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10 Categories of Disabilities Under IDEA ( Orthopedic Impairment …

- - - - Avoiding eye contact (Signs of autism, n.d.)
      - Delayed speech and communication skills (Signs of autism, n.d.)
      - Being upset by relatively minor changes (Signs of autism, n.d.)
      - Unexpected reactions to sounds, tastes, sights, touch and smells (Signs of autism, n.d.)
      - Focusing on or becoming obsessed by a narrow range of interests or objects (Signs of autism, n.d.)
    - - Meetings
      - ILP
      - Feedback
    - - Visuals
      - Audio
      - Videos
    - - Hypo-sensitivities
        
        Visual supports for those who have difficulty processing spoken information. (Bergman, J., n.d.)
        
        Sensory-stimulating toys (sensory tools or fidgets) (Bergman, J., n.d.)
        
        Opportunities for rocking, swinging and other sensory stimulating activities (Bergman, J., n.d.)
        
        Fun opportunities to practice physical skills (catching, dancing, jumping, running, etc.) (Bergman, J., n.d.)
      - Hyper-sensitivities
        
        Ear plugs or headphones in noisy environments (Bergman, J., n.d.)
        
        Sunglasses or visor to block overhead fluorescent lighting (Bergman, J., n.d.)
        
        Dimmed lights (Bergman, J., n.d.)
      - Social interaction skills
        
        Partners
        
        Small groups
        
        One on one
    - - ADHD
      - Anxiety
      - Disrupted sleep
      - Depression
      - Feeding issues
      - OCD
      - Epilepsy
      - Schizophrenia
      - Bipolar Disorder
    - - https://coggle.it/diagram/XoW0LI9RphhD8mK8/t/how-to-help-a-www-youtube-com-watch-v-2sxtzl8tuek-t-33s/f6fdb5ab07fe72c2714c1a3f1a60666db0c11e5771d4417d5345c38e502783e7
- - - - Because terminology for this section is so vague, it has become a catch all for those that have a disability but do not fit in another category (Your Special Education Rights, n.d.) (video above)
  - - - My SPED Mindmap
      - Give extended time on tests
      - Modification of assignments: gamification, challenges
      - Reduce written work
      - Reduced demands on limited working memory capacity
      - Fidget toys - to keep hands busy not to take away attention
      - Reminder System: Checklists and homework organizer
      - Breaking projects into smaller simple steps
      - Keep things in the same place so they are easier to find
      - Emotional Boundaries: when crossed come back to discuss again when calm
      - Rewards for effort
      - https://www.youtube.com/watch?v=OM0Xv0eVGtY
    - - Reminder Devices like Time Timer, any.do, droptask or wunderlist.com
      - Audiobook Services like Audible.com or bookshare.org
      - Speech Recognition Software: nuance.com or simplyspeakinginc.com
      - Talking Calculators like independentliving.com, mxiaids.com, abledata.com
      - Graphic Organizers
      - Classroom Behavior: Class Dojo
      - OCR programs allowing students to scan material to an easy-to-read screen like freedomscientific.com, wizcomtech.com
      - Portable word processors for those who have trouble with handwriting noteability, renlearn.com or writerlearning.com
    - - Identifiers
        
        Inattention
        
        disorganized
        
        Doesn't follow through
        
        doesn't pay attention
        
        Is forgetful
        
        Doesn't seem to listen
        
        Loses things
        
        Late homework
        
        Impulsivity
        
        Lacks self control
        
        Difficulty awaiting turn
        
        Blurts out
        
        Interrupts
        
        Intrudes
        
        Hyperactivity
        
        Can't sit still
        
        Fidgets
        
        Talks a lot
        
        Runs or climbs a lot
        
        Always on the go
        
        Weak Executive Functioning
        
        Impaired Sense of Time
        
        Not learning easily from rewards and punishments
        
        Low Frustration Tolerance
        
        Often have other Serious Learning Problems or other Co-Existing Conditions
        
        Language Deficits
- - - - Devices for Memory and Organization
        
        Day planner (Special Education Guide, n.d.)
        
        Helps the student stay organized and not become overwhelmed
        
        Medication reminders (Project IDEAL, n.d.)
        
        A small alarm clock or an alarm on a smartphone
        
        Digital clocks (Disability Rights New Jersey, 2017)
        
        Student may have trouble reading clock hands
      - Devices to Access Information
        
        Tinted overlays for reading to help with visual processing (Project IDEAL, n.d.)
        
        Electronic spellers
        
        Screen reading software (Project IDEAL, n.d.)
      - Devices for Positioning and Mobility
        
        Canes, crutches, wheelchairs
        
        Ensure every area of the classroom is easily accessible regardless of mobility device
        
        Specialized chairs, desks, and tables (Project IDEAL, n.d.)
    - - Specific interventions and accommodations to ensure successful school reintegration should be developed after careful assessment of the student's needs, including medical, physical, cognitive, and social-emotional problems (Bowen, 2018).
      - Collaborate with special education department to ensure student's success: https://coggle.it/diagram/Xobg_6gqP3TAATJl/t/identifying-and-assisting-students-with-by-katie-kalmusky/cf1e375cc594f3c44e8883942c9f63b2e6befddbf11b073088367296540dfa38
      - Give extra time to complete assessments
      - Assist student in maintaining day planner to keep track of assignments and help the student stay organized (Special Education Guide, n.d.)
      - Noise and activity levels should be controlled
      - Provide repetition and consistency
      - Incorporate more group instruction so peers can help each other (Low Incidence Disabilities (IDEA), n.d.)
      - Maintain a set schedule and break down complex directions into smaller steps (Bowen, 2018)
      - Provide seating at the front of the classroom (Low Incidence Disabilities (IDEA), n.d.)
      - Give lots of praise and encouragement
      - Provide immediate positive feedback
    - - Behavioral/ Emotional Symptoms
        
        Difficulty accepting and responding to change (Project IDEAL, n.d.)
        
        Aggressive behavior (Project IDEAL, n.d.)
        
        Easily distracted, low frustration levels, difficulty regulating emotions (Project IDEAL, n.d.)
      - Social Skills Development
        
        Limited initiation of social interactions and insensitivity to others' feelings (Project IDEAL, n.d.)
        
        Inappropriate responses to the environment (Project IDEAL, n.d.)
        
        Difficulties maintaining relationships (Project IDEAL, n.d.)
      - Cognitive Symptoms
        
        Decreased attention, organizational skills, and problem solving ability (Bowen, 2018)
        
        Memory impairment and poor concentration (Bowen, 2018)
        
        Difficulty with abstract concepts, reading, and writing (Low Incidence Disabilities (IDEA), n.d.)
- - - - congenital anomalies
      - disease
        
        poliomyelitis
        
        osteogenesis imperfecta
        
        muscular dystrophy
        
        bone tuberculosis
      - other causes
        
        cerebral palsy
        
        amputations
        
        fractures
        
        burns
  - - - Ask the student to let you know when he/she needs assistance. Allow the student to be his/her own advocate.
      - If it appears that a student needs help, ask if you can help. If the student refuses, be courteous.
      - Do not patronize a student in a wheelchair by patting him/her on the head.
      - Encourage students who use crutches, canes, or walkers to keep them within close distance so they are accessible. Make accommodations for addition space when needed.
      - Words like “running” or “walking” are appropriate. Sensitivity to these words is unnecessary. People who use wheelchairs use these words as well.
    - - Include all students in group projects, interactions, and discussions.
        
        If needed, allow students more time to complete activities.
        
        Lower chalkboard, whiteboard, or screen for information to be accessed by all.
        
        Treat students with disabilities as equal partners within groups with peers.
  - - - Allow more time for students with disabilities to complete testing.
      - Give exams in a manner which is meaningful to the student. If the student requires oral or computer based exams, teachers should be accommodating.
      - Consider using “writers” for students, having them orally disseminate their answers while a peer writes them down.
      - Be aware of the time needed for writing. Some students may need additional time based on writing speed.
      - Provide assessments in different forms other than testing.
  - - - Discuss areas of difficulty with student. Together, create a plan for alternative procedures when necessary with the goal of not disengaging the student.
      - If needed, consider alternative activities which have the same learning outcome / objectives.
      - Before attending a field experience, call ahead to be certain that students in wheelchairs are able to participate fully.
      - When planning for transportation, be mindful of the needs of students who use wheelchairs, walkers, or canes. Additional space on buses or alternative buses may be needed.
      - While on the field experience provide assistance when needed, but provide positive reinforcement when activities are completed independently.
      - The peer-buddy system is a strong tool for providing support for all students throughout a field experience.
      - Providing each student with a buddy allows everyone to have someone to work with. This includes students with disabilities as well as their peers.
      - If possible, increase wheel, button, or handle size on equipment.
      - Make special arrangements with the curators of the field experience if needed in order to provide meaningful experiences for all students.
      - While considering if a field experience is appropriate, take the following into account;
        
        Are parking spaces reserved for people with disabilities?
        
        Is there a ramp or step-free entrance?
        
        If the site is not on the ground floor, does the building have an elevator?
        
        Are water fountains and telephones low enough for a student in a wheelchair?
- - - - Sign Language Interpreting.
      - Utilize the use of visual supplement.
      - Preferred Seating or font of the class.
      - Brief and clear instructions.
      - Keep unnecessary noise to a minimum.
    - - Advance information and try to face the students when lecturing, some student could read the lips.
      - Repeat clearly any questions the student asked.
      - All information should also be available as handouts.
      - Provide written materials for the lesson.
      - Provide notes or have a peer note-taking.
      - Flexible delivery of teaching materials like videos or other platforms.
      - Provide alternatives to those assignments which are based on interviews or questionnaires.
    - - interactive whiteboards (IWBs)
- - - - • Problems seeing in low light or bright light.
      - • Difficulty recognizing people or reading facial expressions.
      - • Holds reading material very close to the face.
      - • Relies mostly on touch to find things.
      - • Not making eye contact when speaking.
      - • Bumping into things when moving around the room.
    - - • Giving strange responses to simple questions.
      - • Not being able to hear noises around them
      - • Functioning below intellectual potential.
      - • Frequent and recurring ear infections.
      - • Ringing in the ears or pain in the ears.
      - • Dizziness and “head noises”.
      - • Limited speech and vocabulary including mispronunciation.
      - • Failure to pay attention to casual conversations.
  - - - LOW INCIDENCE
  - - - Optical character reader
      - Electronic braillewriter
      - Braille notetakers
    - - Braille translation software
      - Braille printer
      - Screen reader
      - Screen enlargement software
      - Refreshable Braille display
  - - - An environment where it is easy and safe for the student to move around
      - Small group or individual instruction
      - Large prints, physical objects and braille
      - High contrast between the color of the object used to teach and the background
      - Touch cues and finger spelling
      - Constant routines and format to provide information
- - - - INTERNALIZING BEHAVIOR
        
        Nightmares/Inability to sleep
        
        Substance abuse
        
        High levels of anxiety
        
        Depression
        
        Social isolation
        
        Withdrawn temperament
      - EXTERNALIZING BEHAVIOR
        
        Destruction of property
        
        Physical violence
        
        Trouble with the law
        
        Loud/obnoxious behavior
        
        Making threats towards others
      - Common Disorders
        
        Oppositional Defiant Disorder (O.D.D.)
        
        Attention Deficit Hyper-active Disorder (ADHD)
        
        Anxiety
        
        Bipolar Disorder
        
        Conduct Disorders
        
        Antisocial Behavior (Hostility towards people and society in general)
        
        Schizophrenia (usually not apparent, developed or diagnosed until well after high school)
  - - - A physical illness or disability.
      - An undernourished or malnourished lifestyle.
      - Brain damage.
      - Hereditary factors.
      - Prenatal exposure to drugs or alcohol.
    - - Family income below the poverty level.
      - Stress in the family unit because of divorce or some other emotional upset.
      - Inconsistent rules or expectations as well as inconsistent and unhealthy discipline.
      - Parents have a lack of interest or concern for the teen, which leads to a lack of supervision or neglect.
      - Family members are poor role models, perhaps violent, perhaps getting in trouble with the law.
      - Parents or siblings physically abuse the child.
      - There is an overall low rate of positive interactions and high rate of negative interactions in the family.
      - The family has a poor attitude toward school or education.
    - - Teachers aren’t capable of managing the teen’s classroom, creating a negative environment.
      - The school is insensitive to student differences or cultural issues.
      - Rules are inconsistent.
  - - - Class rules
      - Consistent consequences
      - Engaging lessons
      - Relationship building
      - Differentiation
    - - Positive reinforcement
      - Token systems
      - Tiers/levels
      - Fun &games
    - - Listen
      - Make jokes
      - Diffuse
      - Compromise
    - - Students regulate their own behavior
      - Students are accountable to themselves
  - - - References
        
        Categories of Disability Under IDEA. (2017, March 14). Retrieved April 4, 2020, from https://www.parentcenterhub.org/categories/
        
        Differentiation Techniques for Special Needs Students. (n.d.). Retrieved April 4, 2020, from https://sites.google.com/site/lrtsas/differentiation/differentiation-techniques-for-special-education
        
        Beacon. (2017, October 24). What Causes Emotional Behavior Disorder? Retrieved April 5, 2020, from https://www.jys.org/what-causes-emotional-behavior-disorder/
- - - - Difficulty following verbal directions
      - Difficulty with oral expression
      - Some difficulties with social/emotional or interpersonal skills
      - Will often have a degree of language delay
      - Often follows and rarely leads
      - Will usually exhibit some form of articulation difficulty
      - Can become easily frustrated if their needs are not met — which may lead to some behavioral difficulties
      - Sometimes the use of hearing aids leads to embarrassment and fear of rejection from peers
  - - - Help the child to feel comfortable with their hearing device and promote understanding and acceptance with other children in the class.
      - Keep noise to a minimum as noisy environments mind be upsetting for those that do use hearing aids.
        
        When using videos, make sure you use the 'closed captioning' feature
        
        Use visual approaches whenever possible
        
        Enunciate words clearly using lip movement to assist the child to lip read.
        
        Keep close proximity to the student.
        
        Keep classroom instructs clear and concise as possible
        
        1 more item...
        
        It is preferable for them to sit towards the front of the classroom
        
        Check the devices of those that have them often to ensure it is working
    - - Provide small group work when possible.
      - Make assessment accommodations to enable a clear picture of demonstrated academic growth.
      - Provide visual materials and demos whenever possible.
      - Use the buddy system to partner students who can help those with hearing loss.
- - - - 1 step at a time
      - 1 content at a time
      - 1 activity component at a time
    - - Practice in different settings
      - Skills applications
    - - Visual
      - Verbal
      - Audio
      - Real materials/Actual tools
      - Learning software
    - - Award
      - Verbal Praising
    - - Small Groups
      - One on one
    - - Behavior chart :bar_chart:
      - Feedback meetings