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Cohort 5 Mindmap (Multiple Disabilities By: Michael Bishop-Obbin…

- - - - According to the 2010 estimates by the World Health Organization, nearly 285 million (4.24% of total population) people of all ages worldwide are visually impaired.
      - Almost 18.9 million children under 15 years of age are visually impaired globally.
      - American Foundation for the Blind 2009 report that there are:
        
        93,600 students who are visually impaired or blind
        
        55,200 students who are legally blind
        
        5,500 braille readers
  - - - Must be Varied
        
        Use verbal Cues
        
        Use Physical Cues
      - Must be individualized
        
        Learners with low vision should be in the front of the room,
        
        Control lighting variables when presenting learning materials.
      - Teacher Should Encourage Independence
        
        Should Avoid the Trap of "Learned Helplessness"
        
        Encourage Student to move Independently through the classroom
        
        Thus, teacher should organize the classroom accordingly.
        
        Teach student when and how to advocate for assistance.
      - Easy and timely access to textbooks and instructional materials.
  - - - Braille translation software and equipment: converts print into braille and braille into print.
      - Braille printer: connects to a computer and embosses braille on paper.
      - Screen reader: converts text on a computer screen to audible speech.
      - Screen enlargement software: increases the size of text and images on a computer screen.
      - Refreshable Bbraille display: converts text on computer to braille by an output device connected to the computer.
    - - Braille notetakers: lightweight electronic note-taking device that can be connected to a printer or a braille embosser to produce a printed or brailled copy.
      - Optical character reader: converts printed text into files on a computer that can be translated into audible speech or Braille with appropriate equipment and software.
      - Electronic braillewriter: produces braille, translates braille into text or synthetic speech.
      - Talking calculators: calculates with voice output.
    - - Closed Circuit Television (CCTV): enlarges an image to a larger size and projects it on a screen
      - Magnifiers: enlarges images
      - Telescopes: used to view distant objects
  - - - One characteristic that is shared by all students with visual impairment is that these students have a limited ability to learn incidentally from their environment.
      - Children with visual impairments must be taught compensatory skills and adaptive techniques in order to be able to acquire knowledge from methods other than sight.
      - The limited ability to explore the environment may affect early motor development. These students cannot share common visual experiences with their sighted peers, and therefore vision loss may negatively impact the development of appropriate social skills. As a result, these students may experience low self-esteem that limits their sense of mastery over their own lives.
      - Students with visual impairments also need specialized instruction in a number of other essential skill areas. These areas, called the expanded core curriculum, include communication skills, social interaction skills, orientation and mobility, independent living skills, recreation and leisure skills, use of assistive technology, visual efficiency, and career education skills, and self-determination. Mastery of these skills is essential for students’ long-range educational and life outcomes.
- - - - Augmentative communication
        
        Devices like the DynaVox, Liberator II, and communication applications on the iPad and iPod touch: iCommunicate, iConverse, LearntoTalk, Speakit!, (Case-Smith & Arbesman, 2008; Ennis-Cole & Smith, 2011).
        
        Help to improve/support students verbal communication and interactions.
      - Video Modeling (VM)
        
        Modeling method that uses a video recording to model desired behavior or skills to students (Autism Society,2019).
        
        Help students that have inadequate social skills to gain skills like, social communication, emotional perception and spontaneous requesting (Ennis-Cole & Smith, 2011).
      - Speech recognition
        software
        
        Dragon Dictate; Via Voice, spelling and grammar checkers, prediction programs, instructional software, note-takers, and speech synthesis software (Ennis-Cole & Smith, 2011).
        
        Assist autistic students who have difficulty writing and reading
      - Mathematics instruction devices
        
        Include talking calculators, math software, computerized calculators, online math manipulatives, and iPad and iPod touch applications like PopMath, Time Money, Math Magic, Cloud Math, Freddy Fraction, etc… These provide visual practice for learning basic math facts: counting, multiplication and division, and fractions (Ennis-Cole & Smith, 2011)..
        
        Help students with autism who struggle with mathematics
      - vSked
        
        An interactive and collaborative AT for making and integrating visual schedules, choice boards and token-based rewards in an integrated system (Cramer, et al. 2011).
        
        The implementation of vSked in the classroom will promote independence, reduce educator-initiated prompts and transition time between activities, encourage consistency and predictability, supplement student communication skills, help students to develop social skills and enable synchronized group interactions and shared experiences (Autism Society; 2019; Cramer, et al. 2011; Ennis-Cole & Smith, 2011).
    - - Enables individuals with autism to complete daily living activities, work successfully, benefit from learning environments, and enjoy leisure time (Ennis-Cole & Smith, 2011).
      - Expands opportunities (Ennis-Cole & Smith, 2011).
      - Improves communication skills (Ennis-Cole & Smith, 2011).
      - Improves organization (Ennis-Cole & Smith, 2011).
      - Improves motivation (Ennis-Cole & Smith, 2011).
      - Improve academic skills (Ennis-Cole & Smith, 2011).
      - Improve independence (Ennis-Cole & Smith, 2011).
      - AT can provide needed accommodations and reduce the amount of direct teacher support (Ennis-Cole & Smith, 2011).
  - - - Use applied behaviour analysis (ABA) for behavioural interventions (AutismSpeaks, 2019; Case-Smith & Arbesman, 2008; WHO, 2019).
    - - Demonstration of the desired target behavior that results in this behavior being imitated and learned (Autism Society,2019). Usually combined with strategies such as prompting and reinforcement (Autism Society,2019).
    - - Is mostly done to improve students’ performance, manage their Child’s behavior and decrease dysfunctional behaviors (Case-Smith & Arbesman, 2008; WHO, 2019)
    - - Visual schedules
        
        Visual aids placed in the order they would occur to remind students of the day’s events and activities (Cramer, et al. 2011).
        
        Remind students what they should do and when, prepare students for activities and transitions from one activity to the other, reduces anxiety, improves better self-organization (Cramer, et al. 2011).
      - Choice boards
        
        Also known as communication boards help students with verbal language deficits to participate in a multiple-choice assessment (Cramer, et al. 2011).
        
        Reduce anxiety since it provides the students with possible answers to choose from, rather than asking them to come up with their own answers (Cramer, et al. 2011).
      - Reward systems
        
        Students earn tokens/points/stickers for desired behavior like staying on task and completing activities (Case-Smith & Arbesman, 2008; Cramer, et al. 2011).
        
        Motivates students to stay on task. Positive reinforcement (Case-Smith & Arbesman, 2008; Cramer, et al. 2011).
      - Images, drawings or photographs that represent tasks, needs, goals and rewards (Autism Society,2019; Cramer, et al. 2011).
    - - using a variety of teaching strategies to tailor instruction to the individual needs of students (Ennis-Cole & Smith, 2011).
    - - Starting intervention early with autistic students can improve learning, communication, and social skills, as well as underlying brain development (AutismSpeaks, 2019; UnderstandingSpecialEducation,2019).
    - - Enhances the student’s ability to regulate behavior, participate in social interaction, reduce hyperactivity and improve attention and focus (Case-Smith & Arbesman, 2008).
- - - - 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
      - Inappropriate types of behavior or feelings under normal circumstances.
      - A general pervasive mood of unhappiness or depression.
      - tendency to develop physical symptoms or fears associated with personal or school problems.
  - - - Assistive Technology for children ages 0-5
        
        Object Calendar
        
        Helps child organize and follow a the daily schedule by creating a visual calendar using familiar objects
        
        Tablet Apps
        
        There are many digital apps that can assist with a childs development and boost their confidence
        
        Audiobooks
        
        Some children with developmental delays may benefit from listening to audiobooks instead of (or in addition to) reading traditional storybooks
        
        Text-to-speech software
        
        Helps children with difficulties communicating of severse speech impairement due to developmental delay
        
        FM Systems
        
        A special radio system can allow children to hear the teacher directly without other distracting noises
        
        Noise Blocking Headphones
        
        Noise blocking headphones can help a child concentrate by blocking out unwanted noise
        
        Video Models
        
        Video models can help children visualize social skills. Example:children watch videos of how to stand in line and wait their turn.
        
        Visual Buttons and Speaker Technology
        
        Having buttons a child can press that correspond with specific phrases. For example: a child can press a button with an apple on it and the speaker withh say, Ï'm hungry.":
        
        Weighted blankets or toyr
        
        Can put light pressure on the child that will help them feel more calm and secure
      - Audiology or hearing services
      - Speech and language services
      - Counseling and training for a family
      - Medical services
      - Occupational therapy
      - Physical therapy
      - Evaluation
        
        Child is assigned a service coordinator to help them through the process
        
        Child is evaluated by a specialist to determine whether they have a developmental delay
        
        Results from the initial evaluation are used to determine the childs eligibility for services
        
        An in-depth assessment will be conducted to determine what special needs and services the child requires. The family will also be assessed to determine what resources the family might need as well
  - - - Teach students skills they can use ouside of the classroom. Break-down skills into smaller increments and once a student has mastered a particular skill, move onto the next skill.
    - - Use boundary markers in the classroom such a bookshelves, colored rugs, and tape to help organize the classroom.
    - - Organize the day and make transitions easier for students by having a visual schedule that is easy to follow
    - - Students with developmental delay's may need support and structured time to practice their social skills. They may need structured time to allow them to interact with their peers
    - - Create behavior rubrics with clear and concise rules. This will help children visualize the class rules and be able to reflect on how they are doing. It will also motivate them to mantain better behavior.
- - - - Screen reader: converts text on a computer screen to audible speech (Deaf-Blindness. (n.d.). Retrieved from http://www.projectidealonline.org/v/deaf-blindness/.)
      - Screen enlargement software: increases the size of text and images on a computer screen (Deaf-Blindness. (n.d.). Retrieved from http://www.projectidealonline.org/v/deaf-blindness/.)
      - Braille printer: connects to a computer and embosses Braille on paper (Deaf-Blindness. (n.d.). Retrieved from http://www.projectidealonline.org/v/deaf-blindness/.)
      - Refreshable Braille display: converts text on computer to Braille by an output device connect to the computer (Deaf-Blindness. (n.d.). Retrieved from http://www.projectidealonline.org/v/deaf-blindness/.)
      - Braille translation software: converts print into Braille and Braille into print(Deaf-Blindness. (n.d.). Retrieved from http://www.projectidealonline.org/v/deaf-blindness/.)
    - - Optical character reader: converts printed text into files that can be translated into audible speech or Braille(Deaf-Blindness. (n.d.). Retrieved from http://www.projectidealonline.org/v/deaf-blindness/.)
      - Electronic braillewriter: produces Braille, translates Braille into text or synthetic speech (Deaf-Blindness. (n.d.). Retrieved from http://www.projectidealonline.org/v/deaf-blindness/.)
      - Braille notetakers: lightweight electronic note-taking device that can be connected to a printer or a Braille embosser to produce a printed copy (Deaf-Blindness. (n.d.). Retrieved from http://www.projectidealonline.org/v/deaf-blindness/.)
    - - A TDD is a small keyboard with a display and modem. (Deaf-Blindness. (n.d.). Retrieved from http://www.projectidealonline.org/v/deaf-blindness/.)
- - - - Fluency Disorder:
        
        stuttering
        
        hesitant speech
        
        unusual word repetition
      - Impaired articulation
        
        challenges pronouncing specific words
      - Language impairment
        
        difficulty understanding words properly
        
        difficulty expressing oneself
        
        difficulty listening to others
      - voice impairment
        
        difficulty voicing words
  - - - Boys between 3-17 are more likely to have a voice, speech, language, or swallowing disorder than girls (9.6 percent vs 5.7 percent)
      - of those children, 34% ages 3-10 have multiple communication or swallowing disorders, while 25.4 % of those ages 11-17 have multiple disorders.
  - - - using symbols, aids, strategies and techniques to enhance communication
        
        Low tech AAC
        
        picture boards that use images for communication
        
        using pen and paper
        
        High tech AAC
        
        speech generating devices: translate words or pictures into speech
        
        touch screens that use images for communication
        
        smartphone applications
        
        keyboards with text display and speech generation
        
        unaided communication systems
        
        gestures
        
        body language
        
        sign language
    - - First Words uses graphic presentations combined with synthesized speech to teach or help reacquire language
    - - devices made to help those with stutters. They play the sound of the user's own voice back, slightly altered.
        
        Delayed Auditory Feedback (DAF)
        
        plays voice back delayed by a fraction of a second via headphones or with a hear aid looking device
        
        Frequency Altered Feedback
        
        changes pitch at which the user hears their voice
- - - - captioning
      - Visual Alerting Devices
      - Real-Time Transcription
      - Telecommunication
    - - https://www.youtube.com/watch?v=nCKAJ_H0rPw
  - - - Classroom Acoustics
      - Lip-Reading/Residual Hearing
      - Lighting
      - Social Concerns
      - Collaboration
      - lack of resources
- - - - Behaviour charts allow students to visually track behaviour changes and positive outcomes.
        (http://latitudes.org/behavior-charts/)
        
        Vision boards allow students to visually keep track of goals and reminders for appropriate behaviour.
        
        Point/Incentive Sheets allow students to keep track of positive reinforcements and can be a great motivational tool.
- - - - Specific learning disabilities are considered a high-incidence disability. According to National Center for Education Statistics (NCES), of students ages 3–21 served under the Individuals with Disabilities Education Act (IDEA) 34% have a specific learning disability ("Children and Youth with Disabilities," 2019).
    - - Children and Youth with Disabilities. (2019, May). Retrieved December 1, 2019, from https://nces.ed.gov/programs/coe/indicator_cgg.asp.
        Sec. 300.8 (c) (10). (2018, May 25). Retrieved December 1, 2019, from https://sites.ed.gov/idea/regs/b/a/300.8/c/10. U.S. Department of Education.
        Young, G & MacCormack, J. Assistive Technology for Students with Learning Disabilities. (2018, May 4). Retrieved December 1, 2019, from https://www.ldatschool.ca/assistive-technology/. Learning Disabilities Association of Ontario.
        Higgins, E.L. & Raskind, M.H. (2000). Speaking To Read: The Effects of Continuous vs. Discrete Speech Recognition Systems on the Reading and Spelling of Children with Learning Disabilities. Journal of Special Education Technology, 15(1), 19-30. Retrieved December 1, 2019 from https://www.learntechlib.org/p/91634/.
        Patricelli, K. Specific Learning Disorder Treatment. Gulf Bend MHMR Center. (1995). Retrieved December 1, 2019, from https://www.gulfbend.org/poc/view_doc.php?type=doc&id=1220&cn=113. CenterCite.
    - - The Individuals with Disabilities Act defines a specific learning disability as a disorder that hampers a student’s ability to listen, think, speak, write, spell, or do mathematical calculations. It is not a learning problem caused by visual, hearing, or motor disabilities, of intellectual disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage ("Sec. 300.8 (c) (10)," 2018). See the exact wording of the definition of a Specific Learning Disability by following this link.
    - - Text-to-speech
        Text-to-speech software like Kurzweil 3000 ability to read digital and printed text aloud can be helpful for students who have difficulty reading (Young & MacCormack, 2018).
      - Speech-to-text
        Voice recognition software helps students who struggle with writing to improve word recognition, spelling, and reading comprehension as they can see how the words they speak are written (Higgins & Raskind, 2000).
      - Word Prediction
        Word prediction software can improve a student’s spelling and writing skills, because choosing from suggested words demands attention. It can also make writing less stressful for a child with a specific learning disability and allow them to enjoy the process of writing without having to worry about making so many mistakes.
    - - Impairment in Reading
        A child having trouble reading can benefit from the immediate feedback that occurs during one-on-one reading time with a teacher. A teacher can also allow the child more time to finish tasks, and provide recorded audio tests in lieu of material that needs to be read (Patricelli, 1995).
      - Impairment in Writing
        A teacher can give a child oral exams and allow the child to submit video reports in lieu of written work. The teacher can also provide the student with notes, outlines, and study sheets (Patricelli, 1995).
      - Impairment in Mathematics
        Word problems can be illustrated and strategies, such as color coding the different parts of numerical problems, can be taught. Mnemonic rhymes can be used to teach mathematical concepts (Patricelli, 1995). A child could use a calculator.
- - - - Break down material/tasks into smaller parts
      - model instructional practices
      - Use concrete examples
      - use diagrams, graphics, and pictures to augment what they say in words
      - Have patience
- - - - FM Systems
        
        Connect mini FM transmitters to a receiver held by the hearing impaired student. (Rekkedal, 2012)
        
        improves sound quality and clarity.
        
        Is easily portable, and can be used both in and out of the classroom.
      - Sound Field Amplification System
        
        The classroom is outfitted with multiple speakers on the walls or ceiling to amplify sound of speaker
        
        Shown to benefit all students (Craddock, 2006)
      - Infrared Systems
        
        transmit using light waves.
        
        Don't transmit through walls, so can be used for privacy (Packer, 2015).
        
        Problematic if something is between the receiver and the speaker or in light, therefore not good in classroom settings (Packer, 2015)
      - Induction Loop Systems
        
        Uses an electromagnetic field to carry sound.
        
        An insulated loop is connected to a power source, an amplifier and a microphone.
        
        Can reach hearing aids with t-coils as well as non hearing impaired individuals with headphones (Packer, 2015).
  - - - Hearing Aids
        
        Amplifies sound so it can be better heard by a damaged ear. (ADCET)
      - Cochlear Implants
        
        Allows sound to bypass a damaged section of the ear. Instead, sound travels straight to the nerve. (ADCET)
      - Challenges
        
        Perceived as a sign of disability, and surrounded by a negative stigma (Scherer, 2002)
        
        Hearing Aid Effect: teachers, parents and peers were found to evaluate a person's intelligence, academic abilities and personality more negatively if that person wore a hearing aid. (Blood et al., 1978)
        
        Benefits
        
        reduce classroom noise, the rate of discussion/topics, and help deal with large numbers of people engaged in conversations. (Rekkedal, 2012)
        
        Allows hearing impaired individuals to participate in society (Rekkedal, 2012)