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IDEA 14 Categories (ORTHOPEDIC IMPAIRMENT (low incidence^, 1%^^)…

- - - - Instructional Accommodations (Success for Kids with Hearing Loss 2012 and TTAC Online)
        
        Systematic vocabulary: semantic maps, semantic feature analyses, word maps, and classroom discussion of words
        
        Power point presentations and interactive white boards
        
        Peer Notetaker: Assign a student to be a notetaker.
        
        Speech-to-text translation captioning
      - Direct Communication (Success for Kids with Hearing Loss 2012)
        
        Cued Speech
        
        receptive communication
        
        speechreading
      - Physical Environment (Success for Kids with Hearing Loss 2012)
        
        Lighting: "Fluorescent lights emit a special sound that interferes with hearing aids and cochlear implants" (CITE)
        
        Captioning audio and video for the student
        
        Classroom shape: Make desks a "U" shape to allow students to fully participate in class
        
        Alerting devices: emit a loud sound, flash, or vibration
    - - Augmentative and alternative communication (AAC): help people with communication disorders to express themselves. These devices can range from a simple picture board to a computer program that synthesizes speech from text.
      - FM systems: instructor wears a small microphone connected to a transmitter and the student wears the receiver
      - Infrared systems: A transmitter converts sound into a light signal and beams it to a receiver that is worn by a listener.
      - Personal amplifiers: hese devices increase sound levels and reduce background noise for a listener
      - TTY: typewriter keyboard that displays typed conversations onto a readout panel
      - Assistive listening devices (ALDs): help amplify the sounds
- - - - Audiobooks
        One of the areas where many students with this diagnosis fall behind is in literacy and reading. 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
        Speech is often one of the primary areas that are affected by developmental delays. Some students might need more help communicating what they need and asking any questions that arise during class time. A text-to-speech software could help students to gain control of what they need to say.
      - FM Systems
        Sometimes, students with developmental delays have a difficult time understanding and processing all of the sounds that bombard them in the classroom. FM systems can help by connecting the teacher and student in an audible way with radio broadcast technology.
    - - Use visual cues to orient student in the classroom
      - Post a clear and predictable daily scheduledates
      - Build student motivation
      - Use strategies to make directions and learning expectations clearly understood
      - Provide structured opportunities for student to participate in social interactions
      - Create a plan to help the student to generalize their learning across settings and situations
- - - - Symptoms
        
        Learning difficulties
        
        Difficulties to focus or concentrate
        
        Inability to build or maintain interpersonal relationships
        
        Inappropriate types of behavior
        
        Pervasive mood of unhappiness
        
        Depression
        
        Physical Symptoms of fears associated with personal or school problems
        
        Simple Teacher Tips
        
        Learn more about the student’s specific mental health disturbance
        
        Learn more about the student’s strengths
        
        Remember, they’re kids first
        
        Support the student’s inclusion
        
        Set clear behavioral rules and expectations for the entire class
        
        Provide accommodations
        
        Join the student’s IEP team and help shape his or her educational program
        
        Communicate with the student’s parents
        
        Accommodations
        
        Establish open, accepting environment.
        
        Clearly state class rules and consequences.
        
        Emphasize positive behaviors and program for success.
        
        Reinforce positive behavior.
        
        Supply extra opportunities for success.
        
        Be tolerant.
        
        Use good judgment.
        
        Teach social skills.
        
        Teach self-control, self-monitoring, and conflict resolution.
        
        Teach academic survival skills.
        
        Teach positive attributions.
        
        Carefully select partners.
        
        Have alternative activities available.
        
        Design activity checklists.
        
        Use carefully selected peers as assistants.
        
        Have groups of “one.”
        
        Use behavioral contracts.
        
        Interventions
        
        Separating the classroom into areas that can be used for a particular task such as:
        -An area where students can have some time alone to recharge and calm down from negative emotions
        -A quiet area where the students who feel uncomfortable with noise can work in peace
        -A shared area where students who like to collaborate can work together
        
        Using personalized check-in notes to communicate with students who don't respond to spoken communication or do not like being under the spotlight.
        The teacher can write short messages on sticky notes during class without calling the student out, and put them on the student's desk and if this is done properly and consistently, the student may respond back in the same way
        
        The "2x10" strategy where for 2 minutes each day, for 10 days in a row the teacher has a personal conversation, oral or written with a student. This strengthens the connection with the student and offers a more structured emotional support
        
        Self expression is the best way to clear space for more positive emotions by letting the negative ones out. A locked journal can offer students a safe space where they can release their anxiety while still being in control of their privacy
        
        Assistive Technology
        These students usually perform well in school unless they are triggered by a stimulus that can be either visual, sound or social. There is not much technology can do to limit these stimuli, which is why the teacher needs to use their common sense to monitor the triggers in their class. A few examples of assistive technology would be like the following can be used with students who besides the emotional disturbance also have another disability for which the technology can help reduce the triggers.
        
        Text to Speech
        This could be particularly useful with students who have dyslexia on top of emotional disturbances. Not being able to read normally can be the cause of frustration which may lead to problematic behavior.
        Text to speech software could help reduce the trigger by just having the student listening to the content instead of reading it.
        
        Reminder Devices
        Students with behavioral disabilities tend to get distracted very easily, forget their assignments or confuse the instructions of different teachers. A reminder device which could be a smart watch, a phone, an AI assistant could reduce their pressure of trying not to forget, and use that energy on actual studying. This also gives them a sense of independence since the teachers do not need to check on them to make sure they are on track.
        
        Work Recognition
        This kind of software could be used for students with ADHD whose writing skills are not as good as their speaking. This means they have a tendency to get frustrated when they are not able to put their thoughts into text. The student can talk to the mic and the software will convert his/her voice into text.
- - - - People who are deaf or hard of hearing often use vision as a primary means of receiving information
        
        For all students, but especially hearing impaired students, communication happens on several levels at once (words, body language, facial expressions, etc.). Remember this in the classroom, and try to make your communication as clear as possible through multiple levels. Establish eye contact, and make sure the student can see your face and lips while you speak; if your back is turned, you might as well not be talking.
        
        Try to reduce background noise in your classroom as much as you can, especially if the student wears a hearing aid.
        
        Visual aids are very useful even for students with perfect hearing. Incorporate visual aids into your lesson plans, write down instructions on the board, and have your students take notes.
        
        Well structured sessions are important for all students, but particularly for those who lip-read: Include regular opportunities to review what has been covered.
        
        Arrange the room so that the deaf student can see everyone by putting chairs in a circle or horseshoe shape. Make sure no one is silhouetted against the light. The student may like to sit next to the chairperson as comments tend be addressed that way, or next to a notetaker so that he or she can pick up on missed discussion and follow changes in subject.
        
        Indicate when the subject is about to change, or a new concept is being introduced, by writing on the board or holding up an appropriate book or article.
- - - - The most known syndromes related to intellectual disability are autism and Down syndrome, usually kids with this disability their IQ is below 70% and it affects 1% of the population
        
        There are four levels of intellectual disability: mild, moderate, severe and profound.
        And people with this disability have a very low IQ and problems with daily functioning
        
        Link Title Link Title
        
        Intellectual disability can be caused by any condition that impairs development of the brain before birth, during birth or in the childhood year
        
        Link Title
        
        The term, intellectual disability, refers to a condition in which a person has certain limitations in intellectual functions like communicating, taking care of him- or herself, and has impaired social skills. These limitations cause a child to intellectually develop more slowly than other children. These children may take longer to walk, talk, and take care of themselves than the typical, unimpaired, child. It’s probable that children with intellectual disabilities will have difficulty learning in school (source:https://www.ndss.org/resources/what-is-an-intellectual-disability/ )
    - - Adaptive behavior refers to a person’s social responsibility and independent performance of daily activities, Although the range of adaptive behaviors can be defined more or less broadly, virtually all categorizations include a focus on self-care skills related to basic biological functions. (source: https://www.nap.edu/read/10017/chapter/11#106 )
      - Adaptive skills are usually taught through a process that begins with a task analysis, which breaks down a skill into its component parts (Haring and Kennedy, 1988). Instruction then proceeds through a process of teaching each component skill in small steps, and ultimately chaining the sequence of behaviors together. (source:https://www.nap.edu/read/10017/chapter/11#106 )
    - - Teaching students with an intellectual disability: consider the accommodations and requirements the child may need to perform as well in a mainstream education setting as other students, developing the insight and techniques needed to support students with ID can offer benefits for a range of different children.
      - Using small steps: For students with an intellectual disability, breaking down each learning task into small, easy-to-digest steps can be invaluable. Teachers can modify their existing curriculum by introducing each learning task as a series of short, individual actions instead of looking at the bigger picture.
      - This step-wise approach is the basis of many different learning models for all kinds of students, with each step and level of investment varying according to the specific requirements of the individual student.
      - Modify teaching to be more hands-on: Students with ID are known to individually struggle with abstract concepts, making some traditional teaching styles incompatible with their specific challenges. Opting to go more hands-on with teaching can provide a more kinesthetic approach for students.
      - An example of this would be teaching gravity by demonstrating how it functions in the real world, by dropping an object to illustrate the force.
      - Think visual: The visual world and what is directly in front of the child are important factors in teaching a student with ID. They tend to do best in environments where visual aids or support is provided, whether it’s to learn specific subjects or to map their completed progress. The use of charts with ID students has proven to be highly effective, especially in combination with direct, immediate feedback.
      - Source: (https://teacherfunder.com/students-with-an-intellectual-disability/ )
- - - - Educational Challenges:
        
        Setting suitable to intelligence level
        
        Child's ability to effectively communicate
        
        Student's capability to function in classroom
        
        Compensating for visual/hearing impairments
        ("Multiple Disabilities," 2013)
      - "Multiple Disabilities," (2013) offers "tips for teachers":
        requires a complex and thorough IEP; according to ProjectIDEAL: "of course, at the center of the planning process should be the student, and the strengths and desires of the student should guide the entire process."
      - Here is a summarized list of the Center of Parent Information & Resource's "Tips for teachers" ("Understanding 'Multiple Disabilities'," 2019)
        
        Know the needs, play to the strengths.
        Learn as much as possible about each disability. Learn what interests and motivates the student.
        
        Be familiar with the student's IEP.
        
        Make modifications: often requiring substantial modifications and accommodations in the classroom.
        
        Following are some examples of accommodations and modifications for students with multiple disabilities. (Supports, 2017)
        By definition, multiple disabilities can be any number of disability combinations, therefore there is no specific or prescribed accommodation plan for this category.
        
        Students with multiple disabilities generally have one disability that involves issues with mobility. The most immediate (and possible most substantial) accommodation is to ensure that classroom setting is both safe and accessible for the student's method of mobility.
        
        Another common characteristic of students with multiple disabilities is a visual or hearing impairment. It's necessary to have proper materials for both visual and hearing impaired.
        
        Students with multiple disabilities generally need assistive technology to aid in their assignments or classroom responses.
        
        Following is a specific example of assistive technology that helped a particular student with multiple disabilities.
        Again, by definition, this category can be any number of combinations of disabilities, therefore each case of assistive technology use will be individual and specific.
        
        I read an interview between a technology consultant and a mother of a child who is both legally blind and suffers from cerebral palsy.
        It's a wonderful story and the researcher does a fantastic job outline the details. For more context, you may read the full interview here.
        
        Most speech-to-text or click-to-text technology is read only. Meaning after the text is input into the system the student can only read the text back. This does not work for a student who is also visually impaired.
        Clicker 4 has developed a software that's both a click-to-text and a screen reader. After the visually impaired student inputs the text, it can then be read back to him or her.
        
        ZoomText is a software that can scan textbook pages and dictate the material to the student. It can be used on a computer with a switch mouse input from a motorized chair.
        
        One technology that is lacking, according to the mother, is a speech-to-text software that recognizes unusual or abnormal speech patterns, (i.e. from an individual that suffers from cerebral palsy).
        
        Another problem, according to the mother, is that many of these technologies are not provided by the school, and it is also unlikely that insurance will cover some or any of the purchase price. Therefore out-of-pocket expenses are quite high.
        
        Students with multiple disabilities generally require accommodations to the schedule and quantity of the assignments that they will complete.
        
        Let IEP know what modifications you require.
        
        Partial participation: there will be activities that the student may not be able to participate in completely. Allow the student to participate where he or she can.
        
        What kind of textbook formats are available? What type of formats does the student require?
        
        Practice and reinforce. Lots of hands on opportunities for practice, and give feedback immediately.
        
        Offer and support related services (such as different therapies and mobility services
        
        Address behavioral issues.
        
        Some students may require the support of a paraprofessional in the classroom.
        
        Encourage student's independence, and avoid helping too much with the student's tasks.
        
        Support transition planning. This requires actively communicating with the IEP team early enough to prepare for the transition out of school.
- - - - Disease
        
        Polio
        
        Bone TB
      - Congenital Anomalies
        
        Club Foot
        
        Missing Appendage
        
        Deformed Appendage
      - Other
        
        Amputation
        
        Contractures from Scaring
        
        Cerebral Palsy
  - - - How to Care for Classmate
      - How to Engage Classmate
      - Facts about Classmate's Condition
    - - Toilet
      - Lunch
      - Hall
      - Class
      - Playground
- - - - Articulation disorders
        Errors in the production of speech sounds that might be due to anatomical or physiological limitations in systems that support speech production (skeletal, muscular or neuromuscular).
        
        omissions in words, distortion of words, and substitution in words
      - Fluency disorders
        Difficulties with the rhythm and timing of speech
        
        Characterized by hesitations, repetition, or prolongation of sounds, syllables, words, or phrases
        
        common fluency disorders include stuttering and cluttering
      - voice disorders
        Disorders of the larynx that cause problems of the quality of use of one's voice
        
        Characterized by abnormal production or absence of vocal quality, pitch, volume, resonance, and/or duration
    - - phonological disorders
        Abnormal organization of the phonological system and/or significant inadequacy in speech production or perception
        
        child may be described as hard to understand or not sounding things correctly
        
        Apraxia: student may want to speak but has trouble planning what to say and the motor movements to use
      - morphological disorders
        Difficulty with inflections on nouns, verbs, and adjectives that signal different meanings
        (prefixes, suffixes, plural, past tense, etc)
      - semantic disorders Poor vocabulary development, inappropriate use of word meanings, multiple-word meanings are difficult, too much use of nonspecific terms and indefinite references
      - syntactical deficits
        Difficulty with word order and other aspects of grammar
        
        students produce shorter sentences
      - pragmatic difficulties
        Problems in understanding and using language in different social contexts
        
        students may lack understanding of eye-contact rules, personal space, asking for information, and introducing topics.
      - Teaching Strategies
        
        collaboration of a multidisciplinary team including a speech and language pathologist
        
        SLP helps students:
        learn proper production of speech sounds
        speak more fluently
        improve voice quality
        relearn speech and language skills
        develop augmentative and alternative communication systems
        enhance communication effectiveness
        assisting students who have trouble swallowing due to illness, stroke, or injury
        
        General education teacher: works with SLP to help students generalize strategies learned from speech therapy sessions, and collaborate with SLP on interventions and teaching strategies
        
        corrective measures, speech and language exercises, feedback when SLP is not there
        
        General strategies:
        
        Encourage and accept all forms of communication.
        
        Make sure your own language is clear and direct.
        
        Teach active listening skills.
        
        Give time to think and respond to questions.
        5.Help students work on sequencing and word order.
        
        Use pictures and other objects to help build vocabulary.
        
        Praise good interactions and speech.
        
        Make sure the student understands the task and encourage them to ask for help.
        
        Help them make their needs known by having them use a pre-arranged signal.
        
        For students with speech impairments:
        
        Create a procedure for when students ask for help.
        
        Speak directly to the student
        
        Be a good speech model
        
        Have easy and good interactive communication in the classroom.
        
        Encourage participation in activities and discussion
        
        Model correct speech patterns and avoid correcting speech difficulties
        
        Use gestures that support understanding.
        
        Be patient when the student is speech so as not to create frustration from feeling rushed.
        
        For students with language impairments:
        
        Focus on interactive communication
        
        Use active listening
        
        Incorporate the student's interest into speech
        
        Make sure the student has a way to appropriately express their wants and needs.
        
        Reinforce communication attempts
        
        Ask open-ended appropriate questions
        
        Use linguistic scaffolding that involve a series of questions
        
        Encourage reading and writing daily
      - Assistive technology: Augmentative and Alternative Communication devices
        
        Unaided communication systems
        Student relies on their body to convey messages
        
        Gestures, body language, and sign language
        
        Low-tech AAC
        Aid that does not require batteries or electricity
        
        Pen and paper to write messages
        
        Picture boards: used to point to pictures, words, and letters
        
        High-tech AAC
        Aid that requires electricity or batteries
        
        specialized devices, software, smartphone applications, electronic communication boards and keyboards. Many are speech generating devices. They can produce digitized speech when the user types a message or presses images, words, or letters.
        
        Electronic fluency devices
        Devices that are used to help people with stutters improve fluency by playing the sound of their own voice back into their ear slightly altered.
        
        Delayed auditory feedback Voice playback delayed by a fraction of a second
        
        Frequency altered feedback
        Change in voice pitch
- - - - :check:Irregular eye movements (for instance, eyes that don’t move together or that appear unfocused)
      - :check:Unusual habits (such as covering one eye or frequently rubbing eyes)
      - :check:Sitting abnormally close to a television or holding a book close to the face
  - - - :check:Ray Electronic Mobility Aid
        This small device can help users detects obstacles up to 9.35 feet away. When an object is detected users get an audio signal.
      - :check:UltraCane
        The UltraCane is a combination of an electronic mobility aid and a long cane. The cane itself emits ultrasonic waves so that the user can detect objects in front of them and at head level.
    - - :books:JAWS Screen Reader
        JAWS stands for Job Access With Speech and is a popular screen reader. JAWS works with Windows operating system and provides text-to-speech and braille output.
      - :orange_book:Kurzweil Education
        This text-to-speech software can help those who are blind or visually impaired use computers and also can read scanned printed material. Kurzweil offers various versions for individuals, schools, and institutions.
      - :book:Refreshable Braille Displays
        This page from the American Foundation for the Blind has a list of refreshable braille displays. These devices processes information on computer displays and electronically raises and lowers different combinations of pins in braille cells. It changes continuously as the user moves the cursor around on the screen.
- - - - Teaching Strategies
        
        Attention/Concentration
        
        Reduce distractions
        
        Establish verbal or non-verbal cues to get the attention of the student
        
        Divide work into smaller sections according to the student's needs
        
        Memory
        
        Repeat information as much as necessary
        
        Link new information to information that has already been learned.
        
        Organization
        
        Use things such as outlines and checklists to help the student.
        
        Use daily routines as much as possible.
- - - - A specific learning disability in writing, also known as dysgraphia
      - A specific learning disability in reading, also known as dyslexia
      - A specific learning disability in mathematics, also known as dyscalculia
    - - Inaccurate or slow and effortful reading or writing
      - Poor written expression that lacks clarity
      - Persistent difficulties in reading, writing, arithmetic, or mathematical reasoning
      - Difficulties remembering number facts
      - Inaccurate mathematical reasoning
    - - Mid-tech Devices
      - Computer-assisted Instruction
      - Staff Training
    - - Students seeking or enquiring about academic accommodations must first register with Student
        Disability Services.
      - Students applying for academic accommodations must submit relevant and current documentation;
        usually in the form of a learning assessment or doctor’s certificate.
      - Students must be interviewed by a Learning Disabilities Adviser who will determine eligibility for
        academic accommodations.