteracy.org/technology-students-multiple-disabilities
        
        Watson, S. (2019, February 10). Strategies for Supporting Students With Multiple Disabilities.
        Retrieved from https://www.thoughtco.com/multiple-disabilities-3111125
    - - Prevalence: in the 2003-2004 school year the United States report that around 2.2% received special education services based on a classification of multiple disabilities
    - - Use Special Equipment and Arrange Classroom to Accommodate Child
        
        Team Approach: In school and externally
        
        Multidisciplinary Approach
- - - - References:
        Hearing Impairment Presentation
        Retrieved from
        Hearing Impairment Presentation
        (Kim Bartelli, Oct. 11 2017)
        Retrieved from
        https://www.parentcenterhub.org/categories/#hea
        (Categories of Disability under IDEA, Mar. 14 2017)
        Ferris State University, Teaching Strategies for Hearing Impaired Student
        Retrieved from
        (https://www.ferris.edu/htmls/colleges/university/disability/faculty-staff/classroom-issues/hearing/hearing-strategy.htm)
        (Project Ideal, Hearing Impairments)
        [Hearing Impairments, Prevalence]Retrieved from (http://www.projectidealonline.org/v/hearing-impairments/)
        University of South Florida, Students with Disabilities Services, Hearing Impairment Accommodations
        Retrieved from
        (https://www.usf.edu/student-affairs/student-disabilities-services/accommodations/hearing-impaired.aspx)
      - Causes
        TeensHealth from Nemours , Hearing Impairment
        Retrieved from
        (https://kidshealth.org/en/teens/hearing-impairment.html)
        
        Otitis, the most common reason for it within kids. A fluid that could temporarily block sound in the ear
        
        Genetic disorders
        
        Medications
        
        Infections/illnesses
        
        Injuries
        
        Loud Noises
        
        Complications during birth or pregnancy
      - Teaching Strategies
        
        General Ideas
        Ferris State University, Teaching Strategies for Hearing Impaired Students
        Retrieved from (https://www.ferris.edu/htmls/colleges/university/disability/faculty-staff/classroom-issues/hearing/hearing-strategy.htm)
        
        When in doubt about how to assist the student, ask him or her as privately as possible without drawing attention to the student or the disability
        
        Break information into small steps while instructing on new tasks.
        
        Avoiding lecturing or giving our procedural information while handing out papers. Losing eye contact with the student may also mean the loss of information for the student
        
        Using visual aids and materials during your instruction is beneficial for those with a hearing loss, as vision is their primary means of receiving information.
        
        Use of Visual Aids
        
        Slides: When using slides in a darkened room leave a curtain open or a spotlight on the speaker or interpreter.
        
        Videos and Tapes: If possible, try to use subtitled videos or obtain a transcript of the commentary.
        
        Boards and Flipcharts: When using OHPs, boards and flipcharts, allow students time to read what is written before starting to speak again.
        
        Allow time for clarification of directions and essential information.
        
        Repeat the comments and questions made by other students during class discussion.
      - Classroom Accomodations
        University of South Florida, Students with Disabilities Services, Hearing Impairment Accommodations
        Retrieved from
        (https://www.usf.edu/student-affairs/student-disabilities-services/accommodations/hearing-impaired.aspx)
        
        Sign Language Interpreter
        
        Transcription Services
        
        Assistive Listening Devices
        
        Note Taking
        
        Captioning
        
        Preferred Seating
- - - - low incidence
      - "Orthopedic impairment means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures)."
        Retrieved from: https://sites.ed.gov/idea/regs/b/a/300.8/c/8
        
        Accommodations
        
        Tailor instruction to encourage and develop fine motor skills.
        
        Like all other disabilities, teachers should be aware of the students' illness and be knowledgeable on potential outcomes to lessons. For example, students may become tired more easily when active.
        
        Work collaboratively with OTs and PTs when available.
        
        Provide more time for students to complete work when necessary.
        Students with speech and language impairments can also benefit from this accomodation.
      - Resources:
        Dominica, S. (2010, May 13). Teaching Students With Orthopedic Impairment. Retrieved June 30, 2019, from https://www.brighthubeducation.com/special-ed-inclusion-strategies/71197-having-a-child-with-an-orthopedic-impairment-in-the-class/
        Orthopedic Impairments. (n.d.). Retrieved June 30, 2019, from http://www.projectidealonline.org/v/orthopedic-impairments/
        Sec. 300.8 (c) (8). (n.d.). Retrieved June 30, 2019, from https://sites.ed.gov/idea/regs/b/a/300.8/c/8
      - Of note, students rarely have mental disabilities associated with orthopaedic impairments and these disabilities range from severe and permanent to relatively benign and temporary. .
        
        Teaching strategy
        
        Allow students to easily move around the room for group work by keeping pathways clear.
        
        Prepare writing aids so that students can write more easily. These may include writing boards, pencil grips, and special paper.
        
        Assign students to help students with orthopedic impairments to encourage inclusion throughout the entire classroom. For example, one student may be in charge of collecting the student's bookbag, one student may pass the student any paper, etc.
      - Assistive technology
        
        Speech recognition software
        
        For students who cannot write or who have difficulty writing for long periods of time.
        
        Similarly, students who are blind can benefit from this technology.
        
        Screen reading software
        
        For students who have difficulty reading or looking at a screen.
        
        Similarly, students who are deaf can also benefit from this assistive technology.
        
        canes
        
        walkers
        
        crutches
        
        wheelchairs
        
        It is important to note that teachers must tailor their seating arrangements when students who require assistive devices enter the classroom to allow for easy access to all areas of the room.
- - - - Computer devices
        
        Apps for ipads and tablets
        
        Braille translation software
        
        Braille printer
        
        Text to speech
        
        Text enlargement
      - Adaptive devices
        
        Braille note taker
        
        Electronic braille writer
        
        Talking claculator
        
        Screen magnifier
    - - Organize the classroom in a consistent manner
      - Control the lighting to provide adequate amounts depending on light sensitivity
      - Children with low vision should sit near the front of the room
      - Provide alternative supportive instructional materials such as assistive technologies
    - - Reading stategies
        
        E-Text
        
        Auditory
        
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