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IDEA Disability Categories, 04/2020 Cohort #3, What is it?, Why using…

- - - - a congenital anomaly
      - a disease (e.g., poliomyelitis, bone tuberculosis)
      - other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).
      - Due to the various levels of severity of orthopedic impairment, multiple types of assistive technology may be used to address a need of the student to be able to access the educational curriculum.
        
        To access information
        
        Screen reading software
        
        Augmentative and alternative communication devices (such as communication boards)
        
        Speech recognition software
        
        Academic software packages for students with disabilities
        
        For Positioning and Mobility
        
        Canes
        
        Walkers
        
        Cruches
        
        Wheelchairs
        
        Specialized exercise equipment
        
        Specialized chairs, desks and tables for proper posture development
      - 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.
        
        Securing suitable augmentative communication and other assistive devices
        
        The help of other specialists
        
        Physical therapists (for gross motor skills)
        
        Occupational therapists (for fine motor skills)
        
        Speech-Language pathologists
        
        Physical Education teachers
        
        Instruction focused on development of gross and fine motor skills
        
        Note-taking assistance
        
        Teacher awareness on the medical condition
        
        Extended time to complete assignment
        
        Special seating arrangements (to develop useful posture and movements)
      - In 2018, 0.1% of the student population were receiving services for OI
      - The IDEA's Special Education Categories: Orthopedic Impairment http://www.youtube.com/watch?v=kfLMfL-Rbl0
  - - - In 2018, 0.1% of the student population were receiving services for Visual Impairment
      - Students with visual impairments may feel self-conscious about their condition and should be encouraged to participate in all classroom activities, physical education, and extracurricular activities just as much as other students
        
        seating accommodations to help them see you or whiteboards, blackboards, overhead displays, etc.
        
        large printed handout materials or audio books for reading
        
        someone to assist in taking notes
        
        extra time to get to classes or complete assigned work
        
        Address all students by name so that the visually impaired student can learn to associate names with voices of classmates.
        
        use of Braille material
        
        Classroom tools for Visually impaired students
        https://www.youtube.com/watch?v=fi3dH_QnnWQ
      - Some children may need only a few assistive technology devices, while others may benefit from using several in combination.
        
        Non optical devices
        
        reading stand which brings material closer to a child’s eyes
        
        Bold markers for writing
        
        Dark-lined paper, which is easier to see when writing
        
        A large-print calculator to use when working math problems
        
        A hat or visor to decrease the glare of overhead lights or the sun
        
        Optical Devices
        
        video magnifier
        
        closed-circuit television system
        
        Extra lighting for class work
        
        High-Tech Assistive Technology
        
        Screen magnification programs
        
        speech-reading software
        
        voice-activated computers
        
        audio books players
      - Signs of possible vision problem in a student who has not been diagnosed
        
        poor focusing or trouble following objects
        
        extreme light sensitivity
        
        inability to see objects at a distance
        
        squinting, closing one eye, or misaligned eyes
        
        constant eye rubbing or chronic eye redness
        
        inability to read a whiteboard or blackboard, etc., or trouble reading
        
        If you notice these symptoms, you must contact your school's learning support department for that visual impairment can be highly disruptive to a student's learning.
        
        Students can also be victims of bullying
        
        Special Education process in the classroom.
        https://coggle.it/diagram/XqXPc-YJSxHgVP3O/t/the-student
  - - - Definition:
        A combination of sight and hearing impairment that affects how you commu(Sense,2018)
        https://www.youtube.com/watch?v=DC2pVJdU_VE&feature=youtu.be
        
        Assistive Technologies
        
        The Deafblind Communicator
        
        Optical Character Reader
        
        Tele-Touch
        
        Notetakers,tutors.
        
        Braille Display
        
        Assistive listening Devices
        
        References:
        Individuals with Disabilities Education Act. (2017, June 05). Retrieved October 31, 2018, from https://www2.ed.gov/about/offices/list/osers/osep/osep-idea.html
        Multiple Disabilities. (n.d.). Retrieved November 1, 2018, from https://strategiesfordiverselearners.weebly.com/multiple-disabilities.html
        (n.d.). Retrieved November 1, 2018, from http://www.sdparent.org/
        
        Teaching Strategies
        
        Repetition
        
        Add more break time
        
        Teaching with routines and structure
        
        Teaching concepts and skills
        
        Support the receptive and expressive communication
      - Symptoms: Children are considered to be deaf-blind when the combination of their hearing and vision loss causes such severe communication and other developmental and educational needs that they require significant and unique adaptations in their educational programs (NationalDB 2018).
  - - - Definition: Traumatic brain injury(TBI) occurs when the brain collides with the inner skull due to a sudden violent blow to the head and is often caused by sports injuries, traffic accident, and physical aggression (Nordqvist,2018). https://www.youtube.com/watch?v=h2lh_WzmoW8&feature=youtu.be
      - Symptoms:Confusion;Persistent Headaches;Memory loss;Convulsions;
        Changes in mood
      - Assistive Technologies
        
        Voice-Keyboards
        
        Reading Software
        
        Hand-Held devices
      - Teaching Strategies
        
        Loss of Attention/Alertness:
        
        Shorten assignments or break them into smaller parts
        
        Provide frequent breaks
        
        Separate quiet area for tests and additional testing time
        
        Memory Loss/Information Processing
        
        Use timers to help keep track of time
        
        Post visual cue cards and maps
        
        Use an organizer or assignment book
        
        Provide supportive counselling
        
        Behavior and Emotional
        
        Provide choice and be flexible in expectations
        
        Use signals to gently redirect
        
        Provide a time and place for mental rest
      - References:
        .National Association of Special Education Teachers (2007). .Accommodations/Modifications. Retrieved from https://www.naset.org/traumaticbraininj2.0.html
        .TBI.org. (n.d.). Developing functional Individual Education Plans (IEPs). Retrieved July 3, 2017 from http://www.tbi.org/pediatric-tbi/developing_functional_ieps.html
        .Center for Parent Information and Resources. (2010).Traumatic Brain Injury
        Retrieved July 3, 2017 from http://www.parentcenterhub.org/tbi/
  - - - As hearing and subsequently listening may be challenging for these students, many accommodations can be made to help.
        
        Alway turn the subtitles on when watching videos at the start of every video, without asking (Special Education Guide, 2020)
        
        Be aware, the student may require a translator if they use sign language (Special Education Guide, 2020).
        
        Have someone else record notes for the child, or provide them with notes, so the student can focus on lip reading. Additionally, allow the child a close place and view to the teacher/speaker so they can do so or to be within range of a personal amplifying hearing device. This also means a teacher should not turn around and should repeat announcements made over the loudspeaker and the other things students say so the child can understand those things by reading the teacher's lips (Meyer, n.d.; Special Education Guide, 2020). It is also important to provide a seat not facing the sun, as glare will affect lip reading, not near the door, and in a semicircle with their classmates so they can see the others (Meyer, n.d.)
        
        Explore the perspectives of students with hearing impairments in this video (minute 8:35 - 16:45) https://www.youtube.com/watch?v=ISWkl29SpwU
        
        In fact, it may be that the teacher needs to wear a microphone (FM), so the student's hearing aid can pick up the teacher's voice, and other acoustics may need to then be considered as well, like the sound of the radiator or chairs scraping against the floor. Adjustments may need to be made such as putting tennis balls on the bottom of chair legs. What is closest to the microphone will be the loudest (Meyer, n.d.).
        
        During group work, place the microphone on a plexiglass picture frame, so no one has to hold it, and ensure to mtue the microphone when the child needs to concentrate on work, so they are not distracted (Meyer, n.d.)
        
        More about hearing assistive technology (HAT)/the FM in the classroom here: https://www.youtube.com/watch?v=RBrnvGKLF_Q
  - - - 0.03% of students are affected by multiple disabilities (U.S. Department of Education, 2019).
        
        In order to overcome challenges, these students will need a variety of accommodation.
        
        Teachers should consult the accommodations for the specific disabilities that are occurring concurrently for their student (Special Education Guide, 2020).
        
        Physical therapy and occupational therapy may be needed, as well as an assigned special education aid (Special Education Guide, 2020)
        
        Classroom placement, assistive technology, alternative communication methods, and more may all be needed to improve communication (Special Education Guide, 2020).
        
        A mix of such technologies may be utilized:
        tools to convert speech to text or text to speech
        a "Talking Calculator"
        or apps such as Virtual Manipulatives (Special Education Guide, 2020)
- - - - Definition: the condition or lacking the power of hearing; the state of being unable to hear or pay attention to something
      - Deafness can affect the speech, language and social development of children.
    - - Students who are born deaf or became deaf at a very young age have a much more challenging experience than students who because deaf later in their development. This is due to students who were born hearing have a higher language and speech development.
      - There can be significant delays in getting access to the learning material. If lessons need to be transcribed, it may take much longer for notes to be given to the student(s).
      - Visuals are not always possible in a school setting and a sign language interpreter may not always be available.
      - Students may feel isolated in the classroom. Peer interactions and social contact may be limited.
      - A deaf student may be limited with opportunities for class participation.
    - - 1 in every 1000 children under the age of 18 is deaf
      - 1 in 1000 babies are born deaf
    - - Prenatal: prenatal causes consist of mostly genetic diseases, including, but not limited to: down's syndrome, stickler syndrome, or alport syndrome
      - Disease: deafness can appear in children through disease or infections such as: glue ear, cholesteatoma, otosclerosis
      - Damage: head injury or damage due to loud noises can cause deafness
    - - Teaching Strategies
        
        Preferential seating in the classroom. Deaf students would benefit from seating close to the white boards or projectors.
        
        Repeat and/or write down any questions that students ask before answering them. This will give the deaf student the opportunity to
        
        Don't speak facing a white board and be conscious of things that might inhibit lip readers. It is imperative that students who are deaf have the opportunity to read lips. If the speaker is facing away or has something blocking their lips, such as a mustache, it would be difficult for the students to lip read.
        
        Have an individualized learning plan for the student.
        
        https://coggle.it/diagram/XqthsSsHXJhfEOQO/t/the-student-assistance-team-sat/b1066930115390328d131fa4d30b63994390c893172883ae683d763ee1c321ba
      - Assistive Technology
        
        Communication Access Realtime Translator (CART)
        
        CART is a program that converts speech to text. It is displayed on both computer/laptop and smartphone screens as captioning. It also can be saved as a file.
        
        Students can access it individually or it can be projected to the class.
        
        CART is determined to be more effective than notetakers or interpreters because it has a 98.5% accuracy rate.
        
        Fees for this service range from $60-$200 an hour. It may not be accessible or feasible for all students who can benefit from this software.
        
        https://www.youtube.com/watch?v=nxMDEUSO_5s
        
        Visual Alerting Devices
        
        Devices that use visual alerts rather than sounds, such as flashing lights.
        
        They are essential for communication and help balance disadvantages that students face.
  - - - SLD means a disorder in one or more of the basic psychological processes involved in understanding or using language, unspoken or written
        
        Nearly half of all disabled children are labelled as SLD
        
        SLD is the largest category of disability within the IDEA
        
        45% of Special Education students are classified as SLD
      - SLD Manifest itself in the:
        Imperfect ability to Listen Think
        Speak
        Read
        Write
        Spell
        Do mathematical equations
        
        2 more items...
        
        https://www.youtube.com/watch?v=KcuXaZGHIDg
        
        Teaching Strategies
        
        Graphic Organizers
        
        Access to notes before
        
        Breakdown large tasks
        
        See here how it would be handled in a clasroom at Phorms Primary in Munich
        
        Includes Conditions
        
        minimal brain dysfunction
        
        dyslexia
        
        brain injury
        
        developmental apashia
        
        perceptual disabilities
  - - - 6% of students with special needs are classified with an emotional disturbance.
      - Approximately 350,000 students are diagnosed with an emotional disturbance.
      - A student with an emotional disturbance will often have a secondary disability.
    - - Severe Emotional Disturbance (SED) or Emotional Behavior Disability
      - "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":
        
        "An inability to build or maintain satisfactory interpersonal relationships with peers and teachers."
        
        "Inappropriate types of behavior or feelings under normal circumstances."
        
        "A general pervasive mood of unhappiness or depression."
        
        "A tendency to develop physical symptoms or fears associated with personal or school problems."
        
        "An inability to learn that cannot be explained by intellectual, sensory, or health factors."
      - There are 6 common types
        
        conduct disorders
        
        eating disorders
        
        bipolar disorders
        
        psychotic disorders
        
        anxiety disorders
        
        obsessive compulsive disorders (OCD)
    - - Behavior management:There is a large potential for classroom disruptions. Students can also have unpredictable behavior.
      - Difficult to Diagnose: Often an emotional disturbance can be difficult to diagnose and a student's teacher or administration may use disciplinary action rather than counseling services.
        
        Punishment for actions can lead to a poor self-esteem, a dislike for school, a lack of motivation, and a continuation of poor behavior.
        
        Students may be labeled as the "bad kid" or the "rule breaker."
      - Difficult to form and maintain relationships: Students with an emotional disturbance will have a difficult time forming relationship with their family, peers, and teachers.
    - - Teaching Strategies
        
        Have clear and consistent rules: Students will know what to expect and what the consequences will be if the rules are broken.
        
        Focus on engagement: If students can be engaged in the lesson for longer periods of time, then the likelihood of a classroom disturbance will decrease and the student is spending more time with the learning material.
        
        Conflict Resolution Strategies: Find ways to resolve issues in the classroom. Focus on listening to the student's grievances and knowing when to stand your ground or lighten the reigns.
        
        Positive Reinforcement: Immediately reward good behavior and use a tiered system for rewards while including more fun time.
        
        https://www.youtube.com/watch?v=wKDjfPMek3k
        
        Use a Functional Behavioral Assessment: This assessment is a preventative strategy that identifies an emotionally disturbed student's triggers for certain behaviors. Knowing the triggers can then help build a behavioral intervention plan.
        
        https://coggle.it/diagram/XqthsSsHXJhfEOQO/t/the-student-assistance-team-sat/b1066930115390328d131fa4d30b63994390c893172883ae683d763ee1c321ba
      - Assistive Technology
        
        Text to Speech Software: Students can get overwhelmed and stressed when it comes to completing assignments. Using a text to speech software will reduce some of that stress. Allowing the students to listen to assignments will allow them to use more individualized skills.
        
        Reminder Devices: Student may get easily distracted and get little work done. Using a reminder device can quickly get them to regain focus on the task at hand without teacher intervention.
        
        A vibrating watch can remind students to do tasks or vibrate every few minutes to draw their attention during class.
        
        Use a Talk Light: Students may be very sensitive to sound and it can overstimulate them. Teachers need to be conscious of the volume level. Using a talk light is a visual way to assess the classes volume level.
        
        The talk light has sensitivity controls, alert volume controls, and a red light timer.
        
        Voice Recognition Software: This can be helpful for students who struggle with the act of writing or typing. Using this software, students would be able to say what they're thinking and the computer will type it out.
  - - - Ways to accommodate these students at school:
        
        To assist a non-verbal child with ASD in communicating, such technology as the app Speak It may be used. This tool reads text aloud (Special Education Guide, 2020). The child can speak up without speaking out.
        
        Make them feel included; during lessons involve the student through activities and methods that promote whole class engagement, which is beneficial to many learners including English language learners as well (Kluth, 2010). These types of thinking routines can be found and explored here (Harvard Project Zero).
        
        Additionally, pay attention to the child’s interests and use those interest to assist with reaching learning objectives. Give these students options and subsequently a feeling of control (Kluth, 2010). Personalize the learning.
        
        Utilize technology as an alternative to handwriting, such as with a computer or word processor, and provide break times throughout working (Kluth, 2010). This could also be done in the classroom, utilizing a movement/coordination video for children on the Smartboard, such as with GoNoodle.
        
        Consider the physical environment, as well, including comfort of furniture and lighting; these students need to feel relaxed and secure (Kluth, 2010). Lastly, consider volume and distracting noises; autistic students may benefit from noise canceling headphones (Kluth, 2010).
      - Services that may be included in an IEP for students with ASD:
        “Audiology, counseling services, medical services (for diagnostic or evaluation purposes only, occupational therapy, parent counseling and training, physical therapy, psychological services, recreation, rehabilitation, school health services, social work services, speech pathology, transportation” (Autism Society, 2020).
  - - - A closer look
        
        General Teaching Strategies
        
        Understanding of Medications
        
        Modify Tests
        
        Communication
        
        Assist in Organization
        
        Chunking
        
        Check for Understanding
        
        ADHD is one of the most common conditions that result in referral for special education services as an OHI
        
        Accommodations For ADHD
        
        Extended Time
        
        Assist with Organization
        
        Tailored Instruction
        
        Changes in Environment
        
        Positive Reinforcement
        
        Breaks/Time to move
        
        Use of Technology
        
        At school ADHD looks like....
        
        Inattention
        
        Disorganization
        
        Hyperactivity
        
        Impulsivity
        
        Distractability
        
        1 more item...
      - 12% of all special education students are classified as OHI (Lodgson 2019)
    - - Diabetes
      - Epilepsy
      - Attention Deficit Hyperactivity Disorder (ADHD)
      - A heart condition
      - Attention Deficit Disorder (ADD)
      - Lead
      - Asthma
      - https://www.isbe.net/Documents/other-health-impairment.pdf
  - - - What kind of teaching strategies should I implement?
        
        Ensure tasks are short and in small steps
        
        Demonstrate as much of the instruction that you can
        
        Relay feedback immediately
        
        Incorporate life skills as appropriate (Centre for Parent Information and Resources, 2017)
        
        Provide the student with hands-on materials and experiences
        
        Use pictures
        
        Tap into the students strengths and interests
      - What could assist me in the classroom?
        
        What could assist me in the classroom?
        
        Viewing of how students in the American Cooperative School of Tunis are supported could also assist you.
        
        Virtual Realtiy Memory Aids (Castelo, 2020)
        
        Text-to-speech
        
        Downloadable fonts that can enhance readability and reading speed
        
        Audio Books
        
        Calculators (Teachings in Education, 2020)
      - 1 in 10 families are affected by someone with an Intellectual Disability (Reynolds, Zupanick & Dombeck, 2013)
      - Over 2017/18, 436,000 children (ages 3-21) had some level of intellectual disability and were receiving special education services in public school. That is 0.9% of the country's total enrollment of students (U.S. Department of Education, National Center for Education Statistics, 2019).
  - - - Language Impairments.
        According to Project IDEAL in Action (2013), there are five basic types.
        
        Pragmatic Difficulties
        
        Problems in understanding and using language in different social contexts.
        
        An example of this is a person’s lack of understanding about personal space and respecting this.
        
        Semantic Disorders
        
        The poor vocabulary development, inappropriate use of word meanings, and/or inability to comprehend word meanings.
        
        Students will have restrictions in word meanings.
        
        Morphological Disorders
        
        The difficulties with morphological inflections (inflections on nouns, verbs, and adjectives that signal different kinds of meanings).
        
        Phonological Disorders
        
        This includes Apraxia of speech (when someone has trouble planning what to say and the motor movements to use.
        
        The abnormal organization of the phonological system, or a significant deficit in speech production or perception.
        
        Syntactic Deficits
        
        Difficulty in acquiring the rules associated with grammar.
        
        Students produce shorter and less elaborate sentences with little cohesive conjunctions.
      - What kind of teaching strategies should I implement?
        
        Look into getting a Speech-language pathologist (SLP) and work alongside them to create goals for your student.
        
        Show patience and allow your student to express themselves at their (slow) rate.
        
        Only begin responding once they have finished.
        
        Allow extra time to complete set tasks.
        
        Substitute written assessments for oral presentations or personal demonstrations.
        
        Have and review their IEP/504. This will assist in setting and achieving targeted learning goals.
        
        Highlight key or new words and pair these with pictures.
        
        Get students to also create their own dictionary with words and a picture they can associate the new learning too.
        
        Emphasis and restate key ideas frequently.
        
        Use visual cues that support your written or verbal instructions.
        
        Include hands on experiences and resources whenever possible.
        
        Encourage questioning when a student in your class is unsure and needs something repeated.
        
        Provide scaffolds
      - Speech Impairments
        According to Project IDEAL in Action (2013), there are three basic types.
        
        Articulation Disorders
        
        These are errors in the production of sounds made when communicating.
        
        They include;
        
        Substitutions (a sound is replicated for another): (wabbit for rabbit).
        
        Distortions (a sound is produced in an unfamiliar way): (sssun for sun, Houghton, 2020).
        
        Omissions (a sound in the word is omitted): bown ake for brown rake.
        
        Fluency Orders
        
        These are challenges with the rhythm and timing of speech.
        
        They include;
        
        repetitions
        
        prolongations of sounds, syllables, words, or phrases
        
        hesitations
        
        Common Fluency Disorders
        
        cluttering (absurdly fast and uncontrolled speech)
        
        stuttering (extremely quick repetitions of sounds)
        
        Voice Disorders
        
        Result from disorders in the larynx and cause are problems with the quality or use of one's voice.
        
        They include;
        
        Abnormal Production
        
        Absences of vocal quality, pitch, loudness, resonance, and/or duration.
      - What could assist me in the classroom?
        
        Computer software packages that use graphic presentations
        
        Synthesized speech
        
        Communication boards
        
        Specialized and alternative keyboards
        
        Touch-sensitive pads
        
        Sign Language
        
        Augmentative and alternative communication systems
        
        Low Technology Systems
        
        Signing and gestural
        
        Symbol
        
        Pictorial
        
        Traditional orthography (spelling)
        
        High Technology Systems
        
        Anything systems that uses printed and/or speech output.
        
        Viewing of how students in the American Cooperative School of Tunis are supported could also assist you.
      - Over 2017/18, 1,357,000 children (ages 3-21) had some level of speech or language impairment and were receiving special education services in public school. That is 2.7% of the country's total enrollment of students (U.S. Department of Education, National Center for Education Statistics, 2019).