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14 IDEA disability categories (Multiple Disabilities (Characteristics…

- - - - visual information in the form of digital pictures or line drawings, as well as audio messages and instructions.
      - vocational training activities.
      - Use of a touch screen, making them more accessible to students with motor control issues
- - - - speech recognition software
      - screen reading software
      - communication boards
      - specific academic software for people with disabilities
    - - canes
      - walkers
      - crutches
      - wheelchairs
      - specialized exercise equipment
      - specialized classroom equipment (desks, chairs, tables)
  - - - 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)
    - - Physical Therapists for gross motor skills
      - Occupational Therapists for fine motor skills
      - Speech-Language Pathologists for problems with speech and language
      - Adapted Physical Education Teachers to develop an exercise program
      - Other Therapists (Massage, Music, etc.)
- - - - Strabismus, where the eyes look in different directions and do not focus simultaneously on a single point
      - Congenital cataracts, where the lens of the eye is cloudy
      - Retinopathy of prematurity, which may occur in premature babies when the light-sensitive retina hasn’t developed sufficiently before birth
      - Retinitis pigmentosa, a rare inherited disease that slowly destroys the retina
      - Coloboma, where a portion of the structure of the eye is missing
      - Optic nerve hypoplasia, which is caused by underdeveloped fibers in the optic nerve and which affects depth perception, sensitivity to light, and acuity of vision
      - Cortical visual impairment (CVI), which is caused by damage to the part of the brain related to vision, not to the eyes themselves.
      - Near-sightedness and far-sightedness
    - - There are many different causes of visual impairment, the degree of impairment a child experiences can range from mild to severe (up to, and including, blindness).
        
        Signs of Visual Impairment
        
        Eyes that don’t move together when following an object or a face
        
        Crossed eyes, eyes that turn out or in, eyes that flutter from side to side or up and down, or eyes that do not seem to focus
        
        Eyes that bulge, dance, or bounce in rapid rhythmic movements
        
        Pupils that are unequal in size or that appear white instead of black
        
        Repeated shutting or covering of one eye
        
        Unusual degree of clumsiness, such as frequent bumping into things or knocking things over
        
        Frequent squinting, blinking, eye-rubbing, or face crunching, especially when there’s no bright light present
        
        Sitting too close to the TV or holding toys and books too close to the face
        
        Avoiding tasks and activities that require good vision
  - - - 61,739 children in educational settings who are legally blind
      - 455,462 children with vision difficulty (the term “vision difficulty” refers only to children who have serious difficulty seeing even when wearing glasses and those who are blind.)
      - 42,000 children with a severe vision impairment (unable to see words and letters in ordinary newsprint)
      - American Foundation for the Blind. (2017, January). Children and youth with vision loss. New York: Author. Online at: http://www.afb.org/info/blindness-statistics/children-and-youth/children-and-youth-with-vision-loss/235
- - - - Fig 1
  - - - Additional Technology per Health Disability
        
        Asthma
        
        Air Purifiers
        
        Inhalers
        
        Attention Deficit Disorder (ADD)/ Attention Deficit Hyperactivity Disorder ADHD
        Source Link
        
        Reminder Devices
        
        Audiobook Services
        
        Speech Recognition Software
        
        Talking Calculators
        
        notebooks and dividers can be utilized to record and organize assigned homework and classroom tasks
        
        link to www.theedadvocate.org
        
        Diabetes
        .Source Link Link *
        
        The Nightscout Project App transmits the data from their child's CGM (continuous glucose monitoring system) to any device with the app
        
        Diabetic Alert Dogs.-service dogs trained to smell when a child's blood sugar is going up or down and they alert the child.
        
        Wearable Technology like telehealth tools such as PDAs or fax machines, supported with physician feedback, showed improved glycemic levels and reduced hospitalizations.
        
        Smart Apps like The OneTouch Verio®Meter, for example, can test a drop of blood and tell whether sugar levels are within range
        
        Implanted Device that automate drug delivery in the body
        
        Leukemia
        Source Link
        
        The Boogie Board for communication when there is speaking restraint
        
        Exoskeletons promise more mobility for paraplegics and others who have lost their ability to walk than ever before.
        
        wheelchairs, walkers, or chair lifters
        
        weighted eating utensils that help people with tremors to feed themselves
        
        Epilepsy
        Source Link
        
        Light Sensitivity and Audio Sensitivity Flicker-free monitors
        
        Monitor Glare Guards -to prevent seizures
        
        Browser Options for Animation and ,Audio,Memory Deficits (May Occur After Seizures)
        
        Auto-Dial Feature in Telephones, and Hearing and Communication Problems that may occur after seizure
        
        Picture Exchange communication systems, this is a software you can you to help you communicate after you have had a seizure
        
        Cardiac /Rheumatic FeverConditions
        
        pacemaker device
        
        wheelchairs
        
        ICD is a device that uses electrical pulses or shocks to help patients with an irregular heartbeat maintain normal heart rhythm
        
        Establishing 504 plan
        
        Hemophilia
        Sourse link
        
        iPads might be easier for a child to navigate when having an elbow or wrist bleed, rather than pencil and paper.
        
        Central Venous Access Devices (CVAD) to control bleeding
        
        Tunneled Central Venous Access (Hickman or Broviac lines)
        
        wheelchairs, crutches, canes for mibility limitation
        
        Sickle Cell Anemia
        
        pain medication
        
        Establishing 504 Plan
        
        Nephritis
        
        Teachers Educational pamphlet about Nephrotic Syndrome-
        
        Establishing 504 Plan
    - - Additional Accommodation per Health Disability
      - General Accommodations
        
        • Provide trained personnel to perform special medical procedures. Train for proper dispensing of medications; monitor and/or distribute medications; monitor for side effects
        
        • Provide the student with private location and time to perform procedures
        
        • Involve area nurse, parents, teachers, and staff in periodic review
        
        • Allow preferential seating as indicated by need
        
        • Adapt recess, physical education, and transportation
        
        • Adjust classroom environment
        
        • Develop health care and emergency plan
        
        • If necessary, adapt attendance policy
        
        • Establish health alert system whereby every staff member involved with this student is aware of the health problem and of proper procedures
        
        • Provide a beeper/paging system for trained personnel
        
        • Make available homebound services/instruction if needed
        
        • Arrange for inservice to other students and staff with parent/student permission
        
        • Provide post-secondary or vocational transition planning
        
        Apply universal precautions
  - - - Environmental Strategies
        
        Provide a structured learning environment
        
        • Make separate "space" for different types of tasks
        
        • Possible adapting of non-academic times such as lunch, recess, and physical education
        
        • Change student seating
        
        • Utilize a study carrel
        
        • Alter location or personal or classroom supplies for easier access or to minimize distraction
        
        • Provide sensory breaks
        
        • Provide a written or picture schedule
      - Organizational Strategies
        
        Model and reinforce organizational systems (i.e. color-coding)
        
        • Write out homework assignments, check student's recording of assignments
        
        • Tailor homework assignments toward student strengths
        
        • Set time expectations for assignments
        
        • Provide clues such as clock faces indicating beginning and ending times
        
        • Teach study/organizational skills
        
        • Schedule before or after school tutoring/homework assistance
      - Behavioral Strategies
        
        • Use behavioral management techniques consistently within a classroom and across classes
        
        • Implement behavioral/academic contracts
        
        • Utilize positive verbal and/or nonverbal reinforcements
        
        • Utilize logical consequences
        
        • Confer with the student's parents (and student as appropriate)
        
        • Establish a home/school communication system for behavior monitoring
        
        • Post rules and consequences for classroom behavior
        
        • Put student on daily/weekly progress report/contract
        
        • Reinforce self-monitoring and self-recording of behaviors
      - Presentation Strategies
        
        • Use computer-aided instruction and other audiovisual equipment
        
        • Select alternative textbooks, workbooks, or provide books on tape
        
        • Highlight main ideas and supporting details in the book
        
        • Provide copied material for extra practice (i.e. outlines, study guides)
        
        • Prioritize drill and practice activities for relevance
        
        • Vary the method of lesson presentation using multi-sensory techniques:
        
        • Ask student to repeat/paraphrase context to check understanding
        
        • Arrange for a mentor to work with student in his or her interest area or area of greatest strength
        
        • Provide peer tutoring
        
        • Simplify and repeat instructions about in-class and homework assignments
        
        • Vary instructional pace
        
        • Reinforce the use of compensatory strategies, i.e. pencil grip, mnemonic devices, “spell check”
        
        • Vary kind of instructional materials used
        
        • Assess whether student has the necessary prerequisite skills. Determine whether
        
        materials are appropriate to the student's current functioning levels
        
        • Reinforce study skill strategies (survey, read, recite, review)
        
        • Introduce definition of new terms/vocabulary and review to check for understanding
        
        • Be aware of student's preferred learning style and provide matching instruction materials
        
        • Pre-teach and/or re-teach important concepts
        
        • Prepare advanced organizers/study guides for new material
        
        • Tape lessons so the student can listen to them again; allow students to tape lessons
- - - - Using activities and other hands-on tasks to teach skills.
    - - Using play activities to teach cognitive skills.
    - - It's the process of breaking a task into small steps and teaching them in a sequential manner.
    - - Bring children together in a group to teach various skills.
    - - Is to reinforce the child positively every time he learns a new skill, or performs or practices a known skill.
  - - - Practical
        
        Self-care
        
        Job duties
        
        Organization
        
        Personal hygiene
        
        Personal finance
      - Conceptual
        
        Language
        
        Reading
        
        Writing
        
        Mathematics
        
        Memory
        
        Knowledge retention
      - Social
        
        Empathy
        
        Judgment
        
        Making friends
        
        Communication
  - - - It can be a strong choice for students with dysgraphia or disorders of written expressions — particularly the conceptual aspects of writing
    - - Is designed to help children who have difficulties reading standard print.
    - - It can be used to enhance the reach and effectiveness of hearing aids and cochlear implants, or by children who do not need those tools but still need help hearing.
- - - - Confidence: Building confidence to enable a child to willingly participate in activities.
      - Developing attention: Complete activities to support attention.
      - Simplifying tasks to the smallest possible components.
      - Use specific language: Use of simple and concise language.
      - Non-verbal cues: Use physical and visual models or instructions (wherever possible) not just verbal.
    - - The prevalence of other developmental delay was higher among boys (4.77%) than girls (2.98%)
        
        Figure.4
    - - *Difficulties producing controlled speech
      - *Difficulty controlling breathing and phonation.
      - *Slow language development resulting in a language delay.
      - Poor balance
      - *Trouble picking up and holding onto simple objects due to poor muscle tone.
    - - *ASSISTIVE TECHNOLOGY Source link
        
        Audiobooks
        
        Teachers have several tools at their disposal to make reading more accessible for children who struggle to make sense of the words.
        
        Text-to-Speech Software
        
        A text-to-speech software could help students to gain control of what they need to say.
        
        FM Systems
        
        It can help by connecting the teacher and student in an audible way with radio broadcast technology.
- - - - Individualize - accommodations will vary from student to student. Some students may be incredibly gifted in traditional subjects.
      - Make changes to the classroom environment - Classroom arrangement is crucial for students with physical disabilities. Students with hearing, visual, and physical impairments require adequate space for efficient movement throughout the classroom. Materials need to be placed for easier access. Appropriate seating arrangements and orientation to the classroom and school may be necessary.
      - Match expectations to curricular objectives and instruction - goals and expectations may not be the same as students without disabilities, but may be related to the course standards and competencies
      - Predictable schedules - Students with low-incidence disabilities need predictable, structured routines.
    - - Bilingual-Bicultural: Traditional English is taught through exposure to printed words on paper.
      - Auditory/Oral: This teaching approach does not use sign language, but instead teaches the English Language through residual hearing and speech.
      - Total Communication: This method combines auditory and visual communication for instruction. A combination of sign systems can be used, including American Sign Language, signed English, speech and sign language used simultaneously, cued speech and/or other communication methods.
    - - Personal FM Systems- portable assistive technology which can be used inside and outside the classroom. The frequency and sound are transmitted through speaker or earbuds or in the cochlear implants.
      - Sound filed systems- the teacher's voice is amplified from the microphone to a speaker which is placed close to the child's seating area and this can be used by all students. Sometimes the system works with an input that can be heard by the students through the cochlear implants.
      - Other Assistive Listening Devices - Ifra red light waves are used to amplify sound but it can be disruptive as a strict line of sight is needed between the light emitter and the listener.
      - Audio-visual FM Systems -includes a microphone transmitter and a headset-camera worn by the teacher. The student has a small monitor-receiver on the desk allowing the student to hear the teacher’s voice and see the teacher’s face.
      - Translation Services-Examples of translation services include but are not limited to: Communication Access Realtime Translation (CART) which provides word-for-word instant translation of spoken words into the text; C-Print and TypeWell programs which provide condensed meaning-for-meaning instant translation of spoken words into text.
      - Accessible Instructional Materials (AIM)- may be a consideration as hearing loss can impact competency in reading. For some students, text-to-speech, word prediction, or another type of assistive technology should be considered.
      - Captioning Services for video/audio productions provide captioned audio and video productions for students who are deaf/hard of hearing to support equal access to content.
      - Face to Face Communication Systems can provide assistance when short, one-on-one conversations are needed. An educator and deaf or hard-of-hearing student can type messages back and forth on devices consisting of two keyboards and displays. Examples of devices are the Ubi-Duo and Interpretype.
- - - - an inability to learn that cannot be explained by intellectual, sensory, or health factors
      - an inability to build or maintain satisfactory interpersonal relationships with peers and teachers
      - a general or pervasive mood of unhappiness or depression
      - inappropriate types of behaviors or feelings under normal circumstances
      - tendency to develop physical symptoms or fears associated with personal or school problems.
      - schizophrenia
- - - - Captioning very effective for lessons involving audio or video (A/V). This technology is similar to the “closed captioning” typically used in TV shows, and under federal law, schools are required to provide captioned A/V content on request.
      - Utilize sound field systems within classroom settings. These can be wall-mounted or standalone speakers which can be shared among several children simultaneously.
      - Personal FM systems teachers can use wireless microphones throughout their lessons. An audio signal is sent via FM radio waves directly to whatever assistive hearing devices the students are wearing.
      - Personal hearing device (hearing aid, cochlear
        implant, tactile device)
      - Infrared and Audio Induction Loop systems
      - Teletypewriter (TTY)
      - Alerting or alarm devices use sound, light, vibrations, or a combination of these Source Link
  - - - Sign Language Interpreting
      - C-Print - Transcription Services
      - Note taking
      - Preferred seating
      - Supplemental instruction (speech, language, pragmatic skills, auditory, speechreading skills)
      - Counseling
      - Deaf/ hard of hearing role models
      - overhead projector
        for visual outline during note taking
- - - - How to Identify Dyslexia
        
        School Age
        
        • Reading well below the expected level for age
        
        • Spending an unusually long time completing tasks that involve reading or writing
        
        • Difficulty seeing (and occasionally hearing) similarities and differences in letters and words
        
        Teens and Adults
        
        • Trouble learning a foreign language
        
        • Difficulty doing math problems
        
        • Problems spelling
        • Avoiding activities that involve reading
        
        Before School
        
        • Late talking
        
        • Problems forming words correctly, such as reversing sounds in words or confusing words that sound alike
        
        • Difficulty learning nursery rhymes or playing rhyming games
      - Cuases of Dyslexia Dyslexia tends to run in families. It appears to be linked to certain genes that affect how the brain processes reading and language, as well as risk factors in the environment. ("Dyslexia - Symptoms and causes", 2019)
  - - - • Learn to recognize and use the smallest sounds that make up words (phonemes)
      - • Understand that letters and strings of letters represent these sounds and words (phonics)
      - • Comprehend what he or she is reading
      - • Read aloud to build reading accuracy, speed and expression (fluency)
      - • Build a vocabulary of recognized and understood words
      - • IEP ("Dyslexia - Symptoms and causes", 2019)
- - - - Strategies that teachers can use in the classroom Source: hse.ie
        
        Deafblind manual alphabet
        The deafblind manual alphabet involves spelling out words using special gestures on the deafblind person's hands, for example touching the tip of their thumb to spell the letter 'A'.
        
        Block alphabet
        The block alphabet is a simple communication method. Each letter of a word is spelt out in capital letters on to the deafblind person's palm. This is used by a variety of deafblind people, including those who may not be able to use the deafblind manual alphabet.
        
        Hands-on signing
        Hands-on signing is a communication method that uses an adapted version of Irish Sign Language (ISL). The deafblind person places their hands over the hands of the person who is signing. This method is often used by people with Usher syndrome once their vision starts deteriorating, as they have BSL as their first language.
        
        Braille
        Braille uses a series of raised dots to represent letters, or groups of letters. A wide range of Braille publications and specially designed computers are also available that allow you to type and print Braille documents.
        
        Moon
        Moon is a communication system that is similar to Braille, but it uses raised symbols to represent words, rather than dots.
        
        Tadoma
        Tadoma is a communication method whereby the deafblind person places their thumb on a person's lips and their fingers on their jaw line so that they can feel the vibrations of the person's throat. The combination of these two tactile (using the sense of touch) sensory inputs enables the deafblind person to build up a good understanding of what is being said. However, it is not used by many deafblind people.
        
        Tips for Developing "Good" Communication Source: National Center on Deaf-Blindness
        
        Developing a close and trusting relationship with the child
        
        “Hello. It’s me. Let’s play.” Always greet your child with a special "hello" (touching her chest or shoulder, for example) to let her know someone is there. Then let her know who it is with your own special "name sign" (by helping her feel Dad's scratchy chin or beard, or Mom's hair, or a watch or ring you always wear). Tell her what you will do together (touch her diaper to indicate diaper changing, for example, or introduce a favorite toy or movement game). Remember to say “good-bye” before you leave, perhaps by waving “bye” with your hand under her hand.
        
        Using consistent daily routines in which the child is fully involved
        
        Establish predictable routines with clear beginnings and ends. What routine activities happen during the day for you and your child? Consider activities such as eating, dressing, bathing, and playing and think about how you can let your child know what will happen, when it will start, and when it will end. Perhaps you have a special blanket on which you play on the floor together. Getting this out together and sitting down on it will signal the beginning of play. Putting it away together signals the end.
        
        Providing the child with cues so he or she can learn to anticipate what is going to happen
        
        Remember to offer pauses. Some children take a little longer to process the information that they are receiving. It is important that they are given enough time to respond. If we don’t allow the child this time, she may give up trying. Respect your child's pace and follow his or her lead. If she has chosen the giggle ball, you turn it on for her, then after a brief play time, turn it off and pause, waiting expectantly, leaving both your hand and the giggle ball very close to her hand. She can have some control over the game by telling you she wants "more." She may do this by vocalizing, or making movements such as kicking her feet, waving her arms, touching the ball, or touching your hand. When you slow down and offer plenty of pauses, you allow your child time to anticipate and respond. You also give yourself time to recognize your child’s responses.
        
        Giving the child opportunities to have some control over his or her environment
        
        Explore the world together (“hand under hand”). It is very important for family members to remember that if a child has limited vision and hearing that they are not aware that you are both “looking” at the same object or engaging in the same activity (for example, the child may not be aware that other people eat!). Helping your child understand that others are sharing in the same experiences with him is an important factor in building relationships and self-esteem.
  - - - Parents and professionals identified that written information should (a) be user-friendly and easy-to-read, (b) avoid excessive detail, and (c) highlight information that is relevant and practical. Parents also said that they want to receive information in person from a trusted health care provider in combination with a brochure they can take home.
    - - Infants who receive early identification and intervention for hearing loss in the first few months of life achieve significantly greater language skills than those who are identified later.
      - Key recommendations from a policy statement by the Council on Children with Disabilities (2007) include the following: (a) surveillance and screening of all infants to identify disabilities or risk factors for delayed development, (b) prompt referral of these children to early intervention services, and (c) being aware of child and family services and resources available in the community and helping to coordinate the health component of these services.