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13 Disability Categories Identified by IDEA Presented by Teach-Now Cohort…

- - - - Screen reading software
      - Speech recognition software
      - In-Person Translator
        
        Note Taker
      - Speech/Language Specialist
        
        Translator
      - IEP Team Help
        
        Dedicated team to help the Family with Hearing Impairment Resources if Needed
    - - United Nations Educational, Scientific and Cultural Organization. (February 2013). Opening New Awareness for Empowerment. Paris, France: United Nations Educational, Scientific and Cultural Organization.
        
        Center for Parent Information and Resources (July, 2016). Disabilities, Newark: NJ
    - - Early Intervention
        
        Early Periodic Screening, Diagnosis, and Treatment
      - Special Education Services
  - - - Musculoskeletal
        
        Various conditions that cause physical limitations, including limb deficiency and juvenile rheumatoid arthritis
      - Degenerative
        
        Various diseases that affect motor development. Most common: muscular dystrophy
      - Neuromotor
        
        Abnormality between the brain, spinal cord or nervous system, occurring at or before birth. Most common: cerebral palsy and spina bifida
    - - About .01% of the population receiving special services
    - - Depends on the severity, however many students with orthopedic impairments have no language, sensory, cognitive, learning or perceptual issues. For this reason, the main educational limitation for students with orthopedic impairments is physical access to classrooms and learning opportunities.
      - Teaching Strategies
        
        Assistive Technology
        
        Accessing information
        
        Speech recognition software
        
        Screen reading software
        
        Alternative/augmentative communication devices
        
        https://youtu.be/Bhj5vs9P5cw
        
        Mobility
        
        Canes
        
        Walkers
        
        Crutches
        
        Wheelchairs
        
        Specialized Exercise Equipment
        
        Specialized chairs, desks and tables
        
        Teacher Awareness
        
        Usually lacking cognitive impairment, so teachers are encouraged to maintain as much participation as possible!!
        
        Extended deadlines
        
        Help with note-taking, or alternative approach to recording lectures
        
        Seating location in class for posture and accessibility
        
        Instruction focused on both gross and fine motor skill development
        
        Physical therapy (gross motor)
        
        Occupational therapy (fine motor)
        
        Speech Language Pathologist
        
        IEP to ensure accessible classes and travel between
        
        Adjusted physical education
    - - Torreno, S. (2019, November 21). Students with Orthopedic Impairments: Common Characteristics, Classroom Modifications & Assisstive Technology. Retrieved February 25, 2020, from https://www.brighthubeducation.com/special-ed-physical-disabilities/71266-common-classroom-modifications-for-students-with-orthopedic-impairments/
      - The NCES Fast Facts Tool provides quick answers to many education questions (National Center for Education Statistics). (2019). Retrieved February 25, 2020, from https://nces.ed.gov/fastfacts/display.asp?id=64
      - Orthopedic Impairments. (n.d.). Project IDEAL. Texas Council for Developmental Disabilities. Retrieved February 25, 2020, from http://www.projectidealonline.org/v/orthopedic-impairments/
      - Kelsey Shaw
  - - - About 1% of students under IDEA during 2017-2018 were designated as having a "hearing impairment".
    - - Australian Disability Clearing House: Hearing Impairment and Deafness (2019)
        Retrieved February 27, 2020 from https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-hearing-impaired/
        NCES Children and Youth With Disabilities (National Center for Education Statistics). (2019).
        Retrieved February 27, 2020, https://nces.ed.gov/programs/coe/indicator_cgg.asp
        National Institute on Deafness and other Communicative Disorders (NIDCD) (2019)
        Retrieved February 26,2020 from https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders
    - - Written Materials: Provide written/text materials to supplement classroom instruction, particularly when it is verbal. This materials can be particularly helpful when given before the actual lecture for the student to review in advance.
      - Seating/Teacher Placement: 1. The student should have an unobstructed line of vision to the teacher and the board.
        
        Circular arrangement of desks to allow the student to see all of their classmates easily.
        
        Always speak facing the student to aid in lip reading.
      - Flexibility: Allowance for the student to have additional time or assistance to complete assignments, assessments etc.
      - Repetition: Repeat questions and comments posed by other students in the class.
      - Visual Format: 1. Use Powerpoint presentations, handouts, the whiteboard etc. to present lecture information.
        
        Ensure that all instructional videos used are closed captioned/have subtitles.
      - Classmates: Incorporate peer tutoring or collaborative learning/cooperative learning. A buddy system can be helpful as well pairing a higher performing student with a deaf one.
        Identifying note takers in the classroom to provide additional written material.
      - https://www.youtube.com/watch?v=jylb7TDn2Tk
    - - AAC: Augmentative and alternative communication devices
      - Alerting Devices (blinking lights, vibrations or a loud sound to alert)
      - ALD: Assistive Listening Devices
      - Microphones: (ALD/AAC/Induction Loop/FM Systems). A common use is a microphone hung around the teachers neck.
  - - - Autistic Disorder
        
        also known as autism, childhood autism, early infantile autism, Kanner's syndrome or infantile psychosis
      - Asperger Syndrome
        
        also known as Asperger's disorder or simply Asperger's.
      - Pervasive Developmental Disorder (Not Otherwise Specified),
        
        also known as PDD (NOS) or atypical autism.
    - - Teaching Strategies
        
        Create a classroom routine
        
        Use preparatory commands and commands of execution to cue transitions
        
        Give fewer choices
        
        Use appropriate technology
        
        Treat them like any other student, as much as possible
        
        Find their "thing", but be aware of aversions
        
        Assistive Technology
        
        Communicate books and boards
        
        Speech generating devices
        
        Accomodations
        
        Daily Outlines
        
        Alternate Media
        
        Sensory Tools
        
        Quiet Corner
        
        Extra Breaks
        
        Playing it By Ear
      - Students with autism spectrum disorder can struggle with focus, attention, transitions, organization, emotional control, time management and frustration.
    - - Research Autism. (2018). Types of Autism. Retrieved from: http://www.researchautism.net/autism/types-of-autism
      - MoAt. (2020). Autism Spectrum Disorder and Assistive Technology. Retrieved from: https://at.mo.gov/information-resources-publications/documents/Autism.pdf
      - Caring 4 our Kids. (2020).5 Important Classroom Accommodations for Children with Autism. Retrieved from: http://caring4ourkids.com/important-classroom-accommodations-for-autistic-children/
  - - - Traumatic brain injury (TBI) is the leading cause of death and disability among children and young adults in the United States (CDC, 2016)
        
        Each year an estimated 1.5 million Americans sustain a TBI. As a consequence of these injuries: (CDC, 2016)
        
        50,000 people die (CDC, 2016)
        
        80,000-90,000 people experience the onset of long-term disability (CDC, 2016)
    - - Voice recorders
      - Automatic page turners, book holders
      - Talking calendars and clocks
      - Wheelchairs, scooters, and walkers
      - Voice recognition programs and screen enlargement programs
      - Handheld computers
    - - Inclusion strategies:
        
        Classroom management: consistent transitions, routines that are predictable for students
        
        Diverse methods of instruction: Enhance instruction with visual aids, videos, and student interaction
        
        Co-teaching with special education teachers
        
        Motivation: find out what students are interested in
        
        Alternative Assessments: Teachers can use portfolios, formative assessments, projects, and class blogs in lieu of traditional testing
      - Collaboration Techniques:
      - Behavior Strategies:
    - - National Center for Injury Prevention and Control (2016). Report to congress: Traumatic brain injury in the United States. Centers for Disease Control and Prevention.https://www.cdc.gov/traumaticbraininjury/pubs/tbi_report_to_congress.html
        
        Centers for Disease Control and Prevention (2019). Traumatic Brian Injury and Concussion. Centers for Disease Control and Prevention, National Center For Injury Prevention and Control.https://www.cdc.gov/traumaticbraininjury/index.html
        
        Shepherd Center (2011). Understanding Traumatic Brain Injury. Shepherd Center. https://www. youtube.com/watch?v=9Wl4-nNOGJ0
        
        BrainLine (2017). Assistive technology for people with brain injury. BrainLine.https://www.brainline.org/article/assistive-technology-people-brain-injury
        
        BrainLine (2013). Helping teachers working with children with TBI. BrainLine.https://www.youtube .com/watch?v=3be-_zIHKNg
        
        Inclusion Resource (2019). Inclusion Strategies. Inclusion Resource.https://sites.google.com/site/inclusionresourcenotebook/inclusion-strategies
  - - - 0.028% (roughly estimated from data in 2003-2004 school year)
    - - Civil Right Data Collection. (2016). 2004 National and State Estimations. Retrieved from: https://ocrdata.ed.gov/StateNationalEstimations/Projections_2004
      - Project IDEAL. (2013). Multiple Disabilities. Retrieved from: http://www.projectidealonline.org/v/multiple-disabilities/
    - - Handheld personal computers
        
        software (e.g. Visual Assistance) provides different skill sets
        
        touch screen
        
        portable
        
        visual information
        
        digital pictures
        
        line drawings
        
        audio messages and instructions
      - AAC: Augmentative and Alternative Communication
        
        symbols
        
        displays
        
        slections
        
        output
    - - Learn from a student's past assessment and IEP
      - Form a strong relationship with parents
      - Include self-care and self-advocacy components
      - Use assistive technology and augmentative communication systems to communicate with a student and learn his/her wants, needs, and pains
      - Multidisciplinary planning and evaluation process
      - Identify specific steps to success and set timelines for each objectives
      - Additional resource and support
        
        American Association on Intellectual and Developmental Disabilities
        
        The Arc of the United States
        
        Center for Disability and Development
        
        Council for Exceptional Children
        
        TASH (formerly The Association for Persons with Severe Handicaps)
        
        March of Dimes Birth Defects Foundation
        
        National Rehabilitation Information Center (NARIC)
        
        United Cerebral Palsy Associations, Inc.
    - - Intellectual functioning
      - Sensory Functioning
      - Adaptive skills
      - Communication Skills
      - Motor Skills
        
        Results in poor muscle tone or an unavoidable aspect of the specific condition. Physical therapy in conjunction with orthopedic supports may be necessary to ensure independent travel.
  - - - Gross and Fine Motor Skill Delays
        
        Lack of fine motor skills causes problems with writing, cutting, manipulation of small items
        
        Pencil grips to help with writing
        
        Use of manipulatives helps make concepts concrete while building fine motor skills
        
        Use sentence frames, drawings or other alternative strategies to allow for expression and build confidence in writing
        
        Dictation to teacher or other adult
        
        https://youtu.be/0Zosc8dEBf8
        
        Lack of gross motor skills leads to clumsiness, difficulty running, jumping, climbing stairs
        
        Encourage play with balls, dancing, running to build coordination
      - Daily Living Activity Delays
        
        Problems with everyday tasks such as eating, dressing and bathing
      - Social/Emotional Delays
        
        Difficulty with emotional control
        
        Provide choices to give child some control over the classroom environment
        
        Difficulty in relating to others
        
        Pair child with a 'work buddy'
        
        Promote appropriate social interaction with peers.
        
        Model appropriate social strategies
        
        Provide child with 'helping roles' such as handing out papers to encourage interaction
      - Speech and Language Delays
        
        Difficulty in understanding language
        
        Difficulty in articulating language
        
        Engage in frequent discussions to encourage verbal expression
      - Cognitive Delays
        
        Delays in the ability think and solve problems
        
        Consistent classroom routines/schedule help student to know what to expect
        
        Morning routine
        
        Planner or visual schedule
        
        Timer to help with transitions between tasks
        
        Use boundary markers, like bookcases or tape, to delineate work space/play space
        
        Seat/desk position to encourage concentration/minimize distractions
        
        Use of organizers can help child order their thoughts more effectively
        
        Focus on teaching a small number of key skills at at time
        
        Alternate preferred and less preferred activities to maintain student motivation
        
        https://youtu.be/FauUZhQXNNo
    - - References
        Morin, A. (2019, October 16). Developmental Delays: What You Need to Know. Retrieved February 26, 2020, from https://www.understood.org/en/learning-thinking-differences/treatments-approaches/early-intervention/what-you-need-to-know-about-developmental-delays
        Pulsifer, L. (2010, July 20). Teaching Strategies for Students With Developmental Delays: Tips for Teachers. Retrieved February 26, 2020, from https://www.brighthubeducation.com/special-ed-inclusion-strategies/78461-teaching-tips-for-students-with-developmental-delays/
        Teaching Children With Developmental Disabilities: Classroom Ideas. (n.d.). Retrieved February 26, 2020, from https://www.interventioncentral.org/behavioral-interventions/special-needs/teaching-children-developmental-disabilities-classroom-ideas
- - - - 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
      - A tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is
        determined that they have an emotional disturbance (ED).
      - Characteristics
        
        Academic
        
        Failure in skill acquisition
        
        Severe learning deficiencies
        
        Short attention span
        
        Low motivation
        
        Behavior
        
        Mood swings
        
        Inappropriate responses
        
        Neurotic complaints
        
        lack of ability to build relationships
        
        Poor self-concept
        
        Communication
        
        Speaks sparingly
        
        Speech has unusual speed
        
        Speech dysfluency
        
        Voice unusually high, low, soft, or scratchy
        
        Inappropriate speech
        
        Physical
        
        Complaints of non-existent physical pain
        
        Repetitive motor behavior
        
        Habitually sucks thumb or fingers
        
        Tired and low-energy
      - "This meta-analysis of 12 population-representative studies of youths varying in age from two to 18 found that 10% of youths met federal criteria for Serious Emotional Disturbance in at least one area of functioning, suggesting that one in 10 pediatric patients is likely to require treatment or referral to appropriate mental health services."
    - - Welcome to the Special Education ARKSPED Portal. (n.d.). Retrieved from https://arksped.k12.ar.us/
      - Williams, N. J., Scott, L., Aarons, G. A., Williams, Scott, Williams, … Burns BJ. (2017, September 1). Prevalence of Serious Emotional Disturbance Among U.S. Children: A Meta-Analysis. Retrieved from https://ps.psychiatryonline.org/doi/full/10.1176/appi.ps.201700145
      - Emotional Behavior Disorder: Accommodations and Modifications . (2016, November 10). Retrieved from http://www.achildwithneeds.com/disabilities/emotional-disability/emotional-behavioral-disorder-accommodations-and-modifications/
      - Assistive Technologies for Emotional/Behavioral Disorders. (n.d.). Retrieved from http://web.mnstate.edu/anderkev/
    - - Goals aimed at social interaction
      - Role-playing situations
      - Personalized Goals
      - Set clear rules and expectations
      - Behavior Contracts
      - Highly structured environment
      - Establish a cool-off area
      - Teach self-talk
      - Teach self-monitoring and self-control
      - Be aware of your communication with the student
      - https://www.youtube.com/watch?v=pJFAUAutxBA
    - - Reading Guide
      - Highlighting pens and tape
      - Interactive Storybooks
      - Talking dictionary/thesaurus
      - Scanning Pens
      - Ebooks
      - Scan and read software
  - - - WHAT IS AN INTELLECTUAL DISABILITY?
      - IDEA requires that early intervention be made available to babies and toddlers with disabilities, it requires that special education and related services be made available free of charge to every eligible child with a disability, including preschoolers (ages 3-21). These services are specially designed to address the child’s individual needs associated with the disability—in this case, an intellectual disability.
      - School staff will work with the child’s parents to develop an Individualized Education Program, or IEP. The IEP is similar to an IFSP. It describes the child’s unique needs and the services that have been designed to meet those needs. Special education and related services are provided at no cost to parents.
      - WHAT TO DO IN CASE OF SUSPECTING OF INTELLECTUAL DISABILITY?
        
        It is very important that the child has a comprehensive evaluation to find out the cause of the intellectual disability, and strengths and specific needs to support gaining new skills. Many professionals are involved in the evaluation. General medical tests as well as tests in areas such as neurology (the nervous system), psychology, psychiatry, special education, hearing, speech and vision, and physical therapy are part of the evaluation. A clinician, often a pediatrician or a child and adolescent psychiatrist, coordinates these tests.
        
        EDUATIONAL ACCOMODATIONS
        
        Students are involved in a general education classroom.
        
        Supplemantary aids like: instruction, personnel, equipment to enable children with disabilities to be educated.
        
        MODIFICATIONS FOR STUDENTS WITH INTELLECTUAL DISABILITIES
        
        QUIET WORK SPACE
        
        FUNCTIONAL ACTIVITIES
        
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        REFERENCES
        
        Aacap. (2018, June). Inttellectual Disabilites. Retrieved February 29, 2020, from https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Children-with-an-Intellectual-Disability-023.aspx
        
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        The needs should be discussed by the IEP team and included in the IEP
        
        ADAPTIVE SKILLS TO WORK ON
        
        Communicating with others
        
        Taking care of personal needs
        
        Health and safety
        
        1 more item...
  - - - Dyslexia
      - Dysgraphia
      - Dyscalculia
    - - Break tasks into smaller steps
      - Allow the use of computers with specific software to help students with any of the given disabilities like Spell and Grammar Checkers or Voice Recognition Software
      - Allow students with listening disabilities to borrow notes or use recorder
      - Give directions both verbally and in written form
      - Provide more time for tasks or tests
    - - Dyslexia
        
        Text to Speech Software
        Reader Pens
        Speech Recognition Software
      - Dyscalculia
        
        Calculators
        Graph Paper
        Math Notation Tools
        Math Talk (TTS)
        Math Simulations
        Manipulatives
      - Dysgraphia
        
        Graphic Organizers
        Text to Speech Software
        Word Processing Tools
        Spelling and Grammar Software
        Letter Tracing App
        Typing Tools
    - - I Write, Therefore I Am: Assistive Technology Bridges The Handwriting Gap. (2019, July 1). Retrieved February 27, 2020, from https://dopasolution.com/i-write-therefor-i-am-assistive-technology-bridges-the-gap-for-dysgraphia/
      - Jay.cochran. (1AD, April). How Can Assistive Technology Support Dyslexia? Retrieved February 26, 2020, from https://www.dyslexic.com/blog/how-can-assistive-technology-support-dyslexia/
      - Learning Disabilities (LD). (2015, June 16). Retrieved February 26, 2020, from https://www.parentcenterhub.org/ld/
      - Posted March 8, 2019 | S. E. (2019, April 4). 5 Assistive Technology Tools That Are Making a Difference. Retrieved from https://online.alvernia.edu/articles/5-assistive-technology-tools-that-are-making-a-difference/
      - Team, U. (2019, October 4). Assistive Technology for Math. Retrieved February 26, 2020, from https://www.understood.org/en/school-learning/assistive-technology/assistive-technologies-basics/assistive-technology-for-math
  - - - 10 Most Common Speech-Language Disorders. (2018, February 6). Retrieved February 26, 2020, from https://www.speechpathologygraduateprograms.org/2018/01/10-most-common-speech-language-disorders/
      - do2Learn. (n.d.). Do2Learn: Educational Resources for Special Needs. Retrieved February 27, 2020, from https://do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Strategies.html
      - Mayo Clinic. (2015, October 20). Examples of different levels of severity in Childhood Apraxia of Speech (CAS) [Video file]. Retrieved from https://www.youtube.com/ watch?v=cEOy3APLA-g
      - Project Ideal. (n.d.). Speech or Language Impairments. Retrieved February 26, 2020, from http://www.projectidealonline.org/v/speech-language-impairments/
      - Strategies for Learning and Teaching. National Council for Special Education. (26 Feb 2020) https://www.sess.ie/categories/specific-speech-and-language-disorders/expressive-language-disorder/tips-learning-and-tea
      - XpertDox. (2019, November 12). Slow slurry speech- It could be dysarthria [Video file]. Retrieved from https://www.youtube.com/ watch?v=gD80xdT_uLE
    - - Assistive Technology
        
        Augmentative or alternative communication (AAC)
        
        Computer Software
        
        First Words
        
        AAC apps on tablets
        
        Communication Boards
        
        Manual
        
        Alphabet Board
        
        Visual Cues
        
        Electronic
        
        Cheaptalk
        
        Liberator
        
        Dyna Vox
      - Accommodations
        
        Interactive communication
        
        Open-ended questions
        
        Active Listening
        
        Reinforce communication attempts
        
        Incorporate the student's interests into the concepts you are working on
        
        Immediate Feedback
        
        Speech-Language Pathologist
        
        Provide questions before hand
        
        Accept shortened responses
    - - Dysarthria
        
        https://www.youtube.com/watch?v=gD80xdT_uLE
      - Stuttering-Stammering
      - Apraxia of Speech (AOS)
        
        https://www.youtube.com/watch?v=cEOy3APLA-g
      - Lisping
      - Spasmodic Dysphonia
      - Cluttering
      - Selective Mutism
      - Aphasia
      - Alalia (Speech Delay)