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Categories of Disabilities Identified by IDEA by CERT 01/2020 Cohort 10…

- - - - Braille technology
        
        Electronic Braille Note Taker
        
        Braille printer/embosser
        
        Word processor with refreshable Braille display
        
        Manual and electronic braille writers
        
        Pictures in a Flash and SWELL-touch paper
        
        Electronic magnifying systems
        
        Portable Digital Magnifiers
      - Auditory access devices
        
        Audio books (recorded using human voice)
        
        Electronic dictionary with speech (large print and spoken)
        
        Talking or large print calculator
        
        Screen reading software (JAWS)
      - Conceptual designs
        
        SIAFU PC Design (tablet, uses a conceptual material that has the ability to morph upward into any shape, converts 2D images into 3D images)
        
        Braille interpreter (single finger glove, data is sent to the Bluetooth headset which converts it into speech)
        
        Voice Stick (portable text scanning device)
        
        Braille e-book
        
        B-Touch Mobile Phone (voice activated, braille touch screen)
    - - Allow students to sit near the board and in a central location
    - - 10 minutes adjustment period for students who are sensitive to light
      - Avoid glares on working surfaces
    - - Teachers should verbalize what they write on the board
      - Use audible devices when doing physical activities
    - - allow students to have their own copies of the pictures and text used in class
      - allow students to use a telescope if seated in the back
      - Avoid using re/orange/yellow markers
      - Allow students to explore the classroom during the first week or whenever you make any major changes
      - Show students where their desk is and where classroom materials are located
  - - - Augmenting devices
        
        Hearing aids or cochlear implants
        
        Induction loop (IL) system can be accessed by many different hearing aids or cochlear implants at a time
        
        Personal FM system: teacher's microphone is hooked up to one student's hearing aids or cochlear implants
        
        Audio-visual FM Systems: Teacher's microphone and headset camera are received on student's monitor
      - Tansforming devices
        
        Captioning Services for video/audio productions
        
        Face to Face Communication Systems for short, 1:1 converstions to be typed
        
        Ubi-Duo
        
        Interpretype
        
        Live Sign-Language interpreter
        
        Voice-to Text digital translation services
        
        Communication Access Realtime Translation (CART) which provides word-for-word instant translation of spoken words into text
        
        C-Print
        provides condensed meaning-for-meaning instant translation of spoken words into text
    - - Students using live captioning
        
        Provide subject-specific jargon and technical terms ahead of time to the captioning technology
        
        Provide students
        a transcript of the session
        
        Any videos or films used should, where possible, be captioned
        
        Consult with the service
        about modifying the pace of learning
      - Lip-reading students
        
        Do not speak while facing the blackboard
        
        Repeat clearly any questions asked during class
        
        Be aware that moustaches, beards, hands, books or microphones in front of your face can add to the difficulties
        
        Control discussion so that only one person is speaking at a time
        
        Sit the student so they can see all participants in the class
        
        Provide pre-written class notes so the student can visually focus on the speaker
      - Students using an interpreter
        
        Provide pre-written class notes so the student can visually focus on the interpreter
        
        Provide subject-specific jargon and technical terms ahead of time to the interpreter
        
        Consult with the interpreter about modifying the pace of learning
      - Assessment Strategies
        
        Provide alternatives to those assignments which are based on interviews or questionnaires
        
        Be flexible with deadlines, particularly if students have had to wait for transcripts of learning sessions
        
        Provide extra time in examinations, particularly extra time for reading questions. Some students will prefer to have questions and instructions ‘signed’ to them
    - - Failure to hear his/her name called
      - Constant requests to repeat what was said
      - Worsening grades, especially those involving in-class lectures, in which the child cannot read the information being taught
      - Loss of interest in class
      - Increasingly withdrawn behavior
    - - Kathryn Rich
  - - - Classroom Arrangment
        
        Make sure the classroom meets the needs of a student. Wheelchair accessible? Adequate flooring for the child's needs? Doorway space, door knobs, and toilet access? All need to be taken into account and renovations may be needed.
        
        Special Furniture
        
        Can help develop useful posture and movements, or grant easier to access to classroom materials.
        
        Easels
        
        Portable Reading Racks
        
        Adjustable Seats & Desks
      - Modified Writing Aids
        
        Writing boards
        
        Special Paper
        
        Pencil Grips
        
        Special Pencil Holders.
      - Working with Specialists
        
        Physical Therapists
        
        Occupational Therapists
        
        Speech-Language Pathologists
        
        Adapted Physical Education Teachers
        
        Due to how multi-faceted orthopedic impairments cab be, other specialists may be involved in developing and implementing an educational plan for the student.
    - - Speech Recognition Software
      - Screen Reading Software
      - Augmentative and Alternative Communication Devices (such as communication boards)
      - Academic Software Packages for Students with Disabilities
      - Devices for Positioning and Mobility
        
        Canes
        
        Walkers
        
        Crutches
        
        Wheelchairs
        
        Specialized Exercise Equipment
    - - Orthopedic impairment contains a wide variety of disorders, and will depend on both the specific disease and its severity, as well as individual factors.
      - Neuromotor Impairments
        
        Cerebral Palsy
        
        Spina Bifida
      - Degenerative Diseases
        
        Muscular Dystrophy
      - Musculoskeletal Disorders
        
        Juvenile Rheumatoid Arthritis
        
        Limb Deficiency
- - - - Word program to help writing
      - Vibrating watch to remind the task
      - Individualized lectures through online eg., Khan Academy
    - - Sitting arrangements:
        Allows the students to sit near the door for frequent breaks
      - Different types of assignment, such as written assignment rather than oral presentation
      - Extended time allowed for test and assignments
    - - Having trouble in communication with others
      - Externalizing behaviors, such as aggressive behaviors
      - The greatest deficits in spelling and math
      - Coexisting other learning disabilities
    - - American Academy of Child and Adolescent Psychiatry
        www.aacap.org
      - Center on Positive Behavioral Interventions and Supports
        www.pbis.org
      - Federation of Families for Children's Mental Health:
        www.ffcmh.org
  - - - Speech impairments
        
        Fluency impairments
        
        Articulation issues
        
        Voice issues
      - Language impairments
        
        Difficulty understanding or being understood in written, nonverbal or verbal communication
        
        Phonological issues
        
        Morphological issues
        
        Syntactic issues
        
        Semantic issues
        
        Pragmatic issues
    - - Allow student's body language to convey messages, such as gestures, body language or sign language
      - Combine verbal and written communication
      - Use picture boards where student can point to images or drawings to communicate message
    - - Speech generation software or devices
      - Electronic or non-electronic communication boards
      - Language learning software packages that use augmented visuals to teach vocabulary
  - - - IQ under 70
        
        IQ of 50-69 is classified as mild
        
        IQ of 35-49 is classified as moderate
        
        IQ of 20-34 is classified as severe
        
        IQ under 20 is classified as profound
      - Deficits in 2 or more adaptive behaviors necessary for daily life
        
        These can include
        
        Dressing
        
        Grooming
        
        Hygiene
        
        Walking to class
        
        Cleaning Up
        
        Handling money
        
        Making friends
        
        Playing with others
        
        Intellectual disability in the classroom
        
        Children with severe and profound intellectual disability most typically require a full time caregiver, and are not likely to be a part of non-special needs education
        
        About 87% of people with intellectual disability are classified as 'mild', and may be present in non-special needs classrooms
        
        Academic Issues
        
        Unable to 'catch up' with peer performance
        
        Maturity level will be below peers, and typically not reach 'adult' maturity
        
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        Students may not possess typical social skills
        
        Manners and behavior toward peers may result in isolation
        
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        Strategies for teaching
        
        Learning the specific areas of a student's disability
        
        Addressing specific needs is critical
        
        Providing concrete instructions
        
        May need to choose or suggest topics when other students are allowed choices
        
        Providing additional scaffolding and breaking tasks into many parts
        
        Students may need alternative assessments
        
        Give immediate feedback
        
        A gap of time can limit feedback effectiveness
        
        Incorporate hands-on learning, and provide demonstrations
        
        Variety in learning experiences can help students to grasp material
        
        Teach students life skills in addition to academics
        
        Study skills and strategies for information retention may be tremendously helpful
        
        Learn student interests and incorporate to drive engagement
        
        Can encourage participation in school clubs, or help find friends
        
        Teach one concept at a time
        
        Teach one step at a time
        
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        Technology
        
        Use low tech solutions if higher tech is a challenge
        
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        Allows for learning that is tailored to individual achievement levels
        
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        Around 13% of intellectually disabled fall under an IQ of 50. Moderately classified children will have more difficulty than those who are mildly disabled, and may also require a caregiver
- - - - High Tech
        
        Apps
        
        Scheduling (provide pictures)
        
        Scheduling (provide electronic reminders)
        
        To Make Requests
        
        As a reward - this must clearly ensue from desired behavior, it should not be available beforehand.
        
        To improve communication and language development
        
        Most effective when pictures are paired with auditory verbalizations
      - Low Tech
    - - Low Stimulation Environment
        
        Manifests in the designation of quiet spaces and times. Again, scheduling quite important here.
      - Sensory Processing
        
        Provide outlets for excess energy (fidget toys)
      - Daily Outlines
        
        provide visuals (pictures preferred)
      - Extra Breaks
      - Alternative Media
        
        Provide multiple paths to learning; discuss student preferences beforehand with students.
    - - Resistance to environmental changes or shifts in daily routine.
      - engagement in repetitive activities and stereotyped movements.
      - unusual responses to sensory experiences.
- - - - Teaching Strategies & Assistive Technologies
        
        Develop their logic and reasoning skills with pattern recognition exercises.
        
        Games like, "Candy Crush" are also an effective tool for students to build logic and reasoning skills!
    - - Teaching Strategies & Assistive Technologies
        
        Design group projects that require collaboration.
        
        Introduce the Touch and Learn Emotions APP to your students. It helps students develop the skills to recognize facial expressions and body language.
    - - Teaching Strategies & Assistive Technologies
        
        Activities like: tongue-twisters and riddles are an excellent way to develop their speech muscles and comprehension skills related to language.
        
        Assistive technology that helps students develop speech and language skills often uses picture-board communication or voice output communication devices.
    - - Teaching Strategies & Assistive Technologies
        
        Wire bead toys are an excellent way for young learners to develop fine motor skills!
        
        Apps and games related to tracing are an excellent way for students to develop the necessary writing skills required for older grades.
    - - Teaching Strategies & Assistive Technologies
        
        Incorporate daily living activities into the class routines, such as: folding sweaters and hanging up coats, at the beginning of class. Use a visual guide to remind the students.
        
        Incorporate music videos, as well as song and dance into your lessons to remind students important daily tasks and activities.
    - - https://www.youtube.com/watch?v=IlaDl2y4SUw
- - - - Laptop Computers and Computerized Devices
      - Computer-assisted Instruction
      - Software Functions
      - Mid-tech Devices
    - - break learning into small steps
      - administer probes
      - supply regular, quality feedback
      - use diagrams, graphics and pictures to augment what they say in words
      - provide ample independent, well-designed intensive practice
      - model instructional practices that they want students to follow
      - provide prompts of strategies to use
      - engage students in process type questions like “How is the strategy working? Where else might you apply it?”