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CERT 03/2020 Cohort 10 (Visual Impairment download-4 (Teaching…

- - - - Talk with department head, upon approval contact parents and education specialist
        
        Parents or guardians, medical professional, educational specialist are able to provide information about learner’s difficulties.
        
        Classroom environment is appraised to see if it is suitable for the learner. is the classroom crowded? Is it on the 2nd or 3rd floor? With health impairment will the learner be able to safely remain in class? Is Learner able to attend physical class?
        
        IEP is formed. Differentiation strategy is determined. Based on learner needs, IEP is separated into full time or part time classroom presence.
        
        Health Impairment preventing full time in class learner. IEP is tailored according to this need.
        
        Differentiation methods could include: Note taker, or homework buddy to help with missed classes. Online-offline materials and homework submission. Blended learning format with a focus on independent Project Based Learning or Problem Based Learning. Learner should be included as much as possible in normal classroom learning, However a tutor or 1-1 or small group sessions can be used to bridge any gaps in content.
        
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        Health Impairment allows learner to remain in classroom full time, with assistance. IEP is tailored according to learner needs,
        
        Differentiation Strageties: Assistive technology in the classroom can be used if needed. Laptops, personal recorders, or speech to text can be used as needed to assist learner. Small group or peer learning can provide support for fatigued learner, and as. A way for learner to remain socially connected. Blended learning model learning, with a focus in more independent learning.
        
        2 more items...
    - - No :no_entry:
        
        No further action needed
- - - - Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction
        
        Student Differences / Difficulties
        
        Style of thinking tends to be visual and concrete
        
        Planning, organising and sequencing thoughts are often weaker
        
        Applying and generalising known skills often takes much more time
        
        Difficulty identifying and filtering the important information from an environment
        
        Difficulty evaluating their own progress
        
        Might struggle to retain purely verbal information
    - - Presentation and layout of material
        
        Make things as visual as possible
        
        bullet point tasks so they are clear
        
        plan work with a clear start and finish
      - Use the child’s likely relative strengths
        
        Focus to detail
        
        concentration on certain
        topics may well be a real asset in some tasks
        
        gives the opportunity for the child to be seen
        to excel
      - Amount of information given
        
        List the points to
        look out for on the board
      - Multi-tasking
        
        allow them to watch or listen first then make notes
      - Reducing purely administrative tasks
        
        allow a flow diagram or cut and stick
        
        try to utilise the computer
        
        Allow the child to get on with the work before writing the date, title and learning
        objective
      - Homework
        
        Limit the number of examples
        
        Write out very clearly the entire homework task
        
        Accept that the task might not be exactly what you meant
    - - High-Tech Strategies
        
        video cameras
        
        adaptive hardware
        
        omplex voice output devices
        
        speech-generating device
        
        Specific Examples
        
        GoTalks are a type of speech generating devices
        
        Life Skills Winner is an application that allows users to score points while learning daily living tasks
        
        FaceSay produces games that can help ASD children/adults to better recognize behavioral and emotional cues
      - laminates
      - Low-Tech Strategies
      - low-vocabulary books, audio and video tapes
      - manipulatives
      - different types of paper
      - a variety of writing utensils:
      - desk organizers
      - Mid-Tech Strategies
      - simple voice output devices
      - talking calculators
      - overhead projector
      - tape-recorder
- - - - Higher Tech
        
        word prediction software
        
        computer programs and tablet applications that provide text-to-speech
        
        EXAMPLE LINK: AT FOR VOICE OUTPUT. https://www.youtube.com/watch?v=7Ovexx0wzhc
        
        Storyline Online – A free online streaming video program featuring books read aloud
      - Mid Tech
        
        graphic organizer software
        
        Pentop Computers
        
        Calculators
        
        Graphing Calculators
        
        Audio recorders
        
        Talking dictionary
      - Low Tech
        
        Notepad
        
        Cue cards
        
        Paper and pencil
    - - working with a speech-language pathologist during the preschool years
        
        incorporate games and play in the therapeutic process as many children respond better to therapy couched as a game—and many speech therapies and diagnostic routines have the repetitive tone of a game anyway
        
        EXAMPLE LINK: https://www.youtube.com/watch?v=BLuZdiX7Wrg
        
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      - don't require to speak precisely or correctly at all times - allow talking to be fun and enjoyable
      - avoid corrections or criticisms such as "slow down," "take your time," or "take a deep breath." These comments, however well-intentioned, will only make the child feel more self-conscious
      - Don't interrupt or tell them to start over
      - Don't tell them to think before speaking
      - Speak slowly and clearly when talking to the child or others in his or her presence
      - Maintain eye contact and try not to look away or show signs of being upset.
      - Let them speak for himself or herself and to finish thoughts and sentences. Pause before responding to their questions or comments
    - - TO CLASS
        
        Taking class time to teach about bullying
        
        Encourage participation to all in classroom activities and discussions
        
        Model acceptance and understanding in classroom
        
        Use a peer-buddy system when appropriate
        
        Be near the student when giving instructions and ask the student to repeat the instructions and prompt when necessary
        
        Help all members of the class learn to take turns talking and listening. All students — and especially those who stutter — find it much easier to talk when there are few interruptions and they have the listener’s attention.
        
        EXAMPLE LINK: https://www.youtube.com/watch?v=hwjO-vWo4Oc
        
        Have the student sit in an accessible location to frequently monitor their understanding
      - TO TEACHING STAFF
        
        improved staff training and knowledge
        
        Establish communication goals related to student work experiences and plan strategies for the transition from school to employment and adult life
      - TO STUDENT
        
        give additional time to complete assignments or make up work
        
        record presentations on their iPad beforehand. Video recordings can be uploaded
        
        substituting written papers or projects for oral presentations
        
        allowing the student to demonstrate learning one-on-one
        
        ask the child to read aloud in unison with someone else
        
        Provide assistance and provide positive reinforcement when the student shows the ability to do something unaided
- - - - Reading and Reading Comprehension
        
        Dyslexia
        
        Common Issues
        
        Decoding
        
        Learning Accommodations
        
        Audio recordings in place of text
        
        Chunk readings into smaller sections
        
        Use dyslexia fonts
        
        Use structured literacy methods (as opposed to Guided Reading or Balanced Literacy)
        
        Poor Spelling
        
        Learning Accommodations
        
        Teach word origin and meaning
        
        Frequent practice
        
        Link spelling instruction to structured literacy methods and specific phoneme awareness
      - Numbers and Mathematical Reasoning
        
        Dyscalculia
        
        Common Issues
        
        Inability to grasp and remember mathematical concepts, rules, formulae, and sequences
        
        Learner Accommodations
        
        Teach mathematical concepts sequentially
        
        Multi-sensory teaching using concrete objects will help to establish abstract mathematical concepts
        
        Physical aids like number squares and calculators
        
        Computer programs for learning consolidation
        
        Confusion over mathematical language like ‘add’ and ‘plus’
        
        Learner accommodations
        
        Specific language instruction
      - Writing
        
        Dysgraphia
        
        Common Issues
        
        Unclear, irregular, or inconsistent handwriting
        
        Learning Accomodations
        
        Use 3 lined and graph paper
        
        Teach cursive writing, which requires the student to pick up the pencil less frequently
        
        Cramped, uncomfortable or unusual pencil grip
        
        Learning Accommodations
        
        Provide text-to-speech software
        
        Use assistive pencil grips
        
        Note taking accommodations like taking photos or audio recordings
        
        Teach typing skills
      - Common Overlapping Symptoms
        
        Metacognition
        
        Learning Accomodations
        
        Model thinking processes aloud
        
        Encourage students to orally narrate their thinking processes
        
        Ask students to justify thoughts and actions
        
        Memory
        
        Learning Accomodations
        
        Incorporate review into lessons
        
        Help students to draw connections between content
        
        Include visual representations of content
        
        Attention and Organization
        
        Learning Accommodations
        
        Set specific short term learning goals
        
        Break down tasks into specific sub tasks with dealines
        
        Timers to keep track of time
        
        Use task checklists
- - - - Use motivational strategies
      - Reward positive behavior
        
        Token economy
        
        Praise in front of peers
      - Keep class rules simple and clear
        
        Be on time
        
        Respect one another
      - Foster listening skills
      - Be sensitive
      - Teach behavior management skills
      - Help students to establish positive peer relationships
      - Help students to identify and work with their feelings
        
        Circle talks
        
        Social-emotional exercises
- - - - Cleft Lip/Palate
      - Down Syndrom
      - Spina Difida (mild to severe)
      - Heart Conditions
      - Cystic Fibrosis - affects
        lungs & digestive tract
    - - Polio
      - Bone Tuberculosis
    - - Cerebral Palsy
      - Amputations
      - Contractures from
        Fractures or Burns
  - - - Door frames wide enough
      - Stairs, ramps, elevators
      - Bathrooms & stalls
      - Classroom space
    - - Desk height
      - Chair & Armrest
      - Carpet on floor
        Dangers for tripping
    - - Specialized instruments
      - Specialized Keyboards
- - - - Video magnifier or Video Zoom: So the visually impaired may enjoy class videos as well
      - Computer with screen enlargement software
      - Digital recorder: So student may take audio notes and review them later
      - Tablet: So student may view material at their own pace
      - Whiteboard with:
        
        High-zoom functions
        
        Voice to text simultaneous transcription
        
        Close captioned for videos
      - Educational Apps:
        
        Audible
        
        Kindle Reader
        
        Evernote
        
        Dragon Dictation
        
        Talking Scientific Calculator
      - Refreshable Braille Displays (RBD's): For students who simultaneous braille translation
      - Kurzwell Education Systems: Software that offers text-to-speech and read scanned printed material
      - JAWS Screen Reader: A device that reads any computer, tablet, or phone screen.
    - - Bold markers: to create a darker outline and is easier to see
      - Reading stand: A physical device that holds a flat surface closer to the reader or writer
      - Dark lined paper: For ease of writing
      - Cover overlay: a plastic sheet to create contrast over printed material
      - A hat or visor to protect from protect from distracted glare
      - Low vision Devices
        
        Magnifiers: For ease of viewing
        
        Bioptic Telescope: Attached to glasses for fine viewing.
      - Large print calculators to help during Math classes
- - - - FM systems
      - Adding closed captions (CC) to videos.
      - Hearing aids
      - Cochlear implants
      - Loop systemts
      - Visual alert systems
      - Telephones/Videophones that are accessible to students
      - Infrared Sytems
      - Personal amplifiers
      - Alternative communication devices: These include touch screens and picture boards (easier for students that can not write and read well) and speech generating devices (Can be altered and applied to a number of devices.
      - Assistive Technologies
        
        Click link for video
    - - Eye contact: This is vital when speaking and to ensure that students can confirm understanding
      - Repeat points that other students say, whether this is through an FM system for students that maintain some level of hearing or visual representing it.
      - Minimize background noise as much as possible as these noises are picked up by hearing aids
      - Don't give instructions during transition times, as these students will miss out on the visual cues.
      - Speak slowly, not loudly. Adjusting your volume will often times only make you look silly. Speaking slowly and enunciating will allow for students to read your lips better.
      - Allow for lag time. Whether this is due to sound traveling through multiple devices or the fact that students will just need more time to process due to the enormous effort their brains must exert on the day to day to cope.
      - Show rather than tell. Anywhere you can use visual representations of concepts, cues, etc.
      - Preferential seating: Students with deafness do not necessarily just need to sit at the front and center to see better, they also need to sit in such a way that they can see their classmates. Being able to see other students talking is key for students to communicate. Allow for these students to tell you where they can learn the best and be open minded about changing your old seating arrangement .
      - If it is available, be open to the idea of a sign language interpreter. It can take time to adjust to the communication flow, but can be a key to helping a student be able to process more information.
      - Encourage students to be confident to exert self advocacy. Ensure they know this is a safe place and if they need to try doing things a different way they can speak to you. Even encourage them to develop ways that work for them. This will give them a sense of security, boost in confidence and the power to always speak up for themselves.
      - Make sure other students are informed on how to communicate effectively with their classmate. This includes teaching them how to use the FM system, make eye contact and even going over common signs that can be employed as a class
- - - - Behavior and Social Skills
        
        ● Child Behavior Checklist (CBCL)
        
        ● Behavior Assessment System for Children—Third Edition (BASC-III)
        
        ● School Social Behavior Scale Rating
        
        Social Skills Rating System (SSRS)
      - Adaptive Behavior
        
        ● Scales of Independent Behavior-Revised (SIB-R)
        
        ● Vineland Adaptive Behavior Scales—Second Edition (VABS-II)
        
        ● Adaptive Behavior Assessment System—Second Edition (ABAS-II)
      - Executive Functioning
        
        Behavior Rating Inventory of Executive Functioning (BRIEF)
  - - - TBI means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance (IDEA)
    - - Day-to-day variability in skills, stamina, emotional regulation, and memory. (CBIRT)
        
        Some students experience many symptoms, whereas others have only a few. Every brain injury is different. (CBIRT)
        
        Have problems with executive function — attention, planning, goal setting, problem-solving, cognitive flexibility, and abstract reasoning. (CBIRT)
        
        Difficulty concentrating
        
        Problems with organizing materials
        
        Difficulty shifting attention from one task to another
        
        Trouble with assignments that have multiple steps
        
        Difficulty getting started on a task (initiation)
        
        Frustration or anger under normal or typical circumstances.
  - - - teach strategies for identifying and managing situations that might result in problems before they
        emerge.
    - - Success is key
        
        Example: If you are teaching 2-step multiplication as a new lesson, start the lesson with a review of 1-step
        multiplication that you know the student has mastered. :star:
      - Break Apart the task
        
        Example: If your student struggles with maintaining focus but needs to take a long test, break the test into sections that you know your student can complete. Put each section on its own piece of paper :star:
      - Use a systematic process for each task
        
        Provide clear examples of what each step of the task will require in order to complete it successfully.
        
        Model the entire sequence of steps, step-by-step.
        
        Verbally review the steps with the student and have him/her verbalize each step before beginning.
        
        Provide specific and meaningful feedback after the student completes each step.
        
        Ask the student how they thought they did and if they need any help.
        
        Continually re-evaluate with the student the next set of achievable steps.
      - Encourage self-monitoring
        
        Example: Try asking one of the following questions as scaffolding :star:
        
        • How do you think you are doing? :star:
        
        • What’s working or not working for you? :star:
        
        • Is this task easy, di"cult or just right? :star:
        
        • When do you think you will need help? :star:
      - Make plan for help
        
        Example: Speci!c time limits, such as “You must complete !ve problems in 10 minutes” tend to generate oppositional responses. Instead, ask the student, “How many problems do you think you can complete in 10 minutes?” Then re-evaluate this goal and provide positive support. :star:
      - Establish minimal task requirements
        
        Example: If your student needs help frequently, but does not like to draw attention by raising their hand, teach them to place their pencil at the corner of their desk when they need help. You and the student will know the signal, but no one else will. :star:
      - Teach students phrase
        
        Example: “I need a break” or “I’m starting to feel overwhelmed.” Then reward students for using a phrase rather than waiting until they start to lose control. :star:
      - Make use of all the available resources
  - - - Assistive technology is any item, piece of equipment, or product system (app) used to increase, maintain, or
        improve the functional capabilities of a person with a disability.
        Reference: Assistive Technology
    - - It has meaning to the student using it.
      - • It is minimally intrusive: it is not overly cumbersome or unwieldy and does not intrude too much on the student’s life (e.g., does not prevent the student from interacting with others).
      - • It provides assistance without unnecessarily controlling the student’s day-to-day activities.
      - • It requires skills the student has; the student is not overwhelmed by the device or strategy and has the
      - background to use it easily.
      - • It is universally accessible or at least accessible to a majority of other people.
      - • It doesn’t make the individuals using it stand out or feel different when using it.
      - • It is most successful when it looks normal or stylish to the student.
      - • It has built-in prompting, which can decrease over time as the student’s independence increases.
      - • It is supported by the environment; people around the student understand how to use the technology and can help the student when needed.
    - - Listening
        
        Paper-based computer pen
        
        Echo Smartpen by Livescribe
        
        Personal FM listening systems
        
        Easy Listener
        
        Personal Listening System, Williams Sound
        
        AT-216 Personal FM System, Comtek Communications
        
        Variable-speed recorders
        
        Independent Living Aids
        
        The Wilson
      - Organization and memory
        
        Free-form database software
        
        Microsoft One
        
        Note
        PlanPlus
        
        Information/data managers
        
        Memo to Me
        
        Palm
        
        Watch Minder
        
        Paper-based computer pen
      - Writing
        
        Abbreviation expanders
        
        Gus! Access Keyboard, Gus Communications, Inc.
        
        Instant Text, Textware Solutions
        
        ActiveWords
        
        Penfriend
        
        Alternative keyboards
        
        Intellikeys
        
        Graphic organizers and outlining
        
        Inspiration
        
        Kidspiration
        
        Draftbuilder
        
        Paper-based computer pen
        
        Portable word processors
        
        Forte
        
        Fusion
        
        Quickpad
        
        Proofreading software
        
        Ginger
        
        Grammarly
        
        Speech recognition software
        
        Speech recognition software
        
        Dragon Naturally Speaking
        
        SpeakQ (integrates multiple AT techniques)
        
        Microsoft Windows Vista Speech Recognition
        
        Speech synthesizers/screen readers
        
        Read and Write Gold (integrates multiple AT techniques)
        
        Write:OutLoud®
        
        Talking spell checkers/electronic dictionaries
        
        Franklin Electronic Publishers – spelling and reference tools
        
        WordWeb Pro – dictionary and thesaurus
        
        Word-prediction software
        
        Aurora Suite
        
        Co:Writer SOLO
        
        SpeakQ (integrates multiple AT techniques)
        
        TextHelp, Read and Write Gold (integrates multiple AT techniques)
        
        WordQ, Quillsoft
      - Reading
        
        Audio books and publications
        
        Audible.com
        
        Kurzweil 3000™ Literacy and Reading Programs
        
        Learning Ally
        
        Bookshare
        
        Optical character recognition
        
        WYNN™ Literacy Software Solution
        
        Kurzweil 3000™
        
        Kurzweil 3000™ USB Port/Flash Drive
        
        KNFB APP
        
        The Quicktionary Reading Pen
        
        Paper-based computer pen
        
        Speech synthesizers/screen readers
        
        ClassMate Reader
        
        Write:OutLoud®
        
        Variable-speed tape recorders
        
        Independent Living Aids
        
        MaxiAids (various recorders)
      - Math
        
        Electronic math worksheets
        
        [Mathtalk]
        :(https://youtu.be/cTVLNh0fHOs)
        
        Paper-based computer pen
        
        Talking calculators
        
        Independent Living Aids (various talking calculators)
        
        AbleData (various talking calculators)
- - - - ETS ParaPro assessment
      - BS/MS in special education
      - State certification (GACE etc.)
    - - Adjust activity for cognitive ability
      - Limit physical movement if needed
      - More games and other technology that facilitates positive information reinforcement
    - - Upbeat/positive songs
      - media that communicates message/learning goals
      - media that reinforces daily tasks