Low Incidence

Description:
Autism is a broad range of developmental disorders that result in people having difficulty in social interaction and communication. They will also have restricted or repetitive patterns of thought and behavior.

Teaching Strategies:

1. Create a comfortable classroom, a place they feel safe.
2. Creating classroom routine: always have things such as a greeting, similar ways to give instructions and have a structure to the class.
3. Use simple language: easier for them to understand and could be paired with visual aids
4. Don’t give too many choices: autistic students don’t want to be overwhelmed as this can trigger symptoms
5. Using technology: all students love technology and it’s a great way to have fun and learn
6. Treat them the same: autistic students are just the same, they need love and respect just like anybody else. All students have needs, don’t emphasize this based on their disabilities.
7. Pair and group work: give them the chance to help out in groups as much as any other student. Pair and group them with students that will pick up on their strengths and aid them with completing tasks.
8. Positive directions: instead of saying ‘don’t stand up’, rephrase it with something like ‘please sit in your seat’. Nobody wants to be shamed in a classroom.
9. Make sure other students are aware of disabilities (in general) – don’t use an autistic student as an example
10. Have parents heavily involved in their school life and keep them up to date

HIGH TECH

1. AAC – Augmentative and alternative communication is a specific type of assistive technology. It can benefit people with autism because it promotes independence, helps with communication and also social interactions

   
   

2. Talk light – allows teachers to limit the amount of loud noise in a classroom. Using different colors when lighting up it indicates to teachers that the noise is becoming too much for the student

   
   

3. Organizational apps – students can use a tablet and carry it around the school day with their schedule and make changes when they need to

MID TECH

1. timers

   
   

2. calculators

   
   

3. tape recorders

LOW TECH

1. Visual support strategies such as clipboards, file folders, photo albums, ring binders to help with schedules and checklists
2. Sensory Tools – relieve stress and improve focus
3. Stress balls, pencil toppers, puzzles
4. Quiet corner in the classroom – safe place to escape

Description:
Students with hearing impairments have partially or totally lost ability to hear. A hearing impairment is officially diagnosed when a given person cannot hear 25 decibels in either ear.

Teaching Strategies:

1. Allow For more response time after questions.
2. Provide written transcripts or visual representations of lectures.
3. Allow students with audio impairment to work a little longer
4. Situation your classroom in a circle will make it easier for students with hearing impairments to see what is happening.
5. Break instructions into small easily managed steps. The more detailed the better.
6. Face the class while speaking. Be sure students who are impaired have a clear line of site to you.
7. Use an abundance of visual aids in your lessons.
8. Enforce students to raise hands and speak one by one as to avoid audio clutter.
9. Assist the student with finding a helpful note taker in class. Be sure to add some type of reward for this student.
10. Use as much body language as possible.

MID TECH:

1. Screen and projector to enlarge all handouts and worksheets.
2. Audio/Visual FM systems. Personal speaker and microphone system for the teacher.
3. Sound field systems. A small microphone clipped onto the teacher's shirt, and a small speak positioned by the impaired student's desk.

HIGH TECH:

1. Translation microphones. The speech is internalized by a microphone and put out as actual text that the impaired student can read.
2. Personal FM system. The teacher wears a small microphone clipped onto the teachers' shirt and is transmitted to a small ear piece worn by the impaired student.
3. Infrared systems. Through an infrared laser the sound waves of the room are emitted directly to an ear piece warn by the impaired student. Though a direct line between laser and student cannot be blocked.
4. Face to Face communication aids. The impaired student and teacher can type messages back and forth to one another when instructions are short and not so complicated.

Description: ❓
means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:

(a) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(c) Inappropriate types of behavior or feelings under normal circumstances.
(d) A general pervasive mood of unhappiness or depression.
(e) A tendency to develop physical symptoms or fears associated with personal or school problems.

The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.The IDEA's Special Education Categories: Emotional Disturbance

MID TECH:

1. TalkLight: A handy prop that looks like a traffic light. The colors light up differently based on all the noise that’s being made in the vicinity. When the lights start going to red maybe it’s time to tell the class to settle down a little.
2. Music Players: Music gives people a safe place to explore their feelings and almost all students respond to it. Music is nonthreatening and can help develop positive relationships between students and adults.
3. Reminder Devices: We use these all the time in our adult lives. Simple alarms that alert you to anything from waking you up or reminding you of a task you are supposed to complete.
   

HIGH TECH:

1. Multi-sensory Integrated Technology Programs: Rooms or spaces with equipment that typically includes items such as projectors and effect wheels, bubble tubes, music equipment, fibre optics, vibrating devices, aroma diffusers and sound equipment (Fowler; Lancioni, Cuvo, & O’Reilly, 2002). It should be tailored to the individual’s specific needs and is a spectacle to behold.

LOW TECH:

1. Behavior Charts: Give students a way to monitor their progress. They can clearly see when they are behaving well for a certain time period and when their behavior might need adjusting. For having a number of good days in a row clearly define a reward they may be able to attain.
2. Vision Boards: An easy to make tool that is just a board that displays certain goals in your life. You should display images that reflect what you want in life and what you want to do. It should focus more on how you want to feel rather than only on material items.
3. Point/Incentive Sheets: If students perform and behave well you can further positively reinforce these qualities by giving them a sheet that functions much like a behavior chart. By doing well so many times they can get a nice reward.

Here are some accommodations to consider when teaching students with Emotional Disturbance:

1. Have the rules of the classroom be clearly defined. Write them so they are visible.
2. Specify rewards and consequences but do not make the classroom punitive.
3. Provide models of positive behavior to avoid confusion.
4. Respond to students with emotional disabilities by responding to the person instead of any behavior they might exhibit.
5. Catch them being good and doing what they’re supposed to do rather than drawing overt attention to negative behaviors.
6. Before reprimanding negative social behavior, say, “Stop and think about what you just did. What should you have done? Now, try to do it more appropriately.
7. Be aware of specific fears some students may have by communicating with special education teachers, parents, and the students themselves. Provide alternative activities if a lesson plan might draw out those fears.
8. Review acceptable ways of responding and asking questions and resolving conflicts.
9. Teach students how to monitor their own behavior and to attribute success and failures to positive or negative strategies rather than luck or external forces beyond their control.
10. Behavior contracts with individual students can be a good idea to provide transparency in the way you run your classroom.
11. Consider the environment; seat students with emotional disabilities away from easy access to harmful objects and substances and consider their proximity to everyone in the class including peers they may interact negatively with.

Strategies for Learning Difficulties:

1. Post a general class schedule that indicates what students should be expected to do as they enter your classroom, when homework is collected, etc.
2. Clear plan for each lesson written on board with key tasks and times
3. Break assignments into “chunks” to avoid overwhelming the student.
4. Seat student in close proximity to teacher, towards front of the room.
5. Explicitly teach organizational skills (use of planners, notebooks, folders, checklists).
   
   

Strategies for Socialization & Behavior

1. Explicitly and frequently teach social rules and skills.
2. Model appropriate responses to social situations.
3. Engage student in role-play opportunities to practice appropriate responses.
4. Set up a special time-out location, so student has a place to go to take a break
5. Introduce opportunities for free writing, journaling, or drawing to express feelings.
   
   

Strategies for Affective Characteristics

1. Regularly communicate with family members and outside agencies
2. Be aware of fears
3. Be aware of medication schedules and what the medication effects may be.
4. Monitor for signs of drug and alcohol use. self-mutilation and gang involvement.
5. Take any threats of suicide seriously; immediately report threats.

Low Incidence - about 1 - 3% of the world population, with 80% of that value being located in lower developed countries.

• Inclusion resource lists this as High Incidence

Student should work with a Speech-Language Pathologist

Teacher collaborates with SLP to help student integrate strategies used in therapy into the classroom

Student can communicate through gestures, body language, sign language, pen and paper written messages, picture boards or by using any assistive technology

Substitute oral presentations with written or visual assignments

Allow student time to express themselves. Do not interrupt.

Modify assignments and projects as needed

MID TECH

1. Ginger which offers features that could aid disorders with writing.

   
   

2. Ghotit is an app specially designed for dyslexic students.

   
   

3. AbletNer or Audible for students with hearing delays or disabilities.

HIGH TECH

1. Text to Speech software (TTS) for example Intel Reader which captures prints and convert the prints into digital photos and reads it to the user.

   
   

2. Sip and Puff System for example Jouse3 which assists students with motor skills delay or disabilities in drawing

   
   

LOW INCIDENCE

LOW TECH
Graphic Organizers which help in communicating their needs or assist in writing for example Idea Wheel, Observation Chart

Definition: concomitant [simultaneous] impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness.” [Sec. 300.8 (c) (7)]

• Text to Speech

• Graphic Organizers

• Sip-and-Puff Systems

Incidences:In 2017–18, the number of students ages 3–21 who received special education services under the Individuals with Disabilities Education Act (IDEA) was 7.0 million, or 14 percent of all public school students. Among students receiving special education services, 34 percent had specific learning disabilities. Roughly 2 - 3% incidences are recorded as multiple disabilities.

• Visual, Auditory, and Perceptual-motor development learning processes

• Assistive technology

• Augmentative and alternative communication devices

Issues: One of the major issues in educating students with multiple disabilities is the cost, which is more than 4 times the cost of education for students without disability. Students with multiple education is entitled to free public education, taking a big share of the funding from the public education.

Visual supports – labels or self management tools for academic and social interactions.

Special seating plan – help students with high sensory sensitivity disabilities.

Highlighted text or special study guides – allows students to focus on the important points.

Priming – allow students to preview material to help them understand class.

Academic Modification – Giving appropriate assignments to match student ability.

Designated “Home Base” – allow students a place to go if they feel overwhelmed.

Variety of teaching methods – allows for students to stay focused.

Repetition – through a variety of methods, repeated focus on a specific topic helps learners.

Creative, flexible and humorous environments – helps students relax in difficult situations.

Calming music at 60 bpm to simulate a relaxed heart rate and relaxed environment.

Offer devices to fulfill sensory input needs, for example a mouthing/ chew toys to fulfill mouth sensory needs.

Hindered Intellectual Functioning

According to the American Association on Intellectual and Developmental Disabilities (AAIDD) an intellectual disability is identified by the display of hindered intellectual functioning, and limited adaptive behavior before the age of 18.

Limited Social Skills

An individual’s inability to navigate social situations, including laws, or situations where they would be susceptible to being victimized as well as a lack of self esteem.

Limited Practical Skills

An individual's inability to perform daily life routines, like hygiene, their ability to travel to and from locations and their ability to maintain personal safety.

Limited Conceptual Skills

Individuals that lack conceptual skills would be unable to use language, money or time appropriately

Graphic organizers – allows easy identification of information

CoVE – Collaborative VR environments to help non-verbal students practice social skills.

Computer assisted Learning with bio-metric evaluation software – lip motion and eye gaze analysis

Text to speech software – allows students to type and listen to what they’ve typed.

Math tools – computer based math simulators for students who struggle with math on paper.

Sip-and-puff systems – allow students to move a computer mouse with their mouth.

Definition: TBI is an injury that is caused to the brain by the head being hit by something or shaken violently. It can affect how a student acts, moves and thinks.

💡My Own Mind Map of Specific Strategies for Emotional Disturbance