1.Take time to learn about student’s family and background.

2.Meet with parents on a regular base, exchange information and give feedback about student's performance at school.

3.Promote effective communication between parents and teachers to help student solve any difficulties in their studies and life.

Definition: The official definition of deafness from the Individuals with Disabilities Education Act (IDEA) is “a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification.” : ⭐

Definition
Learning disability is an “umbrella” term containing a number more specific learning disabilities.
"A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of mental retardation; of emotional disturbance; or of environmental, cultural, or economic disadvantage."
-(Individuals with Disabilities Education Act.2020).

What is Intellectual disability ?
A term used when a person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills.

Look directly at the student and face him or her when communicating or teaching.

Speak naturally and clearly.

Use proper facial expressions, gestures and body language.

Get student’s attention in some way before speaking to them.

Limit background noises.

Arrange the student's desk close to instructor.

Using poster or visual signs to help comprehension.

Projector using, PA microphone using, using visual aids whenever possible. When showing videotape, make sure it is captioned.

Students may receive information through speechreading, an assistive listening device (ALD), real-time captioning, C-Print or a similar system of speech to print transcription.
Sometimes students use a combination of methods (for example, ALD and C-Print).

Be flexible on curriculum pacing guide, give student enough time in class to get information.

Create accessible materials as appropriate for students’ skill levels as indicated on their Individualized Education Programs.

Teacher should create visual supports such as graphics, charts, posters, hands-on demonstrations, and PowerPoint presentations.

Disease Impairment (Bone Tuberculosis, Muscular dystrophy, Osteogenesis)

Fractures, Amputations

Autism spectrum disorder (ASD) is a neurodevelopment disorder that causes persistent challenges in social interaction, speech and nonverbal communication, and restricted/repetitive behaviors.

Affects:

• cognition
• language
• memory
• attention
• reasoning
• abstract thinking
• judgement
• motor abilities
• psychosocial behavior
• information processing
• speech

Causes:

• falls
• vehicle related collisions
• gunshot wounds
• violence
• sports injuries
  

Allow for additional time to complete work as well as extended breaks. Open office hours for additional time.

Grade the quality of the work over the quantity of the work. Focus on how well the student did, not how much they got down on paper.

Provide the student with the teacher's notes.

Allow the student to record lessons so they can listen to it again at home.

Seat the student at the front of the room, near the teacher.

Reduce emphasis on spelling and grammar when grading their work (unless that it is the purpose of the assignment).

Give clearly stated task directions and try to limit the number of steps. Ask the student to repeat or paraphrase the directions to ensure understanding.

Break tasks into smaller steps and demonstrate each step clearly.

Voice recorder

The student may choose to use a voice recorder to record lessons. This allows for them to review the material during class work time or after school.

Electronic spellers or dictionaries

An electronic speller or dictionary can help them with their spelling, as their injury may have caused memory loss.

Laptop

A laptop can help them complete writing assignments, as their injury may have affected their motor skills.

Equipment for mobility

A wheelchair, electronic scooter or walk can help them with their mobility.

In order to distinguish from hearing impairment students, we will only discuss how to support and help completely deaf students in here.
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Arrange desks in a semicircle, or any side that student will be better to see the teachers and the interpreter.

Use visual aids.

An interpreter is someone who facilitates communication and conveys all auditory and signed information so that both hearing and deaf individuals may fully interact.

There are many types of interpreters, including American Sign Language (ASL), oral, tactile, and cued speech. For the purposes of this training, they will be referred to as simply ‘interpreters.’

All interpreters perform the same function in your class: to facilitate communication between you and your class and the student who is deaf or hard of hearing.

Quiet Work Space
Using this space only for studying also will help the child get into a routine of studying and also understand that when he is sitting there, he is supposed to concentrate on the activity or task, and not play.

Teacher-Student Ratio
These children require additional support and guidance as they work on their activities. Ideally, there should be at least 1 teacher for every 3 children with intellectual disabilities.

Functional Activities
Teach practical things that will be useful, such as how to boil an egg or how to find their way to their friend’s house.

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Safety Measures
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

Schedule
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.

Definition: Refers to sensitivity and alertness to environmental stimuli which leads a student to having a limited alertness to the classroom environment. This causes a student's educational performance to suffer.

OHI is often due to chronic or acute health problems including ADHD, ADD, asthma, diabetes, epilepsy, and others (National Association of Special Education Teachers, 2008).

Classworks - web-based instructional software providing custom, interactive lessons, audio support, videos, photos, etc.

Dictating machines and speech-to-text software

Cosmo's Learning Systems - educational software designed for children who don't use a typical keyboard and mouse

Have students dictate rather than write

Arrange the room to accommodate for any equipment needed

Leaves class without permission/roams around

Definition: Long-term conditions that have a negative impact on a student's educational performance.

Conditions include social challenges, inability to control feelings, behaviors, unstable mood, anxiety, etc. (Study.com, n.d.)

Cool Speech - converts digital text into spoken text

Click to Read - builds vocabulary, supports early literacy, and comprehension

Picture It - text-to-speech software along with literacy support pictures

Speech-to-text software and dictating machines

Educational Challenges

• At the very core, students have issues communicating.

  
  

  The overarching challenges consist of:

  
  

• Communicating effectively - both with peers and with teachers.

  
  

  -This affects classroom discussions.

  
  

  -Giving Oral presentations

  
  

  -Seclusion from the group due to lack of communicative skills.

• Articulation of words.
• Stuttering

Challenges for Educators

• Assessing the child who is not diagnosed
• Creating an environment within the classroom that allows for the to develop confidence in speaking.

Difficulty forming/maintaining relationships

Assistive Technology

1. There is an array of different computer software tools that can help a student with speech and language impairments. Often utilizing visual aids to help the student with comprehension and audio aid to help the student with the develop speech and language skills.
2. Alternative communication tools may be used as well , an example of this is sign language.

Students who use interpreters are receiving the information several seconds after the rest of the class. Allow enough time for the student to get the information from the interpreter before calling on someone.

When new materials are to be covered which involve technical terminology not in common usage, supply a list of these words or terms in advance to the student and interpreter. Unfamiliar words are difficult to interpret.

Don’t talk to the class at the same time you’re having them read something.

Materials (provide a copy of the notes or fill in the blank notes)

Instruction (break into smaller parts, tutoring, peer partnering)

Setting (needs to work in a small group or with a partner)

Student response (allow the student to respond orally or on a computer)

Time (extra time to complete assignments and tests)

Allowing kids to move while learning Students with ID find the hands-on approach especially helpful and learn best when information is concrete and observed. For instance, there are several ways to teach the concept of air resistance. Teachers can talk about air resistance in the abstract. They can describe the push and pull created by drag, or air resistance, which causes a falling object to slow down. Or teachers could demonstrate how air resistance works by dropping something from a ladder with a parachute attached. Then teachers can ask students directly about their experiences with air resistance by performing an exercise.

Make Learning Visual Students with ID do best in classrooms where visual aids get used. Including the use of charts, pictures, and graphs can greatly enhance their learning experiences because students can see an exemplar for student work. These visuals also help students to understand what behaviors they should exhibit. For example, the use of charts to map students’ progress is very effective because students have a starting and ending point.

limitations of intellectual disability will cause a child to learn and develop more slowly than a typical child.

Use multimedia approaches for visual representation of lesson content. Power point presentations and interactive white boards are preferable to traditional chalkboards.

Provide an enriched language environment that promotes a wide range of meaningful experiences with opportunities for receptive, expressive (through the air) and written language.

Is stated under IDEA for children from birth to age three (under IDEA Part C) and children from ages three through nine (under IDEA Part B). It means a delay in physical development, cognitive development, communication, social or emotional development or behavioral development.

Congenital Anomalies (anomalies at birth, e.g., missing arm)

The Function of the Team
The team provides multiple different services. These may include:

• Help the children with articulation - learn the proper production of words.
• Helping students with their stutter - create fluent speakers.
• Improve confidence in speech
• Setting up a classroom in which students with speech-language impairments can use assistive technologies to better their learning experiences.
• Enhancing the effectiveness of communication.
• Corrective measures in all classroom environments to ensure the student does not fall into incorrect habits.

Challenges for Educators

• Diagnosis of learning disability
• Gathering support from fellow teachers
• Modifying curriculum
• Accommodating student needs.

In the Classroom
-Students are invited by the teacher to talk about their disability

• Present content through a variety of different modes: visual, auditory, kinesthetic.
• Link content to real-life, make the content tangible and easier to grasp.
• Keep materials uncomplicated - use simple language and simple sentence structures.

As a School

• Provide campus resources such as study skills labs and counseling centers.
• The school provides alternative methods of learning through smartboards and stand-up desks.
• Distance learning courses.

Provide directions in language the student can understand

Provide opportunities for student to participate in social interactions

Modify seating arrangement to meet developmental delay needs

Defined by IDEA as an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.

When a part of the eye doesn’t communicate well with the brain, vision is impaired.

How much correction is possible through glasses, contacts, medicine, or surgery.

Elaborate on details to help students create a mental image of the object

Find more resources HERE

Work with the family to continue the work you do in the classroom in home