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IDEA and Disability Interventions (Learning Disabilities By Will…
IDEA and Disability Interventions
:
Physical disabilities
Visual impairments including blindness
(
low incidence
: ~0.5% of all students)
Accomodations and Strategies
Take advantage of the student's residual vision
Use non-visual information liberally
Include the student in the community of the classroom
Seifert, K.L. (2018, August 19). Contemporary Education Psychology. Retrieved from
https://en.wikibooks.org/wiki/Contemporary_Educational_Psychology/Chapter_8:_Instructional_Strategies/Mastery_Learning
Possible resources
Assistive educational devices
large-character books
audio books
Braille books
Yeh, Jiunn-Rong (Minister of Education). (2018, September). 2018-2019 Education in Taiwan. Retrieved from
http://stats.moe.gov.tw/files/ebook/Education_in_Taiwan/2018-2019_Education_in_Taiwan.pdf
Orthopedic impairments
(Low incidence: < 1%)
https://www2.ed.gov/about/reports/annual/osep/2018/parts-b-c/key-findings.html
A severe orthopaedic impairment that adversely affects a child’s educational performance.
Teaching Strategies
http://www.projectidealonline.org/v/orthopedic-impairments/
[Accommodation]
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
[Collaboration]
with
1.Occupational therapist to work on gross motor skills
Physical therapist to work on fine motor skills
Adapted Physical Education Teachers to develop an exercise program
Assisted Technologies
http://www.projectidealonline.org/v/orthopedic-impairments/
[Devices to Access Information]
speech recognition software
screen reading software
augmentative and alternative communication devices
[Devices for Positioning and Mobility]
Canes
walkers
Crutches
wheelchairs
Specialized exercise equipment
Definition:
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)
https://sites.ed.gov/idea/regs/b/a/300.8/c/8
PHYICAL/MENTAL DISABILITIES
DEVELOPMENTAL DELAYS
Low Incidence
by Guia Carreon
Assistive Technologies:
use of attractive visual slides, such as in Powerpoint
individualized audio teaching points such via podcasts or similar technology
personalized videos
audiobooks
text-to-speech software (Intel Reader + Kurzweil 3000)
FM systems and Sound Field systems
Graphic Organizers (Draft:Builder)
Sip and Puff Systems (Jouse3 + Origin Instruments)
Proofreading software (Ghotit + Ginger)
Math tools (Math Talk + Math Simulations)
Picture Exchange Communication System
Voice Output Communication Aids
Type to Talk Devices
-Adaptive computers and keyboards
Lynch, Matthew (May 18, 2018).
Assistive Technology to Help Students with Developmental Delays Succeed Academically
. Retrieved from URL
https://www.thetechedvocate.org/assistive-technology-to-help-students-with-developmental-delays-succeed-academically/
"5 Assistive Technology Tools That Are Making a Difference (March 8, 2019)" Retrieved from URL
https://online.alvernia.edu/articles/5-assistive-technology-tools-that-are-making-a-difference/
Banks, KLee (date published unknown).
Assistive Technology for Non-Verbal Special Ed Children.
Retrieved from URL
https://www.brighthubeducation.com/special-ed-speech-disorders/76036-assistive-technology-for-non-verbal-special-ed-children/
Accommodations and Strategies:
Early detection and intervention is of utmost importance!
Build a relationship with the student
Establish routines and provide consistency with rules and consequences
Use visual cues to help the student orient himself in the classroom (may include a visual class schedule, photos to indicate what to do in a learning center, labels for resources)
Some physical barriers may be needed for some students
Build student motivation by alternating preferred and non-preferred activities (Premack Principle) + varying the pace and duration of academic activities + giving the student some independence and choice + using verbal prompts (pre-correction)
Make directions and learning expectations clearly understood
Facilitate structured social interactions with peers
Develop a plan to help student generalize learning in different contexts and settings
Encourage persistence to complete tasks and provide plenty of opportunities for the student to succeed (praise the effort and process)
Morin, Amanda (date published unknown).
Developmental Delays: What You Need to Know.
Retrieved from URL
https://www.interventioncentral.org/behavioral-interventions/special-needs/teaching-children-developmental-disabilities-classroom-ideas
Occupational Therapy Strategies:
Develop fine and gross motor skills
Provide 'just right' tasks and increase complexity as appropriate
Use specific language
Give brief instructions (accompany with visuals if needed)
Use non-verbal cues
Provide activities that will help develop attention
"Kids Sense: Developmental Delays, 2019" Retrieved from URL
https://childdevelopment.com.au/areas-of-concern/diagnoses/developmental-delay/
Speech & Language Therapy Strategies:
Speech and Language assessment to determine student's strengths and areas of improvement in all areas of communication and develop communication strategies
Suggest daily activities that can help develop communication skills (reading together, role-playing)
Simplify language for easy comprehension
Give step-by-step goals
Always give positive reinforcement
Collaborate with educational staff and families.
"Kids Sense: Developmental Delays, 2019" Retrieved from URL
https://childdevelopment.com.au/areas-of-concern/diagnoses/developmental-delay/
Definition: A developmental delay is more than just being “slower to develop” or “a little behind.” It means a child is continually behind in gaining the skills expected by a certain age. Delay may occur in the way a child moves, communicates, thinks, learns or behaves with others. A developmental delay can happen in just one area or in a few. A global developmental delay is when kids have delays in at least two areas.
Causes: Specific causes are unknown, but doctors believe they stem from genetics or complications from pregnancy or birth.
Morin, Amanda (date published unknown).
Developmental Delays: What You Need to Know.
Retrieved from URL
https://www.understood.org/en/learning-attention-issues/treatments-approaches/early-intervention/what-you-need-to-know-about-developmental-delays
.
Boyse, Kyla (February 2010)
Developmental Delays.
Retrieved from URL *
http://www.med.umich.edu/yourchild/topics/devdel.htm
Autism Spectrum Disorder (ASD)
What is ASD?
Difficulty building social relationships.
Difficulty with verbal/non-verbal communication.
Lack of imagination.
Strong attachment to routines.
Single interest at the exclusion of others (obsessive).
Unusual/repetitive motor movements.
What are some strategies to consider when teaching learners with ASD?
BERIS
Body Basics (B) is concerned with using the correct body positions when completing a task, displaying appropriate postures when communicating and identifying what the feelings your body conveys. Where should your arm be when you are reading? When your happy what should your mouth do? What does calm fell like?
Environment (E) comprises preparing for different environment for real world learning. Practice tasks, such as preparing vegetables or putting on shoes, should be completed as independently as possible. Tasks and roles can be assigned and explained prior to doing them so learners can expect what is coming. The task can also be broken down into more manageable steps.
Relatedness (R) involves learning about how there are consequences to actions and there are 'dos' and don'ts' in society. Demonstrating multiple perspectives and illustrating connections between things can assist in teaching relatedness.
Insight (I) relates to reflecting on the success of interactions and promoting self-reflection of strengths. This covers understanding that someone may not answer calls for attention because they are busy not because they are being hostile. Also etiquette such as knocking before entering or saying thank you when someone holds a door open are common areas of confusion. Scripting social stories for problem solving and mind-mapping to plan functional tasks can help in this area.
Self-belief (S) involves learners celebrating success and being given genuine enthusiastic praise. Leaners' achievements and participation should be recognized and celebrated regularly.
Sensory differences and strategies.
Visual - Look out for when a learner is unsettled by an environment. Watch free play to see what they avoid/dislike. Have a 'time and place' rule so the learner knows when and where things take place (such as tidying always happens after the task).
Auditory - People on the spectrum can be very sensitive to sounds. Always forewarn the learner of the types of noises and when they will come (school bell, fire alarm). Some learners may require earplugs.
Tactile - Identify strong dislikes (sand, wool). Building up sensory tolerance through desensitization/exposure should be gradual and regulated.
Olfactory and gustatory - Identify good and bad triggers. Use good triggers (essential oils) to relax before tasks. Consult parents/dietitian for advice on food/allergies.
Vestibular - An unknowing sense of danger. Monitir closely when near hazards (heights).
Example: A support worker enters the apartment of a lady with ASD. He says 'Let's go out. It is a beautiful day.' The lady drops to the floor and begins rolling around and screaming. The man responds 'We will come back!' The lady stops screaming gets up, collects here handbag and says 'OK!'
Low incidence, yet in 2018, 1 out of 59 children in the United States were identified with ASD compared to the 1 in 10,000 in the 1980s.
Other Health Impairment
Attention Deficit Hyperactivity Disorder(ADHD)
What is ADHD
Impulsive behaviour
Overactive behaviour (hyperactivity)
Difficulty in paying attention
Accommodations and Strategies
How can parents help?
Make eye contact with your child before trying to talk to him/her.
Keep instructions simple - the one sentence rule.
Give very specific praise for acceptable behaviour .
Keep calm
Use a ‘quiet time’ technique to deal with temper tantrums
Find ways of distracting your child from a temper tantrum or difficult behaviour.
Provide clear routines.
Give clear advance warning when something is about to finish or change.
Give two choices only, avoiding the option of saying no.
Play with your child, even if only for short periods.
Accommodations and Strategies
Arrange the classroom to minimise distractions ,
Include a variety of activities during each lesson , alternating phlysical and sitting-down activities
Set short , achievable targets and give immediate rewards when the child completes the task
Use large type , and provide only one or two activities per page . Avoid illustrations which are not directly relevant to the task
Choose the child with ADHD to write ideas or words on the board etc.
Use checklists for each subject , outlining the tasks to be completed , and individual homew ork assignment charts
Keep classroom rules clear and simple .
Encourage the pupil to verbalise what needs to be done-first to the teacher and then silently to themselves .
Use teacher attention and praise to reward positive behaviour
Give the pupil special responsibilities , so that other children can see them in a positive light
Learning Disabilities
By Will Greenaway
Specific Learning Disabilities
There are more than I can cover as this is a general catch all term for many types of disabilities. I only focused on a few specific ones here that are more common. But I provide general guidelines as well.
Dyscalcula
Teaching Strategies
Allow use of manipulatives
Draw graphs and diagrams for word problems. Check out Singapore style math curriculum for an amazing approach (
http://www.thedailyriff.com/WordProblems.pdf
)
Peer help
Computer based drills
Use rhythm and music to help teach math concepts
Colored pencils to break up math problems into parts
Let students use fingers to count
Learning Disabilities Association of America. (2019).
Discalcula
.
Retrieved from
https://ldaamerica.org/types-of-learning-disabilities/
Assistive Technology
Manipulatives such as blocks, counting frames etc. that help the students get multi-sensory input
Calculators! Graphing calculators or online one that can handle more complicated equations
Abacus, slide rules, and the babakus which can help students who have trouble with counting. (Babakus link:
http://www.dyscalculiainfo.org/the%20babakus%20for%20ipad.htm
)
Graphic organizers that can help students break math concepts down.
Text to speech as some children have a hard time reading the math symbols
A document containing further ideas: (
http://www.ncert.nic.in/pdf_files/Fidelis%20Juliet.pdf
)
Nagavalli T. and Fidelis P. J. (2016).
Technology for Dyscalculic Children.
National Council of Educational Research and Training
Some Indicators
Individuals with this type of Learning Disability may also have poor comprehension of math symbols, may struggle with memorizing and organizing numbers, have difficulty telling time, or have trouble with counting.
Learning Disabilities Association of America. (2019).
Discalcula
. Retrieved from
https://ldaamerica.org/types-of-learning-disabilities/dyscalculia/
Dyslexia
Teaching Strategies
Quiet reading, and comprehension question area
Audio books
Books with large print, and big spaces between lines
Provide Lecture note handouts
Alternate assessment forms for book reports
Allow computer use for in class writing
Multi-sensory teaching approach
Teach logic rather than rote memory
Break material into small units.
Do not grade spelling in history
and science
Learning Disabilities Association of America. (2019).
Dyslexia
. Retrieved from
https://ldaamerica.org/types-of-learning-disabilities/dyslexia/
Assistive Technology
Speech to text software can help students process the text using multiple sensory input techniques. (free resource:
https://marylandlearninglinks.org/3-free-ways-to-use-technology-to-support-struggling-readers/
)
Speech recognition technology. This can help students who would otherwise have difficulty keeping on top of tasks like email or writing long reports.
Mind mapping software like Coggle can help dyslexics plan their work.
Spell checking or software like Gramarly can help with spelling and syntax (word order) mistakes.
Project management software like Trello can help dyslexics keep their to-do list straight.
Some Further resources:
http://dyslexia.yale.edu/resources/tools-technology/
The Dyslexia Association. (2019).
Assistive Technology
. Retrieved from
https://www.dyslexia.uk.net/services/assistive-technology/
What is a Learning Disability
Learning disabilities are neurologically based processing issues that affect how people process information. These typically interfere with reading, math, communication, and writing. They can also touch on the deeper skills of planning, abstraction, long and short term memory, executive functioning among other functions. Learning disabilities often affect relationships and have an influence on aspects of a persons life not directly related to school or work.
Learning Disabilities Association of America. (2019). Retrieved from
https://ldaamerica.org/types-of-learning-disabilities/
Neurologically Based
Interferes with Information Processing
Affects
Low Order Skills
High Order Skills
Planning
Abstraction
Memory
Executive Functioning
Reading
Writing
Math
General Strategies
Teaching Strategies
Direct instruction
Break learning into manageable steps
Teach learning strategies
Multi-sensory and progressive structured approach.
Scaffolding using approaches like 'I do, We do, you do.' approach
Focus on having student mediate their learning. Ask them to reflect 'how is this working for you?'
Learning Disabilities Association of America. (2019).
Successful Strategies for Teaching Students with Learning Disabilities.
Retrieved from
https://ldaamerica.org/types-of-learning-disabilities/
Assistive Technology
Speech to text software
Math manipulatives
Calculators
Spaced Repetition Software (for memory issues)
Text to speech software
Tablets and other interactive devices
Graphic organizers
Project Management software
Mind mapping software
The Dyslexia Association. (2019).
Assistive Technology
. Retrieved from
https://www.dyslexia.uk.net/services/assistive-technology/
Emotional Disturbance
What is it?
One or more of the following
Inability to learn that is not due to intellectual, sensory, or health issues
Inability to build interpersonal relationships
Inappropriate behavior or feelings
General unhappiness or depression
Development of physical symptoms or fears associated with personal or school problems
Over a long period of time
Has effects on the child's education
High-Incidence Disability
Eligibility Criteria & Program Guidelines: Emotional Disturbance. (n.d.). Retrieved August 7, 2019, from
http://dese.ade.arkansas.gov/divisions/learning-services/special-education/policy-regulations/eligibility-criteria-program-guidelines
Accommodation
In school
Stop misbehavior in time
Program for changes
Make tasks clear and give students time
Positive feedback
Maintain clear, consistent rules
have activity centers the students can use when they complete tasks early
have a quiet space for students to calm down if needed
consider having academic or behavioral contracts
At home
family or peer therapy
medications (with a doctor's recommendation)
individual counseling
Cognitive Behavioral Therapy (CBT)
helping the child learn how to communicate and handle stress
working on controlling impulses or anger
Emotional Disturbance. (2017, December 06). Retrieved August 7, 2019, from
https://www.parentcenterhub.org/emotionaldisturbance/
Deafness
by Miwa Bradshaw
What is deafness?
The condition of lacking the power of hearing or having impaired hearing.
How people “label” or identify themselves is personal and may reflect identification with the deaf and hard of hearing community, the degree to which they can hear, or the relative age of onset.
Low incidence disability
Accommodations and Strategies
Assistive Techonologies
(
https://www3.gallaudet.edu/clerc-center/info-to-go/assistive-technology/assistive-technologies.html
)
Devices to enhance listening
FM systems: With FM systems, sound is transmitted directly from a microphone worn by a teacher or another person speaking, and transmitted via FM radio signals directly to an individual at a constant volume, regardless of the a person's distance from the FM microphone.
Infrared and Audio Induction Loop systems: While not as common as FM systems, these assistive technologies may also be used for listening in large spaces, including schools, religious institutions, and theaters. An Infrared system uses invisible light beams to carry sound to a personal receiver.
Coupling accessories (for connectivity to media devices such as computers, TVs, tablets, smartphones, etc.): There are many accessories for hearing aids or cochlear implants that can connect to media devices.
Devices to convey information visually
Visual Alerting Devices
There are devices available to help individuals alert to sound using visual support. Specially designed alarm clocks, smoke detectors, doorbells, timers, baby monitors, and phone alerting equipment are available to provide typically audible information in visual or vibratory ways.
Captioning
Captioning is an important vehicle to assist individuals who are deaf and hard of hearing with access to the media.
Real-Time Transcription
There are real-time transcription systems that provide instant translation of the spoken word into English text using a stenotype machine, notebook computer, and real-time software. The stenography may occur onsite or remotely. One commonly used system is Communication Access Real-time Translation (CART) that translates speech to text, word for word. Two other systems are C-Print and Typewell.
Telecommunication
Individuals who are deaf or hard of hearing have increasing access to communication via text or video through current technologies. Whereas TTYs (special teletypewriting devices designed to provide text communication via landline phones) were once the standard of technology to visually access phone communication, telecommunication opportunities which have been revolutionized for the general public (e.g. texting, video chat applications for computers, smartphones, and tablets), are now equally available to enhance communication access for individuals who are deaf or hard of hearing. TTYs are now rarely used.
Teaching Strategies in School
(
https://ttaconline.org/instructional-strategies-students-deaf-hard-of-hearing
)
Base instructional strategies on the individual’s receptive and expressive communication strengths.
Pre-teach vocabulary for coming stories/lessons. Remember, many children who are deaf or hard of hearing do not learn words incidentally. Collaboration with the speech/language pathologist in this effort can be beneficial.
For students who sign, ensure that all involved are consistent in the signs being used. Use conceptually-based signs and avoid inventing new signs for new vocabulary. Be sure that students learn the conceptually accurate signs for phrases and multiple meaning words and use them while reading.
Always incorporate speaking (signing), listening (receiving communication), writing, and reading activities. Literacy involves all four.
How can parents help?
Collaborate with your child’s school.
Create limitless opportunities in the home for language enrichment during daily routines, and make sure that they are able to communicate effectively in the child’s chosen mode.
Actively engage with your child without overwhelming.
Speech and Language Impairment
A communication disorder that adversely affects the child's ability to talk, understand, read, and write.
Language Impairments
phonological disorders,
morphological disorders,
semantic disorders,
syntactical deficits,
and pragmatic difficulties.
Speech Impairments:
articulation disorders,
fluency disorders,
and voice disorders.
Teaching Strategies
-Helping children with articulation disorders to learn proper production of speech sounds
-Helping children who stutter to speak more fluently
-Assisting children with voice disorders to improve their voice quality
-Evaluating, selecting, and developing augmentative and alternative communication systems
-Provide immediate feedback
-Utilize Speech Pathologist
Assistive Technology
-First Words, a language program that has a number of applications for teaching those who are developing or reacquiring language functions.
-Augmentative or alternative
communication (AAC), the use of symbols, aids, strategies, and techniques to enhance the communication process.
-Electronic AAC Devices
1.Cheap Talk
2.Dyna Vox
3.Liberator
Gargiulo, R.M. (2006). Special education in contemporary society: An introduction to exceptionality. Belmont, CA: Thomson Wadsworth.
Clements, J., Hardy, J. & Lord, S. (2010) Transition or Transformation?, Helping young people with Autistic Spectrum Disorders set out on a road towards their adult lives, Jessica Kingsley Publishers: London.
Plimely, L. & Bowen, M. (2006) (Supporting Pupils with Autistic Spectrum Disorders: A Guide for School Support Staff,, Paul Chapman Publishing: London.
Autism Science Foundation, How Common is Autism?,
https://autismsciencefoundation.org/what-is-autism/how-common-is-autism/
(Accessed 4 August 2019).
Dr Jo Borrill, All About ADHD(2000) A booklet for those wanting to know more about Attention Deficit Hyperactivity Disorder
