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IDEA 13 Categories of Disabilities (Traumatic Brain Injury (Bryce Pearson)…
IDEA 13 Categories of Disabilities
Visual Impairment including Blindness (Matt Wraxall)
low incidence
reference
high impact
Assistive technologies
Mobility
service dogs
canes
electronic mobility aids
Ray Electronic Mobility Aid / UltraCane (cane sensor attachments)
Reading Assistance / Computer Access
Screen Readers
JAWS Screen Reader
https://www.youtube.com/watch?v=pQO4S1t2uiA
Text to Speech Software
Refresh-able Braille Displays
https://www.youtube.com/watch?v=tVuLGrab9JA
Enlarging software e.g. Zoomtext
Changes in the way materials are presented
OHP / Smartboard materials viable at desk, as needed
Teacher verbalizes information as it is written on the board
Information presented using high contrast colors
Clear, dark copies of worksheets
Use recorded text as needed
Large Print textbooks/materials.
Braille textbooks/materials.
The computer screen should be eye level and tilted to avoid glare.
Use of a reading guide to assist in keeping place while reading and completing worksheets.
Time accomodations
Consideration for the student's reading/writing speed
Consideration for the time needed to use adaptive equipment
Time and a half or double time
Consideration for eye fatigue and scanning ability
Changes in ways students demonstrate learning
Use of bold line paper.
Use of raised line paper.
Allow students to use (bold marker, 20/20 pen, mechanical pencil, or another unique writing tool) to complete assignments.
Abbreviated homework assignment
Avoid visually cluttered materials.
Shorter written assignment.
Avoid activities requiring extensive visual scanning.
Oral testing.
Modified assignments
Environment Accomodations
Eliminate clutter from the room, particularly in aisles and movement paths.
Place materials in consistent places so that students know where particular items are always located.
Eliminate unnecessary background noise. Consider isolation headphones.
Preferential locker position and locks with keys vs. combination locks.
Open and close doors fully (a half-open door can be a dangerous obstacle).
Use of task lighting as needed.
Avoid glare in general from overhead lights. Consider placing light filters on fluorescent lights.
Autism Spectrum Disorder (Jordan Redmond)
Levels of Assistive Technology
Mid Tech
- battery operated or "simple" electronic devices, many of these help with multiple skills
Talk Pad
Language Master
Voice Output Communication Aid (VOCA)
Go Talk
Big Mac
High Tech
- complex technological support devices, typically also high cost
Use of video
- children with autism are highly motivated by and interested in video due to their repetitive, predictable nature upon repeated viewings
comprehensions skills
vocabulary
directions to complete routines
social skills
social situations to show appropriate/inappropriate behavior
non-verbal social cues and communication
expressive communication skills
vocabulary
self-help skills
- visual representation of how to complete routines
academic skills
- visual representation of how to write, draw, or complete math problems
Computers/apps
- Increase focused attention, overall attention span, in-seat behavior, fine motor skills // Decrease agitation, self-stimulatory behavior
Proloquo2go - "full featured augmentative communication application (AAC) that offers picture only, picture and text, and keyboard options for message formulation"
Children with Autism - a wearable, picture-based visual scheduler
ChoiceWorks - "an app for helping children complete daily routines and tasks, understanding and controlling feelings and to improve their patience"
I Can Have Conversations with You! - "a unique solution to parents who want to empower their child to initiate, understand, and participate in conversations"
Low Tech
- low cost, not battery/electricity dependent
comprehension skills
schedules
- object, three-ring binder, clipboard, calendars, etc..
visual directions
- morning routines, school routines, how to use the library, how to accomplish a task, international "NO" sign, individual rule/behavior cards, "forewarning" signs for when a task will start, near finish, and finish, etc.
expressive communication skills
cards for expressing when they need or want something such as an object, break-time, etc.
social skills
Social Stories
- visual (text/graphic) stories that teach about social behaviors and norms
social scripts
- similar to social stories but more a "how-to" guide for a specific situation
cards that visually demonstrate through text, picture, and color specific behaviors such as waiting your turn or asking for help
attending skills
- cards used when a child is completing a task that helps them know when it's okay to start and finish
academic skills
- file folder divided by subject to help students focus on specific tasks
Teaching Strategies
use simple, concrete language
give limited, clear choices
be gentle in criticism
use Applied Behavior Analysis (ABA) - a systematic approach that can be employed at school and home, one that is communicated between teachers, parents, and support staff
solve sensory problems that may lead to difficulty learning or increase in acting out
Discreet Trial Teaching (DTT) - uses positive reinforcement to focus on changing skills and behaviors by breaking each one down into smaller steps that are taught along with prompts until the student masters the steps required to perform a particular skill or behavior."
Defined as "high incidence" or a part of the 80% that make up most student learning disabilities
ASD Level 1 (requiring support) - difficulty initiating social interactions, organization and planning problems that hamper independence
ASD Level 2 (requiring substantial support) - social interactions limited to narrow special interests, frequent restricted/repetitive behaviors
ASD Level 3 (requiring very substantial support) - severe deficits in verbal&nonverbal social communication skills, great distress/difficulty in changing actions/focus
References:
Assistive Technology: A Support for Children with Autism Spectrum Disorder. (n.d.) Upbility. Retrieved February 29, 2020 from
https://upbility.net/blogs/news/assistive-technology-a-support-for-children-with-autism-spectrum-disorder
Barry, A. (2019, April 26). 7 of the Best Apps for Children with Autism. Bridging Apps.
https://www.bridgingapps.org/2019/04/7-best-apps-children-autism/
National Association of Special Education Teachers. (n.d.) Assistive Technology for Students with Autism Spectrum Disorders.
https://www.naset.org/fileadmin/user_upload/Autism_Series/Assist_tech/AssistiveTech_for_Students_W_Autism.pdf
Rudy, L.J. (2019, October 1). What Are the Three Levels of Autism?. Retrieved February 29th, 2020 from
https://www.verywellhealth.com/what-are-the-three-levels-of-autism-260233
St. Joseph’s University. (n.d.) Techniques for Teaching Students with Autism Spectrum Disorder. Retrieved February 29th, 2020 from
https://online.sju.edu/graduate/masters-special-education/resources/articles/techniques-for-teaching-students-with-autism-spectrum-disorder
University of Illinois Library. (2020, February 6). Autism Spectrum Disorders: Common Assistive Technology.
https://guides.library.illinois.edu/c.php?g=515793&p=3526329
Speech /Language impairment (Taylor Bonilla)
Hearing Impairment
Eva Li
Low Incident
IDEA 1462(c) (3) Definition
In this section, the term “low incidence disability” means—
(A) a visual or hearing impairment, or simultaneous visual and hearing impairments;
Assistive Technology
Augmentative and Alternative Communication Devices (AACs)
a broad category of communication methods, which include the use of gestures, sign language, facial expressions, symbols, pictures, communication boards, and technological means in order to convey thoughts, needs and desires.
High Tech: High-tech systems (such as voice synthesizers, speech generation systems, or eye tracking systems are electronic and may need batteries or charging to operate.
Low Tech: Low-tech AACs do not use batteries or electricity and thus are always usable. These can take the form of charts, flip-books and other paper- or image-based systems.
Assistive Listening Devices (ALDs)
The most common type of ALD used in classrooms is an FM system, using radio signals to send amplified sound within the classroom.
The second type of ALD is a hearing loop or induction loop system.
The third type of ALD that is common in many schools is infrared systems.
Cochlear implants and hearing aids
Teaching Strategies
More Targeted Strategies
Make sure the child can read your lips: preferential seating, well-lit classroom, always face the class.
Reduce background noise: close doors and windows, and turn of any unused electronic equipments
Keep instructions brief and uncomplicated as much as possible.
Clearly define course requirements, the dates of exams, and when assignments are due.
Present lecture information in a visual format (e.g., chalkboard, overheads, PowerPoint slides, handouts, etc.).
Use more than one way to demonstrate or explain information.
When teaching, state objectives, review previous lessons and summarize periodically.
Make instructional on-line course materials available in text form.
Identifying and Helping Struggling Children
Coggle Mind Map by Eva Li
References
Tips for teaching deaf children with a mild hearing loss. (n.d.). Retrieved February 29, 2020, from
https://www.youtube.com/watch?v=jylb7TDn2Tk
https://www.swsc.org/domain/76
https://sites.ed.gov/idea/statute-chapter-33/subchapter-iv/part-b/1462/c
https://study.com/academy/lesson/assistive-technology-for-hearing-impaired-students.html
https://hiehelpcenter.org/treatment/speech-language-pathology/augmentative-alternative-communications-systems-aacs/
https://www.ferris.edu/RSS/disability/faculty-staff/classroom-issues/hearing/hearing-strategy.htm
Traumatic Brain Injury (Bryce Pearson)
(High Incidence)
Environment
Post class rules
Post daily schedule
Give preferential seating
Change to another class
Eliminate distractions (visual, auditory and olfactory)
Shorten length of school day
Provide frequent breaks
Provide quiet enviroment
Maintain consistent schedule
Method of Instruction
Repeat insructions
Circulate teacher around room
Provide visual prompts
Give immediate feedback
Point out similarities to previous learning & work
Speak clearly
Use manipulative materials
Pre-teach or reteach
Use peer tutor or partner
Small group instruction
Use simple sentences
Use individualized instruction
Pause frequently
Use cooperative learning
Encourage requests for clarification, repetition, etc
Use examples relevant to student's life
Demonstrate and encourage use of technology
Assign person to monitor student's progress
Contact person (home & school)
Weekly progress report (home & school)
Transitions
Use specified person to oversee transition between classes or end of the day
Advanced individualized planning for transition between grades/schools
Modified graduation requrements
Assistance with identifying post-secondary supports
Identification of community resources for persons with brain injury
Assistive Technology
Multimedia software
Electronic organizers
Shortcuts on computers
Concept mapping software
Accessibility options enabled on computer
Proofreading programs
Alternative keyboards
Voice output communication devices and reminders
Enlarged text or magnifiers
Recorded text & books
Specifialized calculators
Picture and symbol supported software
Talking spell checker & dictionary
Word predicting programs
Ipad/Tablet
Apps
Test Accommodations
Allow additional time to complete tests
Provide for completion of tests in a quiet, individual environment
Cut longer exams into series or shorter segments with breaks
Allow oral exams
Assess knowledge using multiple choice instead of open ended questions
Allow cheat sheets
Permit use of calculators
Allow dictionary and theasaurus
Behavioral Needs
Early interventions
Teach expected behavior
Learn to recognize signs of stress
Give non-verbal cues to discontinue behavior
Reinforce/praise positive behaviour
Set goals
Use social opportunities as reward
Use proactive haviour management strategies
Modification of non-academic asks (lunch, recess etc)
Communicate frequently with parents/caregivers
Time and place to regroup when upset
Additional structure in daily routine
Frequent specific feedback about behaviour
References
https://www.brainline.org/article/accommodations-guide-students-brain-injury
https://www.choa.org/~/media/files/Childrens/patients/school-program/traumatic-brain-injuries.pdf?la=en
https://www.brainline.org/article/life-changing-apps-people-brain-injury
https://www.brainline.org/article/classroom-interventions-students-traumatic-brain-injuries
https://cbirt.org/sites/cbirt.org/files/resources/classroomaccommodations_ocamp.pdf
Specific Accomodations
Memory Deficits
Monitoring planner (check-off system)
Written & verbal directions for tasks
Posted directions
Frequent review of information
Strategy for note taking during long reading assignement
PRovide a copy of notes
Open book or notes tests
Reminders for completing and turning in work
Repetition or instructions by student to check for comprehension
Gross/Mobility Difficulties
Priority in movement (e.g. going first or last)
Adaptive physical education
Modified activity level for recess
Special transportation
Use or ramps or elevators
Restroom adaptations
Early release from class
Assistance with carrying lunch tray, books, etc
Alternative evacuation plan
Simple route finding maps & cues
Visual Spatial Deficits
Large print materials
Distraction free work area
Modified materials (e.g., limit amount of material presented on single page, extraneous picture)
Graphs and tables provided to student
Use of math and reading template or guide
Processing Delays
Complex direction broken into steps
Repetition of pertinent information
Cueing student to question prior to asking
Use precise language
Organization Difficulties
Study guide or timeline
Daily calendar for assignments & tasks (digital or written)
Instructions using a planner or app
Provide color coded materials
Highlighted materials to emphasize important or urgent information
Fatigue
Reduced schedule
Planned rest breaks
Schedule arranged for high cognitive tasks to be followed by less stressful coursework
Attention
Visual prompts
Positive reinforcement
Higher rate of task change
Verbal prompts to check work
https://www.youtube.com/watch?v=OiLBPsTRLnQ
Orthopedic Impairment (Amy Lovestrand)
Definition: “a severe orthopedic impairment that adversely affects a child’s educational performance,” as determined by a doctor's evaluation. For example, a student may have less than full use of muscles or limbs.
Low incidence (1% of students served under IDEA)
Causes: birth defect, injury, amputation, cerebral palsy, severe burns, tuberculosis, other diseases or disorders
Accommodations
Transportation
IDEA requires accessible transportation to/from school
Parking nearby
School
Ramps, wide hallways, elevators, special exercise equipment
Schedule arranged for minimal distance between classes, modified activity or exempted from PE classes
Non-skid floors
Classroom
Allow space for maneuvering with mobility device (cane, wheelchair, crutches, etc.) and allow them to sit near the entrance.
Specialized furniture, such as chairs for posture development and high desks that wheelchairs can fit underneath
Assistive Technology
If writing by hand is difficult, typing, word processing, word-prediction, or speech-to-text technologies can be used.
If communication is impaired, a communication board or other augmentative communication device
Teaching
Be aware of student's condition and its effects. For example, the student may tire easily.
Consider student's mobility when grouping or planning activities requiring movement
Provide notes if note-taking is difficult
Testing
Student may require more time, a separate space, use of technology, someone to read the questions, or the option of answering orally.
Professional support
Physical or occupational therapy
Speech-language pathologists
Other therapy, such as massage
Teacher training / adaptive PE teachers (trained in exercise for disabilities)
School Community
Acknowledge the person and the disability. Don't patronize or avoid.
Ask them to tell you when they want assistance. (If it looks like they need help, ask first.)
Plan field trips, assemblies, and other activities with accessibility in mind
Allow/plan for lateness when mobility is an issue
If student is in a wheelchair, sit down to talk to them for more than a few minutes.
The student should be as involved as possible with the other students, and only removed from mainstream class/activities if recommended by doctor or IEP
References
Center for Parent Information & Resources. (2017, February 8). Supports, Modifications, and Accommodations for Students. Retrieved from
https://www.parentcenterhub.org/accommodations/
National Center for Education Statistics. (2019, May). Children and Youth With Disabilities. Retrieved from
https://nces.ed.gov/programs/coe/indicator_cgg.asp
National Center for Learning Disabilities. (2017, January 25). Identifying Struggling Students. Retrieved from
https://www.ncld.org/research/state-of-learning-disabilities/identifying-struggling-students/?utm_source=twitter&utm_medium=social&utm_campaign=stateofld2017
Project Ideal. (2013). Orthopedic Impairments. Retrieved from
http://www.projectidealonline.org/v/orthopedic-impairments/
Special Education Guide. (n.d.). Orthopedic Impairments: Special Ed. Info for Parents & Instructors. Retrieved from
https://www.specialeducationguide.com/disability-profiles/orthopedic-impairments/
Young, G., & MacCormack, J. (2018, May 4). Assistive Technology for Students with Learning Disabilities. Retrieved from
https://www.ldatschool.ca/assistive-technology/
https://www.youtube.com/watch?time_continue=26&v=MITnq3eiH9c&feature=e
Specific Learning Disabilities
(Amy Lovestrand & Eva Li)
High instance (the
most common
)
[percent of served]
https://nces.ed.gov/programs/coe/indicator_cgg.asp
(attached://6051301073fda850507170e49953f12d 150x80)
Definition
"a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia."
Sec. 300.8 (c)
Types
dyslexia: reading difficulties
dysgraphia: writing difficulties
discalculia: math difficulties
auditory processing disorder
nonverbal learning disbility
difficulties with reasoning
References
Special education Guide. (n.d.). A Guide to Specific Learning Disabilities. Retrieved March 1, 2020, from
https://www.specialeducationguide.com/disability-profiles/specific-learning-disabilities/
Successful Strategies for Teaching Students with Learning Disabilities. (2013, November 20). Retrieved March 1, 2020, from
https://ldaamerica.org/successful-strategies-for-teaching-students-with-learning-disabilities/
I Write, Therefore I Am: Assistive Technology Bridges The Handwriting Gap. (2019, July 1). Retrieved March 2, 2020, from
https://dopasolution.com/i-write-therefor-i-am-assistive-technology-bridges-the-gap-for-dysgraphia/
The Understood Team. (2020, February 14). What Is Dyslexia? Retrieved March 1, 2020, from
https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dyslexia/what-is-dyslexia
What is the Orton-Gillingham Approach? (2019, February 19). Retrieved March 2, 2020, from
https://www.ortonacademy.org/resources/what-is-the-orton-gillingham-approach/
The Understood Team. (2020, January 10). What Is Dyscalculia? Retrieved March 2, 2020, from
https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dyscalculia/what-is-dyscalculia
The Understood Team. (2019, October 4). Assistive Technology for Math. Retrieved March 2, 2020, from
https://www.understood.org/en/school-learning/assistive-technology/assistive-technologies-basics/assistive-technology-for-math
Successful Strategies for Teaching Students with Learning Disabilities
direct instruction
learning strategy instruction
using a sequential, simultaneous structured multi-sensory approach
break learning into small steps
administer probes
supply regular, quality feedback
use diagrams, graphics and pictures to augment what they say in words
provide ample independent, well-designed intensive practice
model instructional practices that they want students to follow
provide prompts of strategies to use
engage students in process type questions like “How is the strategy working? Where else might you apply it?”
Differentiated Instructions
Specific teaching strategies & Assistive Technology
Dyslexia
Specialised reading instruction focusing on phonemic awareness and decoding
The Orton-Gillingham Approach is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling does not come easily to individuals, such as those with dyslexia.
Audio books
Speech to text softwares
Reading apps and daily reading practices
Rhyming games
Dysgraphia
speech to text software
word processing software
letter tracing apps
typing tools
spelling & grammar software
low-tech assistive technology, e.g. a slant board
graphic organizers
math softwares for writing numbers and equations
Dysculculia
Multi-sensory techniques
Accomodations at school, e.g. extended time on test
math related games
drawing attention to the math in everyday activities
calculators
math notion tools
graph paper
graphing tools, drawing tools and equation-solving tools
manipulatives, e.g. number blocks, or number lines
graphic organizers
text to speech software
Other Health Impairment (OHI)
[Thomas Bivens]
Defined as:
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, that is due to chronic or acute health problems and adversely affects a child’s educational performance.
Includes
Asthma
Attention Deficit Disorders
(ADD & ADHD)
Diabetes
Epilepsy
Heart Condition
Hemophilia
Lead Poisoning
Leukemia
Nephritis
Rheumatic Fever
Sickle Cell Anemia
Tourette Syndrome
Incidence Type:
High
Note:
Students with AD/HD are far and away the highest incidence condition in this category. They are also the students most likely to be impacted negatively by their condition; students with epilepsy, asthma and other conditions in the OHI category may have little or no adverse impact on educational performance when their conditions are properly medicated.
Teaching Strategies
For AD/HD:
Allow extra time for these students to shift from one activity or environment to the next.
Teach these students specific techniques for organizing their thoughts and materials. Organize the classroom accordingly, and keep all materials in permanent locations for easy access.
Allow extra time for finishing assignments or for testing.
For more complex activities, simplify steps to make them more manageable.
Seat the student close to the teacher and away from any peers that might be distracting.
Post a daily and weekly schedule that clearly delineates each activity. These schedules can then be used as prompts to direct the student back on task.
Keep these schedules as consistent as possible, and keep unstructured time at a minimum
Teach these students to create their own goals and objectives to help them learn to manage their lives across any number of environments and activities.
For Other OHI Conditions:
The primary issue in other health impairments, whatever the condition, is the resulting symptoms could adversely impact the student's educational performance. So long as the condition is controlled through medication and does not impact learning, specialized teaching strategies for that child are not necessary outside of general awareness of the condition.
Assistive Technologies
For Other OHI Conditions:
For most students in the OHI category, it is the needs of the individual that drive the designation of appropriate assistive technology. For the most part, the majority of these students can access and benefit from the same technological supports that are used with their normally developing peers.
For AD/HD:
Low Tech:
Look for tools that can be helpful in strengthening and supporting the organizational abilities of these individuals. Low tech devices such as notebooks and dividers can be utilized to record and organize assigned homework and classroom tasks.
High Tech
There are plethora of gadgets and software to assist those struggling with AD/HD. These include:
Talking calculators
Audio books and reading software
Optical characters recognition programs
Speech synthesizers/readers
Portable word processors
Speech-recognition programs
Word-prediction software
References
IDEA, Regulations, Section 300.8. (2018, May 25).
Retrieved March 2, 2020, from
https://sites.ed.gov/idea/regs/b/a/300.8/c
Assistive Technology for ADHD Challenges at School (2017, October 4).
Retrieved March 2, 2020, from
https://sites.ed.gov/idea/regs/b/a/300.8/c
Project IDEAL, Other Health Impairments (no date).
Retrieved March 2, 2020, from
http://www.projectidealonline.org/v/health-impairments/
Very Well Mind, 18 Simple School Strategies for Students With ADHD (2018, October 1).
Retrieved March 2, 2020, from
https://www.verywellmind.com/help-for-students-with-adhd-20538
To the Teachers of ADHD Students (2018, August 24).
Retrieved March 2, 2020, from h ttps://www.youtube.com/watch?v=2SFB8BTfAG0
To the Teachers of ADHD Students
https://www.youtube.com/watch?v=2SFB8BTfAG0
Multiple Disabilities (Rehmat Dossa)
Categorised as Low -Incidence Disability
Low Incidence Disabilities make up 20% of all students with disabilities.
have received some type of special education service since birth
need the same attention as students without disabilities
includes students with moderate to severe intellectual disabilities (IQ < 50)
General accommodations and modifications for students with Low-Incidence disabilities:
Individualize - accommodations will vary from student to student. Some students may be incredibly gifted in traditional subjects.
Make changes to classroom environment - Classroom arrangement is crucial for students with physical disabilities. Students with hearing, visual, and physical impairments require adequate space for efficient movement throughout the classroom. Materials needs to be placed for easier access. Appropriate seating arrangements and orientation to the classroom and school may be necessary.
Match expectations to curricular objectives and instruction - goals and expectations may not be the same as students without disabilities, but may be related to the course standards and competencies
Allow scheduled breaks - Students with low-incidence disabilities may get exhausted or need time alone (Autism spectrum disorder).
Predictable schedules - Students with low-incidence disabilities need predictable, structured routines. For students with Autism spectrum disorder, this may help reduce behavioral issues.
Assistive Technology & Other Accommodations
An assigned aid can provide assistance in cases in which functioning independently is difficult or impossible.
Priority seating
Modifying curriculum
1 more item...
Software: 'Visual Assistant'. Teachers and service providers can program a number of different skill sets and instructions to be accessible to the student at any time. It can include visual information in the form of digital pictures or line drawings, as well as audio messages and instructions
References
1 more item...
Physical therapy and occupational therapy can ease physical challenges, and in turn, they can improve a student’s ability to function inside the classroom.
Alternative communication methods, including text-to-speech technologies, hearing aids and sign language, can neutralize communication problems.
[Accommodations and Modifications for Students with Disabilities]
https://youtu.be/O0xdaCEqrU0
may have a developmental delay
Definition
Multiple Disabilities is the simultaneous occurrence of two or more disabling conditions that affect learning or other important life functions. These disabilities could be a combination of both motor and sensory nature.
Examples of Multiple Disabilities
Intellectual disability + blindness, Intellectual disability+ orthopedic impairment
Common characteristics
hampered speech and communication skills,
challenges with mobility and a need for assistance in performing everyday activities.
My Coggle for Special Education Referral Process
Emotional Disturbance
Types of Emotional Disturbances
Phobias
Anorexia Nervosa
Generalized anxiety disorder
Buliema Nervosa
Post-traumatic stress disorder
Selective mutism
Depression
Bipolar disorder
Schizophrenia
Tourette syndrome
Obsessive/compulsive disorder (OCD)
Oppositional defiant disorder
Conduct disorder
School environment
Positive climate, culturally sensitve
High levels of parent and community involvement
Establish and teach common rules and expectations for all students in all school settings
Positively reinforce students who follow the rules and meet expectations
High level of supervision
Train and inform all staff members about general methods used to resolve conflict, standard procedures to follow (emergency pans/procedures), and contents of every behavioral plan
Make plans for teacher buddy system and response to loud sudden noises
Identifying a Struggling Student
My Coggle Mindmap
Teaching Strategies
Facilitate predictable and consistent environment
Create class guidelines, procedures, and engagement systems so each student knows the class expectations and routines
Make and discuss goals often with each student, develop a contract of what student must do to achieve goal, relate goals to the group goals
Brain-based Learning Centers - identify a "cooling down zone" area for the student when they become angry or frustrating
Personalized check-in notes
Structured emotional support "2x10 Strategy"
Implement and use Zones of Regulation
Frequent breaks
Help student organize a notebook/folder for class, use agenda to keep track of schedule, assignments, and activites
Use a variety of visual and auditory teaching techniques ex. Smart Board, computer, or tape recorded
Provide positive peer support for student and allow student to work in group setting
Allow student extra time to complete assignments
Reward Frequently, create techniques for supporting positive behavior
Token economy
Classroom behavior chart
Lottery system
Positive peer review
Journaling
https://youtu.be/i4f1hsl_tB8
Assistive Technologies
Low-tech
Behavior Charts
Vision boards
Point/Incentive Sheets
Mid-tech
The Talklight
Music Players
Reminder devices
Text-to-speech software
Voice-recognition software
Electronic organizer
High-tech
Wii system
Calm Connect
Ipad/tablet Computer
Sources
http://www.talklight.ws/
https://sbaxter4teach.blogspot.com/2014/02/assistive-technology-for-students-with_11.html
https://www.educationcorner.com/behavioral-disorders-in-the-classroom.html
https://www.theclassroom.com/effective-students-emotional-behavioral-disorders-7216254.html
https://elementaryemotionaldisturbance.weebly.com/for-teachers.html
https://sites.google.com/site/inclusionresourcenotebook/disability-areas/high-incidence-disabilities
Deafness (John Gahan)
Assistive Technologies
To Enhance Listening
FM (Frequency Modulation) systems
Infrared and Audio Induction Loop Systems
Coupling Accessories, to Connect with Media Devices (e.g., computers, TVs, tablets, smartphones)
To Convey Information Visually
Visual Alerting Devices (e.g., specially designed smoke detectors, timers, and phone alerting equipment)
Captioning
Real-Time Transcription
Telecommunication
Texting
Video Chat Applications
Smartphones
Tablets
Captioned Telephones
](
https://www.youtube.com/watch?v=RrrLA0GLfo8#action=share
)
Low-Incidence
Other Accommodations
Working with a Sign Language Interpreter
Providing Sign Language Education to All Students
Promoting Full Inclusion and High Expectation of Deaf Students in and Out of the Classroom
Effective Communication Strategies
Proximity to Student
Clear Speech
Showing Face to Student when Speaking
Adjusting Lighting
Amplification
Repeating and Paraphrasing Information
Visual Supports (e.g., graphics, charts, hand-on demonstrations)
Creating Accessible Materials According to Students' IEPs
(
https://www.youtube.com/watch?v=AabEjLqoePc
)
References:
Low-Incidence Disabilities - Inclusion Resource. (n.d.). Retrieved March 1, 2020, from
https://sites.google.com/site/inclusionresourcenotebook/disability-areas/low-incidence-disabilities
Assistive Technologies for Individuals Who are Deaf or Hard of Hearing. (n.d.). Retrieved March 1, 2020, from
https://www3.gallaudet.edu/clerc-center/info-to-go/assistive-technology/assistive-technologies.html
Accommodating Deaf and Hard of Hearing Students in Schools. (n.d.). Retrieved March 1, 2020, from
https://www3.gallaudet.edu/clerc-center/tips-to-go/tips-to-go-bookmarks---supporting-educational-success/accommodating-deaf-and-hard-of-hearing-students-in-schools.html
MinnesotaDHS. (2019, June 18). Assistive Technology. (Link in video itself. Providing link automatically embeds video.)
AutomaticSync. (2017, March 30). Whiteboard Wednesday: Accommodations for the Deaf and Hard of Hearing. (Link in video itself. Providing link automatically embeds video.)
Mental Retardation
Daniel Hwang
low incidence
Reference
Definition
- An intellectual disability, formerly referred to as “mental retardation”, is not an inherent trait of any individual, but instead is characterized by a combination of deficits in both cognitive functioning and adaptive behavior. The severity of the intellectual disability is determined by the discrepancy between the individual's capabilities in learning and in and the expectations of the social environment.
It should be noted that while the term “mental retardation” is still widely used within education and government agencies; however, many advocacy groups feel that this label has too many negative connotations. The newer terms of intellectual disability or developmental disability are becoming far more accepted and prevalent within the field.
Reference
Synonyms
for Mental Retardation: Cognitive Limitation, Developmental delay (global), Learning Disability (In Europe, not US), slow learner, Intellectual Disability
Classroom Strategies
Teach one concept or activity component at a time
Teach one step at a time to help support memorization and sequencing
Teach students in small groups, or one-on-one, if possible
Always provide multiple opportunities to practice skills in a number of different settings
Use physical and verbal prompting to guide correct responses, and provide specific verbal praise to reinforce these responses
Learning tasks broken down into small steps
Hands on Learning and avoid lengthy verbal instruction
Use visual aids
Provide direct feedback
Assistive Technology
-The use of real materials or actual tools in natural environments is an essential component in the effective instruction of students with intellectual disabilities. Although these materials would be labeled as “low tech” teaching resources, they serve to both motivate the student and facilitate generalization to multiple environments. An example of this type of technology would be the use of manipulatives or concrete objects for a math lesson. Teachers should keep in mind that students with intellectual disabilities in inclusive classrooms also benefit from using the same materials as the rest of the students whenever possible. In other words, a high school student would use a calculator to work math problems whereas an elementary student may be more likely to use counting blocks.
https://www.youtube.com/watch?v=K6WmGhY8Q4I
Assessment Strategies
Reference
Allow extensions to assignment deadlines
Use technology to record students work, e.g. digital photography, tape and video.
Students may take longer to organise thoughts and sequence material. They will benefit from discussing their outlines, with particular attention being paid to appropriate relationships and connections between points.
Encourage the student to submit an early draft of assignments to allow the opportunity for feedback to the student as a formative process.
Students with an intellectual disability will need extra time in an examination for reading and analysing questions and for planning their answers. Some students will request that examination questions be read to them. Some students may prefer to dictate their answers to a scribe. They will need a venue which is quiet and distraction-free.
Keep short your written examination instructions and sentences within examination questions. Questions using bullet points, lists or distinct parts are more likely to be correctly interpreted.
Because students with intellectual disability find it difficult to read multiple choice questions in a way that allows them to appreciate subtle changes in the arrangement of words, short answer questions will be a better test of their knowledge.
Students may benefit from an exam timetable that features a number of days between exams to assist in exam preparation.
Many students with intellectual disability are chronic misspellers and use dictionaries only with great difficulty.
Deaf-Blind
(Group)
low incidence
High impact
80% of what we learn is learned visually
Hearing is the basis of the communication/language system that most people use.
Teaching Strategies
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
Fingerspelling
Picture symbols
American Sign Language
https://youtu.be/9GrK3P15TYU
Braille
Tadoma method of speech reading
https://youtu.be/U_QMS-hzRMs
Pidgin Signed English
References
www.projectidealonline.org/v/deaf-blindness/
Assistive Technology
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 computer
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
Telecommunication Devices TDD
How to Teach Students with Speech and Language Disabilities
Give time to think and respond to questions
Encourage and accept all forms of communication
Be conscious of your own communication style
Build vocabulary
Help with sequencing and word order
Teach active listening skills
Use sound discrimination exercises
Help build self-esteem
"My niece was born with her tongue too big for her mouth. As she grew, she was unable to make sounds with her mouth because of her tongue. She learned sign language to communicate. She had speech therapy and used an iPad to speak when she couldn't use sign language. I learned sign language to "talk" with my niece. I taught her how to say, uncle. Her disability has taught me so much about teaching children with speech disabillity." -Mr. Taylor Bonilla
High Incidence
makes up 80% of students with disabilities
Often hard to distinguish from students without disabilities, especially in non-school settings.
Often display a combination of academic, behavioral and social problems.
Can meet same standards as students without disabilities when highly structured interventions are put into place.
Emotional disturbance
is defined by IDEA as
a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:
(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal circumstances.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with personal or school problems.
(ii) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted
https://youtu.be/KcxPQ3AYpqo
Assistive Technology
High-Incidence Disability
Unaided communication systems
Ex: include gestures, body language, and/or sign language. One advantage of unaided communication systems is that it does not require any technology beyond the person's body.
Low-tech AAC
This includes things like a simple pen and paper to write messages on, as well as pictures boards, that can be carried to aid communication. On picture boards, users can point to images, words, pictures, drawings, or letters in order to communicate their message.
devices, software, smartphone applications, electronic communication boards, and keyboards. Many high-tech AAC devices are Speech Generating Devices, which means they can produce digitized speech when the user either types a message or presses on images, words, or letters.
Refences:
https://www.teachingenglish.org.uk/article/speech-language-impairment
https://www.cengage.com/resource_uploads/downloads/0495090476_151113.pdf
https://slideplayer.com/slide/7099910/
https://www.specialeducationguide.com/disability-profiles/speech-and-language-impairments/
https://guides.library.illinois.edu/c.php?g=613892&p=4265891
“a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child's educational performance.”
https://www.youtube.com/watch?v=09rfaRUsGPk
Students who have language problems such as a limited vocabulary may also be
able to use graphic interfaces that allow them to generate synthesized words that are paired with pictures or
icons.
Deaf-blindness under federal law means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
LaRae Melvin
shared characteristics
High-tech AAC
https://www.youtube.com/watch?v=kE3DqJP-nkI&feature=emb_logo
https://www.youtube.com/watch?v=GRJS-jeZ7Is&feature=emb_logo
CERT 02/2020 Cohort 6
