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Fourteen Categories of Disabilities as Identified by IDEA (https://youtu…

- - - - • Difficulty with communication and interaction with other people
      - • Restricted interests and repetitive behaviors
      - • Symptoms that hurt the person’s ability to function properly in school, work, and other areas of life
- - - - (https://www.youtube.com/watch?v=6Cs_ItSgiOU&feature=emb_rel_pause)
    - - 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.
- - - - • Reduced assignments
        
        • Taped assignments
        
        • Extra time for completing assignments
        
        • Opportunity to respond orally
        
        • Emphasis on major points
        
        • Task analysis of assignments
        
        • Special projects in lieu of assignments
    - - Providing a high degree of consistency in presenting new information.
        
        Providing experience-based instruction to supplement or introduce group instruction.
        
        Providing additional time to locate & attend to referent.
        
        Providing frequent comprehension checks. Providing specific auditory adaptations to instructional environment.
        
        Providing specific visual adaptations to instructional environment.
    - - The sensory assessments suggest specific modifications to materials. Some examples are: enhance contrast, provide specific print size, use toys that produce low frequency sound, etc.
  - - - • Relay services
        
        • Calendar system for specific communication needs and structuring of the daily, weekly or monthly activities
        
        • TDD/Telebraille Devices for making phone calls
        
        • Lamps or spotlights on interpreter to help the child in visually accessing the information that is being signed
        
        • Computer Aided Real Time (CART)
        
        • Captioning for television and video materials
        
        • Alerting devices such as vibrating alarms
        
        • Assistive listening device such as FM systems, vibrotactile aids, or auditory loops
        
        • Easel, book stands
        
        • Low vision devices such as CCTV, monocular
        
        • Personal hearing aids and glasses
        
        Children with deaf-blindness need to have access to a variety of adaptive/assistive devices. Many of these are listed below:
- - - - Voluntary move of the head
      - Follow sound of human voice
      - Smile back
    - - Beginings of walking
      - Copy sounds and actions
      - Try to "talk" to you
    - - Copies adults and children
      - Full sentences
      - Turns book pages one in a time
    - - Likes to sing, jump and dance
      - Tells a simple story with full sentences
      - Can draw a person with at least 6 body parts
  - - - Scaffolding
- - - - Limit background noises.
      - Arrange the student's desk close to instructor.
      - Using poster or visual signs to help comprehension.
    - - 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.
    - - 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.
    - - https://www.youtube.com/watch?v=z2EfxREKmsA
- - - - Reward positive behaviors
        
        Allow breaks
        
        Role-playing
        
        Highly structured environment
      - Offer incentives
      - Set up personalized goals and strategies
      - Set up stimulating environment
      - Stay consistent in expectations
- - - - limitations of intellectual disability will cause a child to learn and develop more slowly than a typical child.
- - - - Physical Repercussions
        
        Multiple medical problems, i.e., seizures, sensory loss, etc.
        
        Clumsy/Awkward
        
        Poor Motor Skills
        
        Accommodations Used
        
        Slant Boards
        
        Laptop Assistance
        
        Access of aids (visual/hearing/physical)
        
        Buddy System
        
        Guides/Help (nurses/caretakers)
        
        Preferential Seating
      - Psychological Repercussions
        
        Feeling Ostracized
        
        Withdraw from Society
        
        Fearful/Angry due to change
        
        Self-Injurious Behavior
        
        Accommodations
        
        Therapist/Counselor
        
        Preferential Seating
        
        Audio/Video Recordings
        
        Frequent Breaks
        
        Planned calling of student
        
        Extended Time for tests
      - Behavioral Repercussions
        
        Immature Behavior
        
        Impulsive Behavior and Low Frustration level
        
        Difficulty forming social relationships
        
        Limited Self-Care skills and community living skills
        
        Accommodations Used
        
        Quiet Space
        
        Group Work/Buddy System
        
        Counseling and Appropriate Professionals
        
        Simple and Systematic Instructions
- - - - Accessible classrooms
      - Wide aisles and Uncluttered work area
      - Adjustable height and tilt tables
      - Equipment within reach
      - Scribes/note-takers
      - Group work
      - Time Extensions
      - Speech/visual recognition technology
      - Multiple format accommodation for classroom materials
      - Ramps/disability lots
    - - Disease Impairment (Bone Tuberculosis, Muscular dystrophy, Osteogenesis)
      - Fractures, Amputations
      - Congenital Anomalies (anomalies at birth, e.g., missing arm)
      - Neuromotor Anomalies
      - Muscular Conditions
- - - - 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.
- - - - The abnormal organization of phonological systems. The student may have issues producing speech or producing speech.
        
        Cognitively, Broca's area and Wernicke's area are affected.
        Broca's aphasia is when the subject is unable to produce speech
        Wernicke's aphasia is when the subject is unable to comprehend speech.
    - - Difficulties with morphological inflections. Put simply, the student is unable to comprehend how words can be broken down into smaller units. Such as prefixes, unable is a combination of un and able
    - - Poor development of vocabulary and the misusage of vocabulary due to misunderstanding the meanings of word.
    - - Difficulties in understanding and acquiring the rules that create a correct grammatical sentence. Essentially, they're unable to comprehend the rules of syntax, simple subject - verb - object ordering is a challenge for these students.
    - - The lack of understanding how to use language in social settings. Simply put, students with these difficulties are unable to socially engage due to their inability to use language with respect to socially acceptable norms.
  - - - 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.
- - - - 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.
- - - - Find more resources HERE
    - - Sitting arrangements