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Cohort 7 (Mod. 2, Unit 3, Act. 3) Mind Map IDEA's :pencil2: (Low…

- - - - ACCOMMODATIONS AND MODIFICATIONS:(Smith & Tyler, 2014)
        
        PBIS website offers many types of strategies for Tier 1-3 intervention
        
        Set up goals aimed at social interactions
        
        Use role-playing situations
        
        Use seating arrangement to encourage social interaction.
        
        Clearly post rules
        
        Stay consistent in expectations
        
        Set limits and Boundaries
        
        Use behavior contracts
        
        Use a highly structured environment
        
        Establish a quiet cool off area
        
        Teach self-talk to relieve stress and anxiety
        
        Teach and put in place self-monitoring and self-control techniques
        
        Provide time for relaxation techniques
        
        Be aware of your speech and non-verbal cues when talking to the student
      - How to Identify Struggling Students Mind-map link
    - - Text to Speech Software:
        Behaviors tend to be more prominent when a child is faced with too much stress. For many of these students, the actual work expected of them in the classroom setting can be a trigger for more behaviors. Reading can be one of these tasks that prove to be too much for their frustration .
      - Reminder Tools: Students with behavioral disabilities tend to be easily distracted, and their mind may wander during lessons. A reminder device such as a vibrating watch might be a good way to get their attention back. This quietly prompts them to refocus on the task at hand without teacher intervention.
      - Noise Level Systems: Noise sensitivity can be a big issue among students with behavioral disabilities. The overstimulation from their environment can become a major trigger for their behavior problems. Teachers should be mindful of the volume inside their classroom at all time. Assistive technology can help you to monitor it. Apps like Classdojo, Volume Set and TalkLight can all help.
      - Positive Reinforcement Apps like Class Dojo, or See Saw can help students feel valued and acknowledged.
  - - - The most effective support for students with speech impairments is to receive speech therapy given by a speech-language pathologist (SLP).
      - Based on speech severity, allow the student to substitute oral assignments with written papers or use other available technologies.
      - Modify grading based on speech impairment.
      - Allow the student time to express themselves. Do no interrupt a slow speaker.
      - Provide the SLP with spelling/vocabulary lists.
      - Allow the use of assistive technologies.
      - Develop a procedure for the student to ask for help.
      - Be a good speech model and speak directly to the student.
      - Reduce unnecessary classroom noise as much as possible.
      - ACCOMMODATIONS / MODIFICATIONS FOR LANGUAGE IMPAIRMENTS(Smith & Tyler, 2014)
        
        Students are greatly benefited by receiving language therapy from a speech-language therapist (SLP).
        
        Minimize classroom noises and distractions.
        
        Give assignments both orally and written.
        
        Allow extended time for assignments and tests. )
        
        Provide a private location for testing.)
        
        Allow use of adaptive technologies.
        
        Ensure student has a way to appropriately express wants and needs.
        
        Ask open-ended questions.
        
        Present only one concept at a time.
        
        Work at the student's pace
        
        Use tactic and visual cues
        
        Use as many hands-on experiences as possible.
        
        Graphic organizers are useful in helping students organize and understand various language conceptS
    - - How to Identify Struggling Students Mind-Map link
    - - HIGH TECH
        
        Electronic devices and software that addresses anything from articulation impairments to text to speech applications. Ipads and other tablet devices that contain apps that turn the simple tablet into a dynamic communicating device for people with speech and language disorders such as apraxia, voice disorders, and delayed language impairments.
        
        EXAMPLES:
        
        Proloquo2GO is an AAC app text-to-speech voices, and a default vocabulary of over 7,000 items and is recommended for people who have trouble speaking or cannot speak at all
        
        The http://smartyearsapps.com/ has over 30 apps that promote speech and language skills. All were developed by certified speech-language pathologists and teachers.
        
        Text to speech or speech to text technology and apps like ReadWrite as a Chrome extension
        
        https://www.youtube.com/watch?v=aFKfhgPUF0k
      - LOW TECH
        
        Picture communication boards which contains pictures that represent often used items, phrases, or needs. It allows a child to point to the picture to express him or herself.
        
        The website http://www.amyspeechlanguagetherapy.com/communication-boards.html is a great resource for lo-tech devices that any teacher or parent can utilize for a fraction of the cost of Hi-tech apps.
  - - - Text to Speech Software
        
        See one of the assistive technologies in action: https://youtu.be/pqMyXvjAapg
      - Audio Recorders
        
        Taking notes for those who struggle processing visuals or writing
      - Timers or Stopwatches
        
        A visual guide for staying on task
      - Morin (n.d.)
      - Reading guides
        
        Visual and word processing
        
        Can assist in staying on task
      - Frequency Modulation (FM) systems
        
        Auditory or language processing
        
        Can also help someone with ADHD to focus by reducing background noise
      - Calculators
        
        Basic calculators would help some with Dyscalculia
        
        Large number calculaors or text-to-speech calculators help those with more processing difficulties
      - Visual Aids and Graphic Organizers
        
        Pictures help those with visual processing issues or dyslexia
        
        Visually representing time and events help those with ADHD stay on task
    - - Basic processing: These disorders sometimes seem to be physical disorders but are caused by a disruption in the process of the brain to the body.
        
        Auditory Processing Disorder: may have trouble distinguishing between similar sounds.
        
        Visual Processing Disorder: May struggle to see differences between basic shapes like numbers and letters.
      - Non-Verbal Learning Disorders: Actually possessing great verbal skills, those with NVLD do not process others' non-verbal cues well, like facial expressions and body language, and therefore struggle with some social situations.
      - The Dys's: These are the disorders usually thought of being "Learning Disorders" because they usually present during school age and disrupt the processes necessary for reading, writing, and math.
        
        Dyslexia: The most common Learning Disability, people with dyslexia struggle to connect letters with the sounds they make and struggle to read.
        
        Dyscalculia: Related to how people process math, dyscalculia refers to difficulty in processing number sense, symbols, equation memory, mental calculations and more.
        
        Dysgraphia is a disability where people struggle with areas of writing like spelling or fine motor skills. The process that is thought to be disrupted is converting thoughts to something written.
        
        Dyspraxia is a disorder in motor skills. Not always considered a learning disability, people with dyspraxia struggle to think about and then execute motor skill tasks like waving or dressing themselves.
      - Attention Deficit Hyperactivity Disorder: ADHD is a disorder that causes loss of focus. People can have one of three types of ADHD: Hyperactive-Impulsive, Inattentive or a combination of the two. Hyperactive-Impulsive ADHD is associated with excessive movement or activity and Inattentive ADHD makes it so a person cannot focus on the task at hand.
      - What's it like to have a learning disorder? Visit understood.org to experience a simulation.
    - - Technology should allow them to learn, not replace learning
        
        Text-to-speech software may hinder students who are learning to read through decoding. But when learning where reading is a means to an end (e.g. science, history, etc) text to speech or audio books will allow students to keep pace.
      - Use some technology while learning, some only when struggling, and some their whole lives.
      - Use the same technology consistantly. Changes and needing to learn new processes, even assisted, can cause distress.
- - - - Cued speech transliterators
      - Sign language interpreters
      - Sign language transliterators
      - Oral transliterators
    - - Conductive hearing losses
      - Sensorineural hearing losses
      - mixed hearing loss
      - central hearing loss
    - - Standing in front of a light source puts your face in a shadow, making it very difficult to speechread you
      - Try to avoid speaking any time the student can’t see your face, such as when you write on the board or walk around the room.
      - When using an overhead projector, stand to the side of the projector so that it doesn’t block your face.
      - Try to avoid speaking any time the student can’t see your face, such as when you write on the board or walk around the room.
      - When using an overhead projector, stand to the side of the projector so that it doesn’t block your face.
      - If a PA microphone is used in a large classroom, keep the microphone below the mouth to facilitate speechreading.
      - Use visual aids whenever possible.
      - When referring to items on the board, try to be specific about the word or phrase you’re making reference to by pointing directly to it.
      - When showing a videotape to the class, make sure it is captioned and that the television has a decoder. Make sure any videos you purchase are captioned. Videos may be ‘open captioned’ (always visible) or ‘closed captioned’ (visible only when a decoder reveals them).
      - For small classrooms, arrange desks in a semicircle.
      - If that is not possible, the deaf or hard of hearing student may want to sit in front and to the side to better see you, the interpreter, and the rest of the class.
      - Be aware of noise level. Hard of hearing students, whether or not they are using an assistive listening device, may be very sensitive to environmental (background) sounds, which tend to ‘mask’ speech.
      - Deaf or hard of hearing students may also have visual disabilities, thus each situation with each student may have different solutions.
    - - Devices to Enhance Listening
        
        FM systems
        
        Infrared and Audio Induction Loop systems
        
        Coupling accessories (for connectivity to media devices such as computers, TVs, tablets, smartphones, etc.)
        
        hearing aids
        
        cochlear implants
        
        https://www.youtube.com/watch?v=QBi1Bij39H8 (Fauquier ENT, 2018)
      - Devices to Convey Information Visually
        
        Visual Alerting Devices
        
        Captioning
        
        Real-Time Transcription
        
        Telecommunication
        
        (chinenyeokoye, 2016)
    - - LINKHow to Identify Students Who May Have a Learning Disability
  - - - Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more of the following areas (TCDD, 2013):
        
        sensory, perceptual, and motor abilities
        
        Orthopedic Impairments
        DEFINITION: Orthopedic 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, and impairments from other causes. ("Sec. 300.8 (c) (8) - Individuals with Disabilities Education Act", 2020)
        
        Types of Impairments
        Three general categories of impairments
        
        Musculoskeletal Conditions
        This category contains conditions that cause orthopedic (physical) impairments as a result of damage or deterioration of the muscles or bones. Musculoskeletal conditions may result from defects in structure/function or diseases of the muscles or bones. Musculoskeletal conditions primarily effect the child's joints and muscles and effect the individual's ability to move about, sit, stand, and possibly use their hands or arms. ("Orthopedic and Musculoskeletal Impairments", 2020)
        
        Hip Dysplasia
        
        Clubfoot
        
        Osteogenesis Imperfecta
        
        Arthrogryposis
        
        Polyarticular JRA
        
        Juvenile Rheumatoid Arthritis
        
        Muscular Dystrophy
        
        Legg-calf Perthes
        
        Congential Malformations
        conditions that result in malformations of the body. Typically the congenital malformations are a result of a genetic defect, the influence of a teratogen, virus or bacteria, or simply a developmental accident. Congenital malformations may result in an improperly formed limb, or the absence of part of the whole limb. Malformations effect the child's abilities to move about, use certain body parts, and if extensive limit the child's ability to engage in certain academic or self-care skills. ("Orthopedic and Musculoskeletal Impairments", 2020)
        
        Limb Deficiency
        
        Limb Malformation
        
        Neurologic Conditions
        Conditions that are a result of damage to or deterioration of the central nervous system (brain and spinal cord). The extent of the damage or deterioration may be mild or severe, focal (limited in scope) or diffuse, and may cause limited impairment or extensive, long lasting effects. ("Orthopedic and Musculoskeletal Impairments", 2020)
        
        Spina Bifida
        
        Spinal Cord Injury
        
        Poliomyelitis
        
        Cerebral Palsy
        
        Traumatic Brain Injury
        
        Epilepsy
        
        If Student has Multiple Disabilities
        
        Assistive Technologies
        Due to the various levels of severity of orthopedic impairment, multiple types of assistive technology may be used.
        
        Devices for Positioning and Mobility: These assistive technology devices focus on helping the student participate in educational activities. These devices include:
        ("Orthopedic Impairments - Project IDEAL", 2020)
        
        specialized chairs, desks, and tables
        for proper posture development
        
        specialized exercise equipment
        
        wheelchairs
        
        crutches
        
        walkers
        
        canes
        
        Devices to Access Information: These assistive technology devices focus on aiding the student to access the educational material. These devices include:
        ("Orthopedic Impairments - Project IDEAL", 2020)
        
        academic software packages for students with disabilities
        
        augmentative and alternative communication devices
        (such as communication boards)
        
        screen reading software
        
        speech recognition software
        
        Assistive Technology in Action - Meet Elle
        https://www.youtube.com/watch?v=g95TO20hnmo
        
        VIDEO
        [The IDEA's Special Education Categories: Orthopedic Impairment]https://youtu.be/kfLMfL-Rbl0:
        ("The IDEA's Special Education Categories: Orthopedic Impairment", 2020)
        
        Teaching Strategies
        As with most students with disabilities, the classroom accommodations for students with orthopedic impairments will vary dependent on the individual needs of the student. Since many students with orthopedic impairments have no cognitive impairments, the general educator and special educator should collaborate to include the student in the general curriculum as much as possible.
        ("Orthopedic Impairments - Project IDEAL", 2020)
        
        Because of the multi-faceted nature of orthopedic impairments, other specialists may be involved in developing and implementing an appropriate educational program for the student.
        ("For Teachers", 2020)
        
        Occupational Therapists who work on fine motor skills
        (focusing on the arms and hands as well as daily living activities such as dressing and bathing)
        
        Speech-Language Pathologists who work
        with the student on problems with speech and language
        
        Adapted Physical Education Teachers, who are specially trained PE teachers
        who work along with the OT and PT to develop an exercise program to help students with disabilities
        
        Other Therapists (Massage Therapists, Music Therapists, etc.
        
        Physical Therapists who work on gross motor skills
        (focusing on the legs, back, neck and torso)
        
        Accommodations
        In order for the student to access the general curriculum, the student may require these accommodations:
        ("For Teachers", 2020)
        
        Instruction focused on development of
        gross and fine motor skills
        
        Securing suitable augmentative communication
        and other assistive devices
        
        Awareness of medical condition and its affect on the student (
        such as getting tired quickly)
        
        Special seating arrangements to develop useful
        posture and movements
        
        REFERENCES
        
        How to Identify Struggling
        Students Mind Map Link
        
        Prevalence
        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 1.1%, or 68,188 students, received special education services based on a classification of orthopedic impairments. ("Orthopedic Impairments - Project IDEAL", 2020)
        
        cognition
        
        language
        
        memory
        
        attention
        
        reasoning
        
        abstract thinking
        
        judgment
        
        problem-solving
        
        psychosocial behavior
        
        physical functions
        
        information processing
        
        speech
      - "Many medical and education professionals are unaware of the consequences of childhood head injury. Students with TBI are too often inappropriately classified as having learning disabilities, emotional disturbance, or mental retardation... The designation of TBI as a separate category of disability signals that schools should provide children and youth with access to and funding for neuropsychological, speech/language, educational, and other evaluations necessary to provide the information needed for the development of an appropriate individualized educational program (IEP)" (TCDD, 2013).
        
        For information on the IEP process, check out this mind map!
        
        It is very important to catch TBI while children are young and to cater to the unique needs of these learners while they are still in school. Adult TBI survivors that do not have positive coping mechanisms often end up incarcerated. This TEDx Talk illustrates the problem as well as some simple solutions for adult learning. https://www.youtube.com/watch?v=j78G4Pr6C1o
    - - Provide repetition and consistency.
      - Demonstrate new tasks; clearly state instructions one step at a time; and provide examples to illustrate ideas and concepts, avoiding figurative language.
      - Probe skill acquisition frequently and provide repeated practice as short-term memory may have been damaged and what appears learned may be forgotten by day's end.
      - Be prepared for students' reduced stamina and increased fatigue and provide rest breaks as needed, remaining flexible and patient.
      - Keep the environment as distraction-free as possible.
      - Communicate any changes in routine ahead of time.
      - Show the student how to use an assignment book and a daily schedule to be organized.
      - Teach strategies for increasing memory.
      - Assistive Technologies:
        
        Devices for Memory and Organization
        
        calendar boards
        
        schedule organizers
        
        voice organizers
        
        medication reminders
        
        smartphones or other personal data assistant (PDA) devices
        
        specialized watches
        
        Devices to Access Information
        
        speech recognition software
        
        screen reading software
        
        tinted overlays for reading for visual processing
        
        academic software packages for students with disabilities
        
        Devices for Positioning and Mobility
        
        canes
        
        crutches
        
        wheelchairs
        
        specialized furniture
      - Use mental imagery.
    - - Texas Council for Developmental Disabilities Project IDEAL. (2013). Traumatic Brain Injury. Retrieved March 1, 2020, from http://www.projectidealonline.org/v/traumatic-brain-injury/
      - Strategies for Diverse Learners. (n.d.). Traumatic Brain Injury. Retrieved March 3, 2020, from https://strategiesfordiverselearners.weebly.com/traumatic-brain-injury.html
      - Center for Parent Information & Resources. (2015, June 16). Traumatic Brain Injury. Retrieved February 29, 2020, from https://www.parentcenterhub.org/tbi/
      - Gorgens, K., & TEDxMileHigh. (2018, June). The surprising connection between brain injuries and crime. Retrieved February 29, 2020, from https://www.ted.com/talks/kim_gorgens_the_surprising_connection_between_brain_injuries_and_crime
  - - - Telecommunication Devices
        May use a telecommunication device for the deaf (TDD) that includes braille output. A TDD is a small keyboard with a display and modem. To use the TDD the individual must relay information to an operator. Text messaging has recently become a very useful avenue for individuals with hearing impairments to relay messages without using the TDD.
      - Adaptive Devices
        
        Braille notetakers: lightweight electronic note-taking device that can be connected to a printer or a Braille embosser to produce a printed copy
        
        Optical character reader: converts printed text into files that can be translated into audible speech or Braille
        
        Electronic braillewriter: produces Braille, translates Braille into text or synthetic speech
      - Computer Adaptations
        
        Braille translation software: converts print into Braille and Braille into print
        
        Braille printer: connects to a computer and embosses Braille on paper
        
        Screen reader: converts text on a computer screen to audible speech
        
        Screen enlargement software: increases the size of text and images on a computer screen
        
        Refreshable Braille display: converts text on computer to Braille by an output device connect to the compute
    - - Congenital
        Deaf-blindness
        
        Problems associated with premature birth (birth before 37 weeks of pregnancy)
        
        An infection in a baby in the womb, such as rubella (German measles), toxoplasmosis or cytomegalovirus (CMV)
        
        Genetic conditions, such as CHARGE syndrome or Down's syndrome
        
        Cerebral palsy – a problem with the brain and nervous system that mainly affects movement and co-ordination
        
        Fetal alcohol syndrome – health problems caused by drinking alcohol in pregnancy
      - Acquired
        Deaf-blindness
        
        Age-related hearing loss
        
        Usher syndrome – a genetic condition that affects hearing, vision and balance
        
        Eye problems associated with increasing age, such as age-related oracular degeneration (AMD), cataracts and glaucoma
        
        Diabetic Retinopathy – a complication of diabetes where the cells lining the back of the eye are damaged by high blood sugar levels
        
        Damage to the brain, such as from meningitis, encephalitis, a stroke or severe head injury
      - If Student has more than one disability
    - - Individuals who are deafblind will often need touch in order for them to be sure that their partner shares their focus of attention.
      - Exploring objects should be done in a "nondirective" way, allowing the individual who is deafblind to have control
      - The individual may have very slow response times. Therefore, the teacher should allow time for the student to respond.
      - Symbolic communication can be utilized by individuals who are deafblind. The principal communication systems include:
        
        Touch cues
        
        Object symbols
        
        Sign language
        
        Gestures
        
        Picture symbols
        
        Fingerspelling
        
        Signed English
        
        Braille
        
        American Sign Language
        
        Lip-reading speech
        
        Pidgin Signed English
        
        Tadoma method of speech reading
        
        Large print
      - A Look Inside Perkins Deafblind Classroom
        https://www.youtube.com/watch?v=DWbORwRuMOc
    - - Accommodation
        Accommodations for learners with deaf-blindness include, but are not limited to:
        ("Deaf-Blindness", 2020)
        
        Assistive technology equipment (hearing aids, assistive learning devices)
        
        Interpreters
        
        Notetakers
        
        Braille materials and assistive technology
        
        Reading machines (for students who are not completely blind)
        
        Teacher should stay in one spot for the lecture (student may not be able to track sounds from various locations)
        
        Provide extended time on assignments and assessments
        
        Eliminate unnecessary
        background noise
      - Modifications
        Modifications for learners with deaf-blindness include, but are not limited to:
        ("Deaf-Blindness", 2020)
        
        Orally (or tactually) responding to questions
        
        Modifying course handouts to include Braille
        
        Use of bold line paper and raised line paper
        
        Give student hints or clues for assignments or assessments
        
        Print and copy assignments in large font
        
        Print and copy assignments with clear, large photos
  - - - Which individual disabilities are involved? (Center for Parents Information Services, 2019)
      - How severe each disability is? (Center for Parents Information Services, 2019)
      - How each disability can affect learning and daily life? (Center for Parents Information Services, 2019)
      - Plan
        Flowchart for Identifying and Assisting Developed by David Cooper
    - - Clicker
        Writing support tool where students select from lists of phrases and pictures
      - Smart Boards
        Interactive whiteboards can be adapted with a range of software to cover a plethora of needs.
      - Intellitools
        Offer a rnage of custom devices to meet a variety of needs. Now operated by Ablenet.(Intellitools Acquired by Ablenet, 2015)
        
        Intellikeys
        Specialised keyboards
        
        Switches
        Enlarged switches to allow easier activation
      - Augmented or Alternative Communication (ACC)
        Provide students with both verbal and motor issues a means to communicate.
        
        Speech Generating Devices
        
        Communication boards and books
        
        Picture Exchange Communication System
        
        Tactile symbols
        
        Flash cards
        
        Music systems
        
        Tablet apps
      - Accessible Textbooks
        . https://www.youtube.com/watch?time_continue=2&v=9RnJ1zlZ3yE&feature=emb_logo
        (National Center on Accessible Education Materials, Getting Started with AEM, 2018)
        
        Ebooks
        
        Podcasts
        
        Websites
        
        Audiobooks
        
        Text-to-speech options
        
        Animated texts
      - Assisted technology for other IDEA defined categories can be utilized by those defined as multiple disability students, giving rise to unique combinations of various resources.
    - - Safety Plan
        (Watson, 2019)
        
        Special diet
        
        Medications
        
        Travel arrangements
        
        Pickup/Drop off schedules and points
        
        Availability of parking
      - Early intervention progams
      - Curriculum adaptations
        
        Alternative formats for projects
        
        Extended time for creative work i.e. extra time playing instruments (Understood Team, n.d.)
        
        Tests
        
        Assessed by different rubric
        
        Extended time
        
        Alternative subject matter
        
        Read questions aloud
        
        Not required to complete certain tasks
        
        Alternative materials
      - Layout of the classroom
    - - Peer tutoring
        One area of support that can be particularly effective for all involved is peer tutoring. Peer tutoring has been proven to have positive results for students with multiple disabilities in a number of separate research studies. ("Multiple Disabilities" - Project IDEAL, 2020)
      - (Gonzalez, 2013)
        
        Develop goals with all stakeholders
        
        Regular IEP review
        
        Wait for student response
        
        Decisions
        
        Based on learning medium
        
        Based on student's best communication style.
      - Deal with behavioral issues
        (Escowitz, n.d.)
      - Sensory
        
        Prepared tables
        
        Prepared rooms
        
        Sensory orientated activities
      - Classroom jobs for establishing routines and encouraging contributions
  - - - Oral Method This uses lip reading and auditory training to help hearing-impaired students improve without bulky or intrusive technology.
      - Captions Alway have captions when suing multimedia (i.e. TVs, online videos)
      - Visual Stimulus These include graphs with explanations, lesson outlines, and data points listed on the board.
      - Classroom Arrangement Hearing-impaired students should sit where the teacher's face (and anyone else who might speak) is clearly visible and relatively close.
      - Minimize Noise Close windows and take steps to limit excess noise that may interfere with the students' limited ability to hear the teacher.
    - - Augmented Device/Systems These are used to amplify sound.
        
        Personal FM Systems The teacher wears a wireless microphone that transmits FM radio waves to a receiver worn by the student.
        
        Soundfield Systems The teacher wears a microphone that sends voice to speakers located near the student. Here's an example of a sound field system in action: https://www.youtube.com/watch?v=Fa6qFiQKpxU
        
        Inductive Loop Systems These work by having loops of cable around the classroom or building. The loop creates an electromagnetic field that can be picked up by hearing aids and cochlear implants or specialized hand-held receivers.
      - Transforming Devices/Systems These are used to convert speech into text.
        
        Translation Service The teacher's words are transcribed via keyboard by a trained individual. The text is displayed on a monitor or laptop used by the hearing-impaired student. Here is an example: https://www.youtube.com/watch?v=-jcTzR7s13w
        
        Texting Systems Messages can be sent back and forth between teacher and student using two keyboards and displays. Two commonly used systems are Ubi-Duo and Interpretype.
    - - Rose, S. “Tips and Strategies for Teaching Hearing Impaired Students.” Bright Hub Education, Sept. 11, 2019, date retrieved Mar. 1, 2020 www.brighthubeducation.com/special-ed-hearing-impairments/67528-tips-and-strategies-for-teaching-hearing-impaired-students/.
      - date retrieved: Mar. 1, 2020 https://en.wikipedia.org/wiki/Hearing_loss
      - Assistive Technology in the Classroom For Deaf and Hard of Hearing. date retrieved Feb. 29, 2020 https://cid.edu/wp-content/uploads/2013/10/Assistive-Technology-in-the-Classroom.pdf
      - Strategies to address educational needs of students who are Deaf or hard of hearing, Shields, M. and Lennox, M. date retrieved Feb. 29, 2020 https://research.avondale.edu.au/cgi/viewcontent.cgi?article=1357&context=teach
    - - Family Support Make sure parents are involved by having regular meetings to discuss progress regarding the student's independence and confidence and any complications that may have arisen. https://coggle.it/diagram/XlfLXIXWygWwMLTV/t/ronnell-brown-identification-and-for-struggling-students
      - Social Support The student should socialize with other students outside of school. This can help him/her feel included and less self-conscious about his/her impairment.
  - - - REFERENCES
        Fey, M.E., Warren, S.F., Brady, N., Finestack, L.H., Bredin-Oja, S. L., Fairchild, M., Sokol, S., & Yoder, P. J. (2006). Early effects of responsivity education/prelinguistic milieu teaching for children with developmental delays and their parents. Journal of Speech, Language, and Hearing Research. 49, 526-547.
        
        Idatschool. (2020, March 3). Assistive Technology for Students with Learning Disabilities. Retrieved on 2020, March 3 from: https://www.ldatschool.ca/assistive-technology/
        
        IDEA. (2018, May 25). Sec. 300.8 (c). Retrieved from: https://sites.ed.gov/idea/regs/b/a/300.8/c
        
        Inclusion Resource (n.d.). Low-Incidence Disabilities. Retrieved https://sites.google.com/site/inclusionresourcenotebook/disability-areas/low-incidence-disabilities on 2020, March 3.
        
        Parentcenterhub. (2020, March 3). Supports, Modification, and Accommodations for Students. Retrieved:
        https://www.parentcenterhub.org/accommodations/#part2 on 2020, March 3.
        
        Project Ideal. (2020). Intellectual Disabilities. Retrieved: http://www.projectidealonline.org/v/intellectual-disabilities/ on 202 March 3.
        
        TEDx Talks. (2015, November 24). The True Gifts of a Dyslexic Mind. Retrieved:
      - INTELLECTUAL
        DISABILITIES
        (9.6% of all special education cases, (Project IDEAL, 2020))
      - SEVERITY
        determined by the disparity between the student's capacity for learning and the norms of the social environment.
        The majority have an IQ of 50~70. (Project IDEAL, 2020).
        
        KNOWN CAUSES:
        None (Project IDEAL, 2020).
      - PREVALENCE
        in 2004, 9.6% of students who received special education services, received so based intellectual disabilities (Project IDEAL 2020).
      - LIMITATIONS in....
        (Project IDEAL, 2020)
        
        INTELLECTUAL FUNCTIONING
        
        • difficulties with memory recall
        
        • difficulties with task and skill generalization
        
        • low motivation
        
        • learned helplessness
        
        ADAPTIVE BEHAVIOUR
        
        • difficulties with conceptual skills
        
        • difficulties with social skills
        
        • difficulties with practical skills
        
        • deficits in self-determination
        
        • deficits in choice-making, problem-solving, and goal-setting
        
        • cognitive & social skills WITHIN the typical classroom setting.
        NB: Often in different settings; the same students function normally.
        (Project IDEAL, 2020)
      - TEACHING STRATEGIES
        (Project IDEAL, 2020)
        
        direct instruction using functional skills
        applying more real-world context to provide more cohesion from the abstract concept to the application thereof
        
        money concepts
        
        time concepts
        
        independent living
        
        self-care hygiene
        
        community access
        
        leisure activities
        
        vocational training
        
        prelinguistic milieu teaching:
        using instruction through and tailored to the specific interests and abilities of the student
        (Fey, et. al, 2006)
        
        Break-down large tasks into small ones
        
        teach in small groups
        
        teach one step at a time
      - :question:
        HOW do I know if my student has an Intellectual Learning Disability and what steps should I take
        :question:
        
        Coggle Flowchart link by Daniel Nabben
        
        Coggle Flowchart by Natalie Skidmore
        
        Coggle Flowchart by David Cooper
        
        Here are some options:
      - ASSISTIVE TECHNOLOGY
        
        types: High Tech, Low Tech
        uses: support learning,
        bypass challenging tasks
        requirements: embedded within quality instruction
        (Idatschool, 2020)
        (Project IDEAL, 2020)
        
        LOW TECH
        simple, real-world context can connect students more smoothly to the material
        
        (Parentcenterhub, 2020)
        (Project IDEAL, 2020)
        
        concrete objects
        (instead of abstract objects/thoughts)
        
        e.g. rather than saying three times four is twelve,
        use books or desks
        
        NB: use age-appropriate objects so that all students are on the same level; students with disabilities do not want to feel singled-out (TEDx Talks, 2015)
        
        providing:
        • large print books
        • books on CD/mp3
        
        HIGH TECH
        Computer(ized) devices are good because they are portable and lightweight.
        But this sort of technology does not ensure appropriate involvement with the material because the technology can be diverting so, you must monitor closely and be adept at both using and teaching how to use the technology (Donovan, Green, & Hartley, 2010).
        (Idatschool, 2020)
        
        14 Assistive Technologies for Individuals with Learning Disabilities
        https://www.youtube.com/watch?v=JwRkuVtzWTQ
        
        iPad / Notebook / Pentop Computers
        For students with handwriting difficulties, being able to take notes on a laptop or computerized device (such as an iPad) can improve the quantity and quality of the notes (Vaughn & Bos, 2009).
        
        https://www.youtube.com/watch?v=33Z9swKPZPs&feature=youtu.be
        
        smart board
        (tactile, stimulating)
        
        talking calculators
        
        phonetic spelling software
        
        Using a word processor can help students to complete work that is more organized and includes less spelling errors than handwritten work (Hetzroni & Shrieber, 2004).
        
        text-to-speech
        speech-to-text
        
        word prediction software
        e.g. WordQ
        
        graphic organizers
        e.g. Inspiration
        
        audio recorders
        
        portable note takers
        
        mp3 players
        
        more options for techonology
        click that link and scroll down to the table
        
        SimpleMind+ – This app allows you to brainstorm and organize your ideas. Completed concept maps can be automatically converted to an outline.
        (Idatschool, 2020)
        
        TRAINING
        Technology is not capable of doing anything by itself. It must be employed and in such a way that benefits the user.
        In other words, teachers really need to get to know the technology inside and out before introducing it to the classroom.
        And teachers really need to figure out exactly how they will teach the etiquette that accompanies the technology.
        Learning not just about technologies benefits but also its downsides is crucial in ensuring the tech does what it's designed to do.
        (Idatschool, 2020)
      - :question: :warning:
        What if I discover my student has more than just an intellectual disability
        ⇢⇢⇢⇢
        :question: :warning:
  - - - Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment,
        (“Other Health Impairment”, 2015)
        
        They are caused by chronic or acute health problems
        
        Asthma
        
        Attention Deficit/Hyperactivity Disorder (AD/HD)
        
        Attention-Deficit/Hyperactivity Disorder (AD/HD) is a condition that can make it hard for a person to sit still, control behavior, and pay attention ("Attention-Deficit/Hyperactivity Disorder (AD/HD)", 2017)
        
        An illustration of the working memory of ADHD students
        https://www.youtube.com/watch?v=Nls3wxRZEoE
        
        Assistive Technology 10 ("best assistive technologies for AD/HD students", 2020)
        
        DropTask
        
        Wunderlist
        
        MindX
        
        Isolator
        
        Learning Ally
        
        Ghotit Real Writer and Reader
        
        Notability
        
        Time Timer
        
        wordQ
        
        Wizcom Tech Pen
        
        Categorized symptoms of ADHD students
        ("Attention-Deficit/Hyperactivity Disorder (AD/HD)", 2017)
        
        inattentive type, where the person can’t seem to get focused or stay focused on a task or activity; they
        
        do not pay close attention to details;
        
        can’t stay focused on play or school work;
        
        don’t follow through on instructions or finish school work or chores
        
        can’t seem to organize tasks and activities;
        
        get distracted easily;
        
        lose things such as toys, school work, and books
        
        hyperactive-impulsive type, where the person is very active and often acts without thinking; they
        
        fidget and squirm;
        
        get out of their chairs when they’re not supposed to;
        
        run around or climb constantly;
        
        have trouble playing quietly;
        
        talk too much;
        
        blurt out answers before questions have been completed;
        
        have trouble waiting their turn;
        
        interrupt others when they’re talking;
        
        butt in on the games others are playing
        
        combined type, where the person is inattentive, impulsive, and too active
        
        Children with the combined type of AD/HD have symptoms of both of the types described above. They have problems with paying attention, with hyperactivity, and with controlling their impulses.
        
        Accommodation
        Teachers are expected to
        
        Learn more about AD/HD
        
        Figure out what specific things are hard for the student
        
        Post rules, schedules, and assignments
        
        Show the student how to use an assignment book and a daily schedule
        
        Make sure directions are given step by step
        
        Work together with the student’s parents
        
        Have high expectations
        
        Epilepsy
        
        Epilepsy is a seizure disorder. According to the Epilepsy Foundation of America, a seizure happens when a brief, strong surge of electrical activity affects part or all of the brain ("Epilepsy", 2015)
        
        https://www.youtube.com/watch?time_continue=10&v=qrlh5Oot5QY&feature=emb_logo
        
        Incidence
        About three million Americans have epilepsy. Of the 200,000 new cases diagnosed each year, nearly 45,000 are children and adolescents. [4] Epilepsy affects people in all nations and of all races. Its incidence is greater in African American and socially disadvantaged populations.
        the doctor’s main tool…is a careful medical history with as much information as possible about what the seizures looked like and what happened just before they began. The doctor will also perform a thorough physical examination, especially of the nervous system, as well as analysis of blood and other bodily fluids
        ("Epilepsy", 2015)
        
        Symptoms
        
        “Blackouts” or periods of confused memory;
        
        Episodes of staring or unexplained periods of unresponsiveness;
        
        Involuntary movement of arms and legs;
        
        “Fainting spells” with incontinence or followed by excessive fatigue; or
        
        Odd sounds, distorted perceptions, or episodic feelings of fear that cannot be explained.
        
        Diagnosis
        the doctor’s main tool…is a careful medical history with as much information as possible about what the seizures looked like and what happened just before they began. The doctor will also perform a thorough physical examination, especially of the nervous system, as well as analysis of blood and other bodily fluids
        ("Epilepsy", 2015)
        
        Assistive Technology ("Devices and equipment", 2020)
        
        Medical Alert Systems
        
        Medication Information Devices
        
        Medication Reminders
        
        Headgear
        
        Seizure Alarms
        
        Accommodation ("TEACHING STUDENTS WHO HAVE EPILEPSY", 2020)
        
        “Dear Professor Memos” verifying the need for accommodations
        
        Accommodated testing for in-class and online exams and quizzes (to allow for thinking and to reduce stress as stress can trigger the seizures)
        
        Note-taking services and/or the use of an audio recorder for class lectures
        
        Regular advising meetings with an assigned Department for Disability Access and Advising advisor
        
        Diabetes
        
        A heart condition
        
        Leukemia
        
        Hemophilia
        
        Lead Poisioning
        
        nephritis
        
        Rheumatic fever
        
        Sickle cell anemia
        
        Tourette syndrome
        
        Tourette Syndrome (TS) is a neurological disorder, which becomes evident in early childhood or adolescence between the ages of 2 and 15 years. Tourette Syndrome is defined by multiple motor and/or vocal tics lasting for more than one year. Many people have only motor tics or only vocal tics. The first symptoms usually are involuntary movements (tics) of the face, arms, limbs or trunk (“Other Health Impairment”, 2020)
        
        Living with Tourette syndrome https://www.youtube.com/watch?v=e8HtTb0Vk_o
        
        How is it manifested?
        (“Other Health Impairment”, 2020)
        
        Simple
        
        Motor - eye blinking, head jerking, shoulder shrugging, and facial grimacing.
        
        Vocal - throat clearing, yelping, and other noises: sniffing, and tongue clicking.
        
        Complex
        
        Motor - jumping, touching other people or things, smelling, twirling about and, although very rare, self-injurious actions including hitting or biting oneself.
        
        Vocal - uttering ordinary words or phrases out of context, echolalia (repeating a sound, word or phrase just heard) and in rare cases, coprolalia (vocalizing socially-unacceptable words)
        
        Who is affected?
        
        While once thought to be rare, TS is now seen as a relatively common disorder affecting up to 1 person in every 2,500 in its complete form and three times that number in its partial expressions that include chronic motor tics and some forms of obsessive-compulsive disorder.
        (“Other Health Impairment”, 2020)
        
        Diagnosis:
        
        A diagnosis is made by observing symptoms and by evaluating the history of their onset. No blood analysis, X-ray or other types of medical test exists to identify TS. However, a doctor may wish to order an EEG, CAT scan or certain blood tests to rule out other ailments that could rarely be confused with TS. (“Other Health Impairment”, 2020)
        
        Assistive Technology
        ("Tourette Syndrome: Common Assistive Technologies", 2019)
        
        Recording Devices
        Some physical tics might make it difficult to take notes and keep up with teachers or presentations
        
        Writing Help
        Word processors and speech-to-text devices
        
        Reading Help
        
        text-to-speech softwares
        
        Scanning Pens
        
        1 more item...
        
        Audiobooks
        
        Accommodation
        ("10 Things Teachers Can Do For Students with Tourette Syndrome", 2016)
        
        Recognize that tics are involuntary movements and sounds that wax and wane and can change unpredictably. In many cases, students with TS will attempt to suppress their tics to avoid negative attention from others. While the tics may appear to be within the students’ control and are being done purposefully, they are not.
        
        Reduce Stress/Anxiety. Stress typically increases symptoms. Therefore, noting what factors increase stress and implementing appropriate accommodations or special education services will frequently reduce symptoms.
        
        Identify the skills deficits that may contribute to increased stress/symptoms, as well as the strategies and supports to address the skills deficits.
        
        Ignore the symptoms that can be ignored. This demonstrates acceptance and normalizes Tourette Syndrome and other related symptoms. Modeling acceptance can reduce both bullying and stress and may help the student with TS to focus his/her energy on academics rather than tic suppression.
        
        Consider whether accommodations are needed for handwriting issues. Handwriting issues are among the most common difficulties for children with TS. Accommodations can include the use of a computer, tablet, a scribe, or having notes provided.
        
        Be aware of co-occurring conditions, such as Obsessive Compulsive Disorder (OCD) or Attention Deficit/Hyperactivity Disorder (ADHD), which are very common for students with TS. The characteristics of these conditions are often more problematic and harder to manage than the tics themselves.
        
        Be creative with interventions. Teaching life-long strategies and providing supports, accommodations, and modifications are typically more effective than relying on consequences.
        
        Involve the student with TS in developing plans and strategies for managing symptoms that can be difficult or impossible to ignore.
        
        Promote communication with parents or caregivers. Be sure to share the student’s achievements and strengths, not just the weaknesses.
        
        Use the Association’s resources for assistance in developing supports and strategies.
        
        https://www.youtube.com/watch?time_continue=22&v=E2uSRIOe2H4&feature=emb_logo
        
        Other Health impairments not mentioned by IDEA
        
        Fetal alcohol syndrome (FAS),
        
        Bipolar disorders,
        
        Dysphagia
        
        Other organic neurological disorders
      - https://www.youtube.com/watch?v=f2C8KxGCfTw
    - - Videotaping classes
      - Textbooks on tape
      - Laptop or a portable word processor
      - Audio recorders
      - Screen-reading software
      - Voice recognition softwares
      - Word-prediction software
      - Adaptive Keyboard, mouse, etc.
    - - Flexible time limit
      - Freedom to use bathroom or drinking fountain
      - Frequent breaks
      - Reduced assignments
      - Alternative grading scales
      - Safe place
      - Alternative assignments
  - - - Record Lessons
        This is a cheap and easy way to help students listen to lessons again to catch things they may have missed
      - Provide Braille textbooks
        If a student understands braille, a braille textbook should be provided to them by the school. There is also software that will convert worksheets and documents into braille, and braille printers can be used to print these for students
      - Smart scanners and readers
        These devices can be used to scan a page or book and read its contents out loud to the student
      - Magnifying glasses
        These simple items can help students with poor eyesight to read the small text in books
      - https://www.youtube.com/watch?v=fi3dH_QnnWQ
    - - Seat students close to the front of the class, allowing them to better see the board.
      - Use dark, black markers instead of colours since colours are harder for visually impaired students to see.
      - Consider lighting and glare. Light sensitivity often disturb visually impaired students. Consider using blinds or curtains. Lighting in the class should be evenly distributed in the classroom.
      - There should be lots of space between furniture without obstruction by bags to make it easier for visually impaired students to navigate the classroom. Consider strict discipline of where students can put their bags, and space desks out evenly.
      - Furniture and the location of objects should not move. Blind students especially will remember the layout of the classroom and having the environment change will cause extra stress for them.
      - Clearly explain where classroom supplies are located. Explain these locations clearly, and try to make sure all items are in their correct places when not in use.
    - - Stand near the student when teaching. This allows them to hear you better and get your attention more easily if they don't understand something that is happening in class.
      - Explain any visuals for visually impaired students' benefit. This is also beneficial for regular students, as their attention can be drawn to the important parts of the visual. Also dictate anything you are writing on the board.
      - Always give oral instructions. You cannot simply hand out a worksheet, but must verbally explain the contents of every assignment and activity.
      - Ask students to clap when they have a question. While most kids are trained to raise their hands for a question, visually impaired students can be more aware of their environments when other students clap for questions.
      - Use tactile learning experiences. Include things that your students can touch, hold and feel in your lessons.
      - Call on students by name. When asking or answering any students' question, refer to them by name. Visually impaired students may not be able to pick up on visual clues or know who is talking.
      - Give visually impaired students extra time for tests or assignments since it may be slower to read or read braille. Do not let them use their disability as an excuse to be late, so keep strict deadlines.
    - - WHO, Global Data on Visual Impairment
    - - Hand flapping
        
        Typical when they are excited. While not a problem on its own, advise the child to be aware of their surroundings.
      - Eye pressing and poking
        
        Some do it as a way to relax themselves, others because their eyes are painful. Make sure they are not damaging themselves with these behaviors.
      - Bouncing, rocking, spinning
        
        Often a symptom of children who have been restricted in their movement by their parents and have a need for some kind of physical expression.
      - Light gazing
        
        Those with some visual ability find it stimulating to gaze out of windows or stare at objects of bright light
- - - - Behavior
        
        Social Skills
        
        Class Support
        
        Communication Skills
        
        Symbols/Signs/photos
        
        Hand sign and gesture
        
        Verbal communications
        
        Technology
        
        aware them in advance change of routines
        
        Use their interest to motivate
        
        Make task concrete
        
        Help student to identify good and bad choices
        
        Use social stories to build awareness
        
        Make sure rules and understood
        
        Identify triggers and share information
        
        Develop strategies
        
        Praise good behaviors
      - Plan copying strategies
      - identify Individual sensory problems