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Special Needs Students (Orthopedic Impairment (Assistive Technologies…

- - - - These devices are used to help people with speech impairments such as stuttering. They function like an echo delaying or altering the sound of the speakers voice. They are worn like hearing aids Resources
    - - Speech Generating Devices can help students to generate speech through text or images. Similar to a picture board, students can choose from icons and have those icons translated into audio. They can also type and have it translated into audio as well. Resource
    - - Picture boards can be a very useful tool for students with language impairments. They are photo representations of different vocabulary or actions used to allow students to express themselves without speaking. Students are trained to correlate the meaning between the photo and word/action it correlates to. Then they are able to express their needs simply by pointing or choosing a card.
        
        How to Use a Communication Board
- - - - Reduce back ground noise of the class room
      - Call attention of student before talking
      - Constant usage of visual aids as their main way of receiving information
      - Face the class while speaking and ensure that lighting is appropriate
      - Provide all the materials in text form
      - Provide outlines and vocabulary of the class ahead of time
      - Review and check for comprehension
    - - Subtitled videos, PPT slides, charts
      - Classroom amplification equipment
      - Personal hearing amplifier for the student
- - - - What is Dyspraxia?
        
        Dyspraxia is issues with using fine motor skills, such as handwriting.
      - Dyspraxia Accommodations
        
        Allow access to voice to text software to help the student with handwritten assignments.
        
        Present the student with copies of notes of lecture
    - - What is Dyscalculia?
        
        Dyscalculia is a disorder where students have difficulties with mathematic problems. Some of these problems include ordering numbers correctly and have difficulties with measurement or estimation
      - Dyscalculia Accommodations
        
        Breakdown worksheets into sections and use objects, such as blocks or visual aids, to help with student learning.
        
        Let the student talk about the problem verbally and provide graph paper to help line up problems.
        
        Create separate worksheets for word problems and number problems. Highlight key words/ numbers on those particular problems
        
        Allow extra space on assignments to help the student solve equations and to make graphs or sketches to assist them
    - - What is ADHD?
        
        ADHD or Attention Deficit/ Hyperactive Disorder, encompasses a range of conditions. Example of some of the conditions include: chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, rheumatic fever, sickle cell anemia, and Tourette syndrome; and (b) adversely affects a child’s educational performance.
      - ADHD Accommodations
        
        Reduce the complexity. Small steps with visual cues given in directions. Small groups. Quiet settings when learning new materials. Breaks worked into the completion of the assignment
        
        Peer support and possible aide support. Adaptive specialist and assistive technology.
        
        Clear step directions. Visual menu for assignments, reduce or alternative tasks
        
        Text to speech software, extended time on assignments, visual aids and assistive technology. Quiet testing setting, Color overlays to highlight text, and allow the student to take frequent breaks
    - - What is Dyslexia?
        
        Dyslexia is a specific learning disability in kids where they have trouble with reading comprehension and writing. They also have difficulties with spelling and reading fluently (Understood, 2019).
      - Dyslexia Accommodations
        
        Allow student to use presentation tools such as calculators, spell check, voice to text software, graphic organizers, and access to a dictionary
        
        Allow extra time on assignments and assign shorten tasks to help the student not feel overwhelmed
        
        Make instructions in text/ audio format and have few items on the pages
    - - What is Dysgraphia?
        
        Dysgraphia is a condition where students have issues with transcription skills i.e.. handwriting. These students usually have messy handwriting and struggle with drawing a straight line, forming letters, and holding a pencil properly.
      - How to Accommodate Dysgraphia in the Classroom?
        
        Provide access to pencil grips to provide an a ergonomic feel for the student.
        
        Provide the student with voice to text software to help with notes.
        
        Provide drawing exercises to help build handwriting techniques
- - - - JIT (Just In Time) delivered visual cues (relevant photos or videos appear on a iWatch to supplement verbal directives)
      - Memory Aids
        (Smart Phones, Computer Devices)
      - Robots for assisted learning (symbol recognition and task sequencing, number recognition, communication improvement, direction learning and understanding cause and effect)
      - [Microswitches]
      - Video Prompts from Computer Devices
        (e.g. steps involved in a complex activity)
      - Computer-Aided Learning (verbal presentation, repetition on demand, programmable sequential and tiered learning)
      - Speech Generating Devices ( mini objects or chips are placed against pictures on a smartphone, this emits a verbal request concerning the activity indicated by the mini object or chip. Facilitating the learning of how to make requests.
  - - - Characteristics
        
        Overwhelming feelings of sadness or grief
        
        Anger and irritability
        
        avoiding other people
        
        Loss of interest in activities
        
        Difficulty concentrating and making decisions
        
        Loss of energy
        
        Unreasonable guilt, helplessness, or hopelessness
        
        Feeling overwhelmed by small things
        
        Sleep disturbances
        
        Substance Abuse
        
        Thoughts of death or suicide
      - Support Strategies
        
        Create an inviting classroom
        
        Demonstrate unconditional acceptance of students
        
        Be a good listener
        
        Don''t single the student out
        
        Make suggestions for improvement brief and constructive
        
        Don't over-generalize comments and be speicific
        
        Make accommodations
        
        Allow the student to go to a quiet space
        
        Expand time allocation
        
        Give extra response time
        
        Use a variety of assessments to discover strengths
        
        Gear student for success
        
        Teach positive self-talk
        
        Teach goal-setting
        
        Encourage healthy life practices
        
        Help student find their gift/talent
    - - Accommodation plans
        
        1.A safe plan: Label the anxiety triggers
        
        2.Different way of discipline
        
        Extra time and warning before transition
        
        4.Testing condition or Extend dead line for homework, Breaking down assignments, Tests are taken in a separate and quiet place
        
        Allow breaks as necessary
        
        Giving students tools to handle anxiety
        
        7.Provide consistent and predictable schedule on daily base
      - Resources for parents and students
        
        Tips for parents: Pay attention child/children's feeling, Don't punish mistakes,
        Modify expectation during stressful moments,
        Make plans for transition.
        Tips for students:
        Provide mindfulness resource
      - Identification : 7.1% of children aged 3-17 years (approximately 4.4 million) have diagnosed anxiety in USA according to https://www.hhs.gov/
        And one of the more common psychological or emotional disorders children experience. Anxiety disorder is mismatch between an actual threat of a situation and a child's emotional or physiological response to a perceived threat that interferes with academic, family, social, or emotional functioning.
        
        Diagnostic tools
        
        Students history & Background
        
        Multiple resources
        
        Consider more than one problem: anxiety may also come from learning disability
      - Reference
        
        Plan Accommodations and Strategies for Anxiety, by Lia Lightner(Sep.18.2018)
        https://adayinourshoes.com/anxiety-iep-504-accommodations
        Davis M, Eshelman ER, McKay M. The Relaxation and Stress Reduction Workbook. 4th ed. Oakland, California: New Harbinger; 1995.
        Barlow, D. H. (2002). Anxiety and its disorders: The nature and treatment of anxiety and panic (2nd ed.). New York: Guilford Press.
        
        https://adayinourshoes.com/anxiety-iep-504-accommodations
    - - What is Oppositional Defiant Disorder(ODD)?
        Oppositional defiant disorder (ODD) is a type of behavior disorder. It is mostly diagnosed in childhood. Children with ODD are uncooperative, defiant, and hostile toward peers, parents, teachers, and other authority figures. They are more troubling to others than they are to themselves. (Oppositional Defiance Disorder in Children, John Hopkins Medicine)
      - Characteristics
        
        Hostile towards others
        
        Consistently undermining and defying adults
        
        Easily agitated by others
        
        Frequent outbursts
        
        Often blames others for his or her mistakes or misbehaviour
        
        Doesn't consider consequences
        
        Argumentative
        
        Holds grudges
        
        Questioning and refusing to follow rules
        
        Often resentful
        
        Often deliberately annoys others
      - Support Strategies
        
        Classroom environment
        
        Recognize and praise positive behaviours
        
        Set limits and consequences
        
        Set a routine in class
        
        Opportunities for the student to demonstrate the skills they do well.
        
        Choose wording during instruction carefully
        
        Validate them
        
        As a teacher remember to know when to step back and take a moment to redirect your frustration into something productive
        
        Additional support
        
        Family Therapy
        
        Peer group therapies
        
        Cognitive-behavioral therapy
        
        Individual Therapy
      - References
        
        Oppositional Defiant Disorder (ODD) in Children https://www.hopkinsmedicine.org/health/conditions-and-diseases/oppositional-defiant-disorder
        What Teachers Need to Know About Students With ODD (Oppositional Defiant Disorder)
        https://www.weareteachers.com/students-with-odd/
        DSM-5 Changes: Implications for Child Serious Emotional Disturbance
        https://www.ncbi.nlm.nih.gov/books/NBK519712/table/ch3.t14/
  - - - Simple Motor Tics- (Sudden, Brief, Repetitive movement-limited number of muscle group)
        
        Eye Blinking /other eye movements
        
        Facial Grimacing
        
        Shoulder Shrugging
        
        Head or sholder jerking.
        
        Simple Vocal tics
        
        Repetitive Throat clearing
        
        Sniffing
        
        Grunting Sunds
        
        Barking
        
        Simple Motor Tics
      - Complex Tics are distinct, coordinated patterns of movement - several muscle group
        
        Facial Grimacing combined with a head twist & shoulder shrug
        
        sniffing or touching object
        
        hopping
        
        jumping
        
        bending
        
        twisting
        
        Complex Vocal Tics
        
        Complex Motor Tics
        
        words or phrases
      - Most dramatic &disabling Tics
        
        Motor movement
        
        Self Harm, punching onself
        
        Vocal tics
        
        Coprolalia
        
        Echolalia
    - - Definition
    - - Reduce stress/anxiety. Because stress usually increases the incidence of symptoms. Therefore, be aware of factors that increase stress and implement appropriate accommodation or special education services to help alleviate symptoms.
      - Modeling can help reduce bullying and stress, and can help TS students focus on academics rather than on tickle suppression.
      - Think about whether the handwriting question needs to be changed. Handwriting problems are one of the most common difficulties in children with TS. Adjustments can include using a computer, tablet, scribe or providing notes.
      - Reduce stress/anxiety. Because stress usually increases the incidence of symptoms. Therefore, be aware of factors that increase stress and implement appropriate accommodation or special education services to help alleviate symptoms.
      - Understanding that convulsions are involuntary movements and sounds, it will shrink and change unpredictably. Students with TS will try to suppress their convulsions to avoid negative attention from others. Although tics may be within the student's control and purposefully completed, this is not the case.
      - Design a good intervention. Teaching lifelong strategies and providing support, adjustments and modifications are often more effective than relying on consequences.
      - Let TS students participate in the development of plans and strategies, as well as management of difficult or non-negligible symptoms.
      - Improve communication between parents or caregivers. Be sure to share the achievements and strengths of the students, not just the weaknesses.
      - 10.Use the resources of the association to help initiate support and strategy.
        To help educators, the Tourette Society provides different programs and materials to help identify and manage TS symptoms (convulsions) in the classroom and school environment.
      - Note complications such as obsessive-compulsive disorder (OCD) or attention deficit/hyperactivity disorder (ADHD), which are the most common complications in patients with TS. These features are often more problematic and very difficult to manage than the twitch itself.
    - - Behavioral Therapy
      - Medications
      - Deep brain stimulation neurosurgery
      - lesioning Surgery
      - DBS for Tourette's Syndrome - Mayo Clinic
    - - (2018, June 11). Retrieved from https://youtu.be/TSiVameZBn4.
        (2011, May 12). Retrieved from https://youtu.be/YOeb-OOearo
        14 Disability Categories Under IDEA#2, SINCHE, N.D.
        http://sinche.uom.gr/sites/default/files/14_disability_categories_under_idea.pdf
        (n.d.). 10 Things Teachers Can Do For Students with Tourette Syndrome. Retrieved from https://tourette.org/blogs/resources-support/10-things-teachers-can-students-tourette-syndrome/
        (n.d.). Tourette Syndrome Fact Sheet. Retrieved from https://www.ninds.nih.gov/Disorders/Patient-Caregiver-Education/Fact-Sheets/Tourette-Syndrome-Fact-Sheet#top
  - - - refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication. We know that there is not one autism but many subtypes, most influenced by a combination of genetic and environmental factors. Because autism is a spectrum disorder, each person with autism has a distinct set of strengths and challenges. The ways in which people with autism learn, think and problem-solve can range from highly skilled to severely challenged. Some people with ASD may require significant support in their daily lives, while others may need less support and, in some cases, live entirely independently.
      - https://www.youtube.com/watch?v=0Pp8jcQ97pY
    - - About 1 in 59 children has been identified with autism spectrum disorder (ASD) according to estimates from CDC’s Autism and Developmental Disabilities Monitoring (ADDM) Network. ASD is reported to occur in all racial, ethnic, and socioeconomic groups. ASD is about 4 times more common among boys than among girls. Studies in Asia, Europe, and North America have identified individuals with ASD with an average prevalence of between 1% and 2%
    - - Accommodations
        
        Daily Outlines: A detailed daily schedule will greatly assist with the transitions related to moving between the classroom, lunchroom, schoolyard and other destinations throughout the day.
        
        Alternate Media: a combination of literature, videos, pictures and charts relays the lesson information best.
        
        Quiet Corner: 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
        
        Extra Breaks: Kids with autism tend to return from the break reorganized and ready to focus on the task at hand. Teachers may want to suggest extra breaks at first to help kids become mindful of their feelings
      - Assistive Techology
        
        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.
        
        Organizational Apps: a visual schedule could be a helpful tool.
        
        AAC devices
        
        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.