14 Characteristics
Special Education Students
Cohort 1


Andrew Wetzel


CATEGORY 4: DEVELOPMENTAL DELAY
[NOTE: It is usually called Global Development Delay for children under five years of age and Unspecified Intellectual Disability or the category title for those over five years of age.]


World-wide it occurs in about 5% of the general population.


American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: Fifth edition (5th ed.). District of Columbia: American Psychiatric Association Publishing.

DETECTION: clinical observations by health care professionals, clinical observations by educators, comparison of results to standardized tests

INDICATORS FOR SEVERITY LEVEL--MILD: academic difficulties in reading, writing, and maths; difficulties in social communication (e.g., inferring social cues)

ONSET: identifiable for two years of age

CONTRA-INDICATORS: autism, neurocognitive disorder (e.g., Down's Syndrome), specific communication or learning disorder

RISKS: genetic factors, pre-, peri-, and post-natal factors

SUPPORT: constant repetition to target development of specific skills (e.g., communication, hygiene, time management, etc.)

Andrew Wetzel


CATEGORY 13: TRAUMATIC BRAIN INJURY--MILD


In countries with reliable data, the incidence is about 2% of the general population.


American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: Fifth edition (5th ed.). District of Columbia: American Psychiatric Association Publishing.

INDICATORS: loss of consciousness, posttraumatic amnesia, disorientation or confusion, and/or marked worsening of neurological functions

ONSET: immediate impact to the head which displaces the brain

CONTRA-INDICATORS: not really a contra-indicator but PTSD can accompany traumatic brain injuries

SUPPORT: depending on severity cognition might be effected

Cat 11- Specific Learning Disability by Heather Chun - High incidence** of about 45 % occurrence in U.S

Intellectual Disability by Sruthi Krishnan


High Incidence disability - "once called mental retardation, is characterized by below-average intelligence or mental ability and a lack of skills necessary for day-to-day living. People with intellectual disabilities can and do learn new skills, but they learn them more slowly. There are varying degrees of intellectual disability, from mild to profound."


Emotional Disturbance By Laila Alkowatli


Students with learning Disabilities


High incidence Of the 74.5 million children in the United States, an estimated 17.1 million have or have had a psychiatric disorder.

Intellectual Functioning

DETECTION: medical examination and/or tests to determine the severity of the injury

RISKS: higher risks associated with children under four years of age, repeated head trauma, length of loss of consciousness, and availability of treatment

                                       Hannah Hartshorn                                                                                

Multiple Disabilities IDEA 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.” ()

Ye Won Maing
Category 3: Deafness
IDEA definition:hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance.

speech to text (Xpresslab) as assistive technology

referral process: provide special accommodations

sign language tutor

providing progress report

team: district personnel, school psychologist, parents, teacher

Yanli Wang
CATEGORY 6 Hearing Impairment---High
incidence(Check Statistic Here)
Snip20200131_2An impairment in hearing, whether permanent or fluctuating, and is not included under the definition of “deafness”.

Visual Impairment Jonathan Wommack. Category 14 . ---LOW incidence ---


Children with visual impairments need to have access to both written and oral instruction and to demonstrations in all subject matter. Accommodations and modifications can help a student better understand the instruction provided by the regular education teacher in the classroom.



https://www.familyconnect.org/info/education/know-your-rights/accommodations-and-modifications-at-a-glance/135





https://assistivetechnologyresourcegenie.weebly.com/low-and-high-incidence-disabilities.html

Assistive Technologies ,

accommodations

service dogs

note takers

Experiential learning

Take a look at this great free resource powered by google creatabilityhhu

refreshable brail displays

Large print

Channing Jones
Category 1: Autism
Low Incidence


Autism is one of many conditions of Autism Spectrum Disorder (ASD). Autism spectrum disorder is a condition related to brain development that impacts how a person perceives and socializes with others, causing problems in social interaction and communication. The disorder includes limited and repetitive patterns of behavior. The term "spectrum" in autism spectrum disorder refers to the wide range of symptoms and severity.


ASD includes autism, Asperger's syndrome, childhood disintegrative disorder and an unspecified form of pervasive developmental disorder.










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Detection: Hearing test, clinical observations by educators

*Support
Use voice articulation, sign language, note takers, and assistive technology

Indicators:Students have trouble with vocabulary, grammar, listening to lectures, and participating

Dolly Bhargava, M. Spec.Ed.(2014) Identifying a Student with Hearing Impairment
https://sites.trinity.edu/sensoryimpariment/identifying-student-hearing-impairment

IDEA defines Emotional Disturbance as:
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:


Categories of Disability Under IDEA. (2017, March 14). Retrieved January 31, 2020, from https://www.parentcenterhub.org/categories/#adversely

An inability to learn that cannot be explained by intellectual, sensory, or health factors.

[Assistive technology])*Snip20200131_4
Frequency Modulation systems, Infrared systems, Audio Induction Loop systems etc.

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.

A tendency to develop physical symptoms or fears associated with personal or school problems.

Emotional & Behaviorally Disturbed Students (EBD) Emotional & Behaviorally Disturbed Students (EBD). (2019, July 17). Retrieved January 31, 2020, from

Reaching Students With Emotional Disturbances
BUILDING RESILIENCY
The encouraging news is that young people have the innate capacity to bounce back from adversity. You can create an environment that feels safe and connected by helping students understand how negative emotions hijack our learningTo facilitate a predictable and consistent environment, we create class guidelines, procedures, and engagement systems so each student knows the class expectations and routines. Here are four strategies that have really worked with my students.


Reaching Students With Emotional Disturbances. (2017, April 26). Retrieved January 31, 2020, from https://www.edutopia.org/article/reaching-students-emotional-disturbances-lori-desautels

STRUCTURED EMOTIONAL SUPPORT The “2x10 Strategy” developed by psychologist Raymond Wlodkowski is an excellent brain-aligned strategy to implement with our most challenging students. For two minutes each day, 10 days in a row, teachers have a personal conversation—either written or in-person—with a student about anything the student is interested in

LOCKED JOURNAL FOR SAFE SELF-EXPRESSION When we write out our thoughts and feelings, we clear space in the frontal lobes for positive emotion and higher cognitive processes. A locked journal can give students a safe place to release anxiety while maintaining control over their own privacy. If a student chooses to write or draw their feelings and thoughts through this format, we discuss how this journal can become a trusted friend

PERSONALIZED CHECK-IN NOTES If students are in a negative brain state, we must regulate behaviors before any learning will occur. The best way I have found is to first attend to their emotional temperature, to let them know I am present and available no matter the negative behaviors. To connect with and create consistency for a diverse array of students with different needs

DELIVERY MATTERS
In working with students, your method of delivery will make a big difference. Students who are emotionally shut down and unresponsive to words may respond better with written notes.

BRAIN-BASED LEARNING CENTERS students can go to one corner to recharge and calm down from negative emotion. collaborative spaces for students who are ready to discuss projects or ideas, watch documentaries, and collaborate. They also need Students needing a quiet area with tables to study or to complete work

Top 10 Tips for Teachers of Students with Hearing Loss(EBD) Top 10 Tips for Teachers of Students with Hearing Loss(EBD)(EBD). (2017, Oct 12). Retrieved January 31, 2020, from

Tips for Handling EBD Kids (Emotional Behavior Disorder) in an Inclusive Classroom Students who suffer from Emotional and Behavioral Disorders, or EBD, often find it very difficult to control their behavior and focus on their work in the classroom. EBD students also commonly lack the impulse control and the emotional balance that is necessary to handle social interactions with other students effectively.


This can be challenging for you as their teacher, especially in an inclusive classroom where only a portion of the students have EBD—but there are ways to help all students in your classroom feel welcomed and ready to learn. EBD students’ behavior can be moderated by implementing a classroom management plan that is specially tailored to meet the specific needs of these students.


5 Tips for Handling EBD Kids (Emotional Behavior Disorder) in an Inclusive Classroom. (2013, January 26). Retrieved January 31, 2020, from https://education.cu-portland.edu/blog/classroom-resources/5-tips-for-handling-ebd-kids-emotional-behavior-disorder-in-an-inclusive-classroom/

Keep class rules/activities simple and clear
Your EBD students (as well as some of your more focused students) will most likely struggle if you impose a long list of complicated rules and demands. Try to keep your classroom guidelines broad and simple—no more than 3 to 5 main rules. Let students know about them on the first day of class

Reward positive behaviors
While you will, at times, have to discipline children for improper behavior, remember that rewarding positive behavior is ultimately far more effective in the long run. Many students with Emotional and Behavioral Disorder tend to take any discipline as a personal attack, and because of this, they often learn very little from it.

Allow for mini-breaks
A lot of EBD kids lack the emotional balance and maturity needed to remain focused and on-task for long periods. Instead of reprimanding these students for their lapses, build in short rest periods or mini-breaks into the school day.

Fair treatment for all
Students with Emotional and Behavioral Disorders also often don’t respond very well to situations that appear unfair to them. This can trigger a cascade of negative emotions and acting-out behavior.

Use motivational strategies
Unfortunately, Emotional and Behavioral Disorder students tend to have had a lot of negative experiences in school. Therefore they often lack the desire or motivation to try to succeed.Celebrate their hard work, and praise their good efforts consistently. This can go a long way in giving these students the motivation to excel in your class.

Supporting Positive Behavior
These are time-tested strategies for guiding and supporting growth toward more positive, adaptive behaviors:


Classroom management for students with emotional and behavioral disorders. (2019, February 1). Retrieved January 31, 2020, from https://thegatewayschool.com/classroom-management-for-students-with-emotional-and-behavioral-disorders/

Classroom Behavior Chart – This may appeal to any competitive nature in the students. Students who are behaving progressively will see themselves rising up the charts and surpassing others.

Lottery System – This one is simple. Students who show positive behavior place a ticket with their name on it in a jar. Once or twice a week, the teacher will draw out a winner and award a prize

Token Economy - A reward system is standard when addressing the behavior of special needs children. With points or tokens, students are given constant reinforcement for correct behavior and following the rules. Students earn points, or tokens, for instances of positive behavior on a set schedule.

Positive Peer Review – Has anyone ever thought of reversing “tattle-telling”? This builds teamwork and social support in the classroom. Encourage students to watch their peers and identify positive behavior. Reward both the reporters and their peers.

Orthopedic Impairment By Laila Alkowatli


Students with learning disabilities


Low Incidence (1.1% of all students under IDEA

Teaching Students With Orthopedic Impairment
Children with orthopedic impairment can do well in a regular school studying with other children. However, an orthotic disability requires a little adaptation and preparation. Children with orthopedic impairments face many challenges on a daily basis.


Teaching Students With Orthopedic Impairment. (n.d.). Retrieved January 31, 2020, from https://www.brighthubeducation.com/special-ed-inclusion-strategies/71197-having-a-child-with-an-orthopedic-impairment-in-the-class/

Modifications & Assisstive Technology Although classroom modifications and accommodations will vary depending on a student’s individual needs, the following list are some common needs. General classroom teachers and special educators should collaborate to include students with disabilities in the general curriculum. To participate as fully as possible in educational activities


Orthopedic Impairment Characteristics – Classroom Modifications & Assisstive Technology. (n.d.). Retrieved January 31, 2020, from https://www.brighthubeducation.com/special-ed-physical-disabilities/71266-common-classroom-modifications-for-students-with-orthopedic-impairments/

Orthopaedic Impairment means a severe orthopedic impairment that adversely affects a child’s educational performance. 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).


Categories of Disability Under IDEA. (2017, March 14). Retrieved January 31, 2020, from https://www.parentcenterhub.org/categories/#adversely

Orthopedic Impairments


Orthopedic Impairments. (2016, April 3). Retrieved January 31, 2020, from

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Accessibility and Classroom Layout: consider the accessibility of the classroom, Check if the flooring is adequate for the child’s needs, check door width, stairs or thresholds and the door knobs, toilet accessibility is another important issue that needs to be considered

Special Furniture A child may require some special chair or table.

Modified Writing aids A child with a disability in their upper limb may benefit from writing aids. Writing aids include writing boards, special paper, pencil grips, and special pencil holders.

Modified Lesson Plans and Classroom Activities Having a child with a physical challenge in your classroom will require some modification in the lesson plans. Plan activities in such a way that all children, including the child with the orthopedic impairment, can participate

Inclusive Classroom A classroom is a place made up of students and not their disabilities. The greatest barrier to inclusion is usually not architectural. Children with orthopedic impairment have normal intelligence and don’t need a special curriculum. What they need from you is acceptance, and a little adjustment. They’ll contribute more to your classroom than what you could ever contribute to them.

instruction focused on impairments in and the improvement of gross and fine motor skills

securing assistive technology and augmentative communication devices

extended time to complete assignments, and;
teacher awareness of student’s condition and its affect

speech recognition software

alternative keyboards and mice

augmentative and alternative communication devices

word prediction software

screen reading software

academic software for students with disabilities

Educators should remember that students with these types of impairments should be educated and treated as typical students, while accommodating their physical disabilities.

This refers to general mental capacity, such as learning, reasoning, problem solving, and so on.
One way to measure intellectual functioning is an IQ test. Generally, an IQ test score of around 70 or as high as 75 indicates a limitation in intellectual functioning.

Assistive Technologies (AAC)

Dedicated System: Devices dedicated to communication only, more likely to be covered by insurance

Open System: Devices used for communication and other purposes (wi-fi, etc.)

Assistive Technology - Books on tape, Text to speech, word processing apps. etc

Accommodation - Smaller Task,


Graphic organizer

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Assessments (Sruthi Krishnan)

Finally, assessments must also assume that limitations in individuals often coexist with strengths, and that a person’s level of life functioning will improve if appropriate personalized supports are provided over a sustained period.

Allow extensions to assignment deadlines

Encourage the student to submit an early draft of assignments to allow the opportunity for feedback to the student as a formative process.

Students may take longer to organise thoughts and sequence material. They will benefit from discussing their outlines, with particular attention being paid to appropriate relationships and connections between points.

Students with an intellectual disability will need extra time in an examination for reading and analysing questions and for planning their answers. Some students will request that examination questions be read to them. Some students may prefer to dictate their answers to a scribe. They will need a venue which is quiet and distraction-free.

Use technology to record students work, e.g. digital photography, tape and video.

Keep short your written examination instructions and sentences within examination questions. Questions using bullet points, lists or distinct parts are more likely to be correctly interpreted.

Because students with intellectual disability find it difficult to read multiple choice questions in a way that allows them to appreciate subtle changes in the arrangement of words, short answer questions will be a better test of their knowledge.

Students may benefit from an exam timetable that features a number of days between exams to assist in exam preparation.

Many students with intellectual disability are chronic misspellers and use dictionaries only with great difficulty.

Abdelrahman El Ashmawi


           * Deaf-Blindness*                       

Students diagnosed with deaf-blindness have both hearing and vision loss to a certain degree. Their communication and other needs are so unique that programs need to be highly differentiated .


It is considered low incidence in the United States.
Deafblind image __






Lee, A. M. I. (n.d.). The 13 Disability Categories Under IDEA. Retrieved January 30, 2020, from https://www.understood.org/en/school-learning/special-services/special-education-basics/conditions-covered-under-idea?_ul=1*awzvmj*domain_userid*YW1wLThobE9CX3Nhb0NRLVY3Z1hzTWxocmc.



Understanding Assistive Technology: How Do Deaf-Blind People Use Technology? (n.d.). Retrieved January 31, 2020, from https://www.levelaccess.com/understanding-assistive-technology-how-do-deaf-blind-people-use-technology/

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Low Incidence: The U.S. Department of Education reports 5,971,495 students receiving special education services in the 2003-2004 school year. Of that number, roughly 2.2%, or 132,333 students, received special education services based on a classification of multiple disabilities.

Accomodations

Make changes to classroom environment - Classroom arrangement is crucial for students with physical disabilities. Students with hearing, visual, and physical impairments require adequate space for efficient movement throughout the classroom. Materials needs to be placed for easier access. Appropriate seating arrangements and orientation to the classroom and school may be necessary. Accomodations 1

Individualize - accommodations will vary from student to student. Some students may be incredibly gifted in traditional subjects.

Match expectations to curricular objectives and instruction - goals and expectations may not be the same as students without disabilities, but may be related to the course standards and competencies

Assistive Technology: Because the category of "multiple disabilities" is broad and can include a large variety of disabilities, various assistive technologies may or may not be appropriate according to each individual student's needs.

Augmentative Communications: Many students under the "multiple disabilities" category have impaired communication ability. The use of augmentative communication systems for individuals who are unable to communicate by other means has been steadily increasing over the last thirty years. AAC

Strategies for Educators

Strategies to assist Deaf-blindness students**
1) Assisted technology: can be provided to visual and
AT for visual disabilities
Screen readers: A program that analyzes the layout and content of a website and provides a text to speech translation. The playback speed can be set by the user and commands allow them to skip from heading to heading, click links, and do other important tasks.
Braille displays: A device that translates digital text into braille dots that can be read with the fingers. (More on braille below, as it is very important to many deaf-blind people.)
Dictation: Speech recognition software allows a user to navigate, type, and interact with websites using their voice.
For more detailed information about assistive technology used by people with visual disabilities, check out our previous two articles about users who are blind and users who have low vision.
AT for hearing disabilities
Alerting devices: A device that converts an audio alert (e.g., doorbell, alarm clock) into a visual or physical alert that the person can perceive.
Telecommunications: Many different options are available for those who are D/deaf or HoH, including amplified telephones, TTY / TDD, Text-to-911, and video chat.
Enhanced listening: Systems can be used to connect an audio feed directly to someone’s hearing aid or cochlear implant.
Visual communication: Captions and transcripts (with the ability to enlarge or zoom in!) provide audio information in a visual format.

The planning process should be a multidisciplinary process, including parents, teachers, physical therapists, assistive technology teachers, and any number of additional support staff. 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. IEP

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Peer tutoring has been proven to have positive results for students with multiple disabilities in a number of separate research studies.

Partial participation can make the difference. Partial participation means making modifications to the task so that a student with multiple disabilities isn’t excluded from activities. Even if the student isn’t able to complete a task fully or independently, he or she can still participate and benefit from the learning taking place.

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Hannah Hartshorn
Speech and Language Impairment
IDEA Definition: “(11) Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.”

High Incidence: Of the 6.1 million children with disabilities who received special education under IDEA in public schools in the 2005-2006 school year, more than 1.1 million were served under the category of speech or language impairment.

Assistive Technology
Electronic Fluency Devices are devices intended to help improve the fluency of people with stutters. They do this by playing the sound of the user's own voice back into their ear, slightly altered.

Delayed Auditory Feedback (DAF)- Delayed Auditory Feedback devices play the user's voice back delayed by a fraction of a second. DAF devices may resemble hearing aids or headphones with a microphone. There are also apps that can use DAF on phone calls.

Frequency Altered Feedback (FAF)- Frequency Altered Feedback devices are similar to DAF but rather than delaying the user hearing their own voice, they change the pitch at which the user hears their own voice.

Accommodations

Receive speech/language therapy from a certified Speech Language Therapist. : SLP

Minimize classroom noise

Provide SLP with spelling/vocabulary lists.

Strategies for Educators

Emphasize and re-state key points

Provide multi-modal learning opportunities: use written words, pictures, diagrams, videos and hands-on concrete learning activities.

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Category 10 : Other Health impairment - By Heather Chun .

Low incidence - compare to other defined disabilities for special education.

IEP should be the first step to help.

Preview of notes accessble from i.e.google classroom

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Adaptive Behaviour

is the collection of conceptual, social, and practical skills that are learned and performed by people in their everyday lives.

Practical skills—activities of daily living (personal care), occupational skills, healthcare, travel/transportation, schedules/routines, safety, use of money, use of the telephone.

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Strategy 1: Students may benefit from using assistive technology.

The schedule must have short activity times and must alternate between physical and sitting down activities. The schedule must also try and incorporate some aspects of self-care so that children start becoming more independent in putting on or taking off shoes, going to the toilet, or feeding themselves.

Strategy 2: Sharp scissors, knives, etc. must be kept out of reach. Harmful liquids like cleaning liquids must also be kept away. Medicines must be kept out of reach. In addition to this, make sure that none of the children can lock themselves up in any room. Small beads or other toy parts that the children could put in their mouth must be kept away if a child has a tendency to do that. If the child has seizures, you may need to look at padding the corners of furniture to avoid injury.

Social skills—interpersonal skills, social responsibility, self-esteem, gullibility, naïveté (i.e., wariness), social problem solving, and the ability to follow rules/obey laws and to avoid being victimized.

Strategy 4: Students with intellectual disabilities often have trouble with social skills, which can make it difficult for them to interact appropriately with their peers and become involved in the social activities going on at school. They are also often a target for bullying, which simply cannot be allowed. Teachers can play a positive role in supporting the inclusion of students with intellectual disabilities in classrooms and throughout the school.

Strategy 1: Reinforce learning by using real-life examples and environments.

Strategy3: Use clear, succinct, straightforward language.

Strategy 2: One-to-one tutoring in subjects may be important; this can include peer tutoring.

Conceptual skills—language and literacy; money, time, and number concepts; and self-direction.

Strategy 5:Use a variety of teaching methods so that students are not constrained by needing to acquire information by reading only. Where possible, present material diagrammatically - in lists, flow charts, concept maps etc.

Strategy 4:Wherever possible, ensure that key statements and instructions are repeated or highlighted in some way.

Strategy 3: Consider tailoring reading lists and provide guidance to key texts. Allow work to be completed on an in-depth study of a few texts rather than a broad study of many.

Strategy 2: Provide reading lists well before the start of a course so that reading can begin early.

Strategy 1: Provide an outline of what will be taught - highlight key concepts and provide opportunities to practise new skills and concepts.