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IDEA Disability Categories By Cohort 4, Multiple Disabilities children…

- - - - Types of Assistive details that are used by such students:
        a. Assistive listening devices (ALDs) -help amplify the sounds you want to hear, especially where there’s a lot of background noise
        b. Augmentative and alternative communication (AAC) devices -help people with communication disorders to express themselves.
        c.Alerting devices: connect to a doorbell, telephone, or alarm that emits a loud sound or blinking light to let someone with hearing loss know that an event is taking place.
    - - Devices that can be used in classrooms:
        a. Visual Alerting Devices -Specially designed alarm clocks, smoke detectors, doorbells, timers, baby monitors, and phone alerting equipment.
        b.Captioning- Captioning is a good way to assist individuals who are deaf and hard of hearing with access to the media.
        c. Real-Time Transcription: real-time transcription systems that provide instant translation of the spoken word into English text using a stenotype machine, notebook computer
        
        Teaching Strategies :star:
        
        Encourage students with a hearing loss to seat themselves toward the front of the lecture theatre where they will have an unobstructed line of vision. Ensure that any background noise is minimized.
        2.Repeat clearly any questions asked by students in the lecture or class before giving a response.
        3.Ensure that any background noise is minimised.
        4.Do not speak when facing the blackboard.Students who lip-read cannot function in darkened rooms. You may need to adjust the lighting in your teaching environment. If a sign interpreter is employed, follow the hints for working with a sign interpreter.
        5.Provide written materials to supplement all lectures, tutorials and laboratory sessions.
        
        Assessment strategies.
        1.When their range of literacy is an issue, students may require the use of a thesaurus or dictionary during exams. A personal computer with spelling and grammar functions may be required.
        2.Provide extra time in examinations, particularly extra time for reading questions. Some students will prefer to have questions and instructions ‘signed’ to them.
        3.Provide alternatives to those assignments which are based on interviews or questionnaires, and be flexible with assignment deadlines, particularly if students have had to wait for transcripts of learning sessions.
        
        Citations:"Pagliano (2005), Smith et al. (1998), and Waldron (1996). https://sites.google.com/site/lirguidegroup1/home/hearing-impairments
        https://sites.trinity.edu/sensoryimpariment/identifying-student-hearing-impairment
- - - - -Direct Speech/language therapy program.
        
        Audio Books inside a listening center
        -IPAD(educational apps)
- - - - Reading
        Change in text size, spacing, color, background color; use of pictures with text; adapted page turning; book stands; talking electronic dictionary; scanner with talking word processor; electronic text books; highlighted text; recorded material; multimedia presentation formats; books on tape, CD, or MP3; optical character reader; braille books; electronic magnifier (CCTV); or screen reader/text reader.
      - Writing
        Pencil with adaptive grip; adapted paper; slant board; typewriter; portable word processor; talking word processing; computer with word processing; word processing with spell/grammar checking; word prediction; electronic dictionary/thesaurus/spell checker; word cards/word book/word wall; voice recognition software; braille keyboard or notetaker; or braille printer.
- - - - https://www.youtube.com/watch?v=aaFlNcGJcrg :
  - - - https://www.youtube.com/watch?v=R8c_Br8I_Tc
    - - https://www.youtube.com/watch?v=SEaq2_l-Lv4&t=46s
    - - https://www.youtube.com/watch?v=LVhu9MIWD-4
- - - - Classroom Materials and Routine Accommodations
        -Put visual schedules around the classroom
        -Provide bookmarks to focus on one line at a time
        -Provide number lines and letter strips, so student knows how to form them properly
        -Allow students extra time for reading or writing
        -Pre-teach new concepts and vocabulary
        -Give step-by-step directions and read written instructions out loud
        Assistive Technology
        -Allow the student to use a text reader like a Reading Pen or text-to-speech software
        -Use speech-to-text software to help with writing
        -Use audiobooks like those available through services like Bookshare
        
        Dyslexia
        
        https://www.youtube.com/watch?v=kE3DqJP-nkI#action=share
      - Dyscalculia
        
        https://www.youtube.com/watch?v=GRJS-jeZ7Is&feature=youtu.be
      - Dysgraphia
        
        https://www.youtube.com/watch?v=_JYphwPhNp8&feature=youtu.be
      - Nonverbal Learning Disability
        
        Classroom Materials and Routine Accommodations
        -Social skills groups to teach kids how to handle social situations such as greeting a friend
        -Have a “designated reader”—someone who reads test questions aloud to students
        -Occupational therapy to build tolerance for outside experiences, improve coordination and enhance fine motor skills
        -Use visual presentations of verbal material, such as word webs
        -Have extra time to process spoken information and directions
        -Cognitive therapy to help deal with anxiety and other mental health issues
        
        What are nonverbal learning disabilities?
        Many learning and thinking differences create social challenges. Children with nonverbal learning disabilities (NVLD) tend to talk a lot, but they don’t always share in a socially appropriate way. They often miss social cues, so making and keeping friends is a big challenge. They may not have issues with written or spoken language. But they may think in literal terms and miss subtle, nonverbal cues.
        How common are nonverbal learning disabilities?
        Studies estimate that around 1 in 100, or 1 percent, of kids in the United States may have NVLD. It tends to affect boys and girls about equally. It doesn’t seem to run in families the way attention issues and language-based learning disabilities do.
      - Auditory processing disorder
        
        What Is Auditory Processing Disorder?
        Auditory Processing Disorder (APD) refers to challenges in how the brain understands speech. The sounds may be loud and clear. But people with APD don’t pick up on the subtle differences between them.
        
        There are four auditory processing skills that people with APD may struggle with:
        -Auditory discrimination: noticing, comparing, and distinguishing between separate sounds
        -Auditory figure-ground discrimination: focusing on the important sounds in a noisy setting
        -Auditory memory: recalling what you’ve heard, either immediately or in the future
        -Auditory sequencing: understanding and recalling the order of sounds and words
- - - - Impaired Articulation
        
        “Impaired articulation” indicates impairments in which a child experiences challenges in pronouncing specific sounds.
      - Language Impairment
        
        “A language impairment” can entail difficulty comprehending words properly, expressing oneself and listening to others.
      - Communication Disorder
        
        “A communication disorder such as stuttering” provides an example of a fluency disorder; other fluency issues include unusual word repetition and hesitant speech.
      - Voice Impairment
        
        “A voice impairment” involves difficulty voicing words; for instance, throat issues may cause an abnormally soft voice.
  - - - Phonology
        
        Morphology and Syntax
        
        Semantics
        
        Pragmatics
        
        Behavioral/Emotional/Social Considerations
        
        Have difficulty understanding or following directions.
        
        Have difficulty reading, writing, or speaking aloud in class.
        
        Feel self-conscious or anxious about talking.
      - The obstacles created by speech and language impairments vary by the specific case, but because communication is at the core of education, these impairments can impact a student’s entire educational experience.
    - - Conduct a comprehensive, culturally and linguistically appropriate assessment of language and communication.
      - Take into consideration the rules of a spoken dialect or accent, typical dual-language acquisition from birth, and sequential second-language acquisition to distinguish difference from disorder.
      - Non-normed (criterion) measures, ethnographic interviewing, and dynamic assessment procedures are fundamental to differentiating a difference from a disorder.
      - Work with a speech-language pathologist.
    - - If a child fails to meet the speech and language milestones set by American Speech-Language-Hearing Association (ASHA), he or she might have a speech and language impairment. Parents are usually the first to suspect that a child might possess such an impairment.
        
        Chart of Milestones at each age level
    - - It’s important to note that hearing issues, autism and a number of other disabilities can masquerade as speech and language impairments, and a child with a suspected impairment should be evaluated by a speech-language pathologist to avoid misdiagnosis.
      - Some linguistic characteristics of dual language learning (simultaneous bilingualism) and second language (L2) acquisition (sequential bilingualism) may be the same as those of monolingual children with language impairment.
        
        Bilingualism is not a cause of language impairment. Language dominance may vary across the different domains of language—for example, dominance in L1 in receptive language and dominance in L2 expressively. This also may shift over time relative to environmental linguistic demands. See cultural competence, bilingual service delivery, and phonemic inventories across languages for assistance in distinguishing difference from disorder.
  - - - Under IDEA the child can qualify for an IEP.
        
        IEP information
      - Teachers can create a 504 plan.
        
        504 information
        
        The main difference is that a 504 plan modifies a student's regular education program in a regular classroom setting. A 504 plan is monitored by classroom teachers. A student with an IEP, as part of the Individuals with Disabilities Education Act (IDEA 2004), may receive different educational services in a special or regular educational setting, depending on the student's need. IEP programs are delivered and monitored by additional school support staff.
        
        Also, parental approval and involvement is required for an IEP, but not for a 504 plan. Full parental participation in the 504 plan process, however, is important for the student's academic success.
    - - Strategies for class
        
        preferential seating
        
        extended time on tests and assignments
        
        reduced homework or classwork
        
        verbal, visual, or technology aids
        
        modified textbooks or audio-video materials
        
        behavior management support
        
        adjusted class schedules or grading
        
        verbal testing
        
        excused lateness, absence, or missed classwork
        
        pre-approved nurse's office visits and accompaniment to visits
        
        occupational or physical therapy
        
        giving additional time to complete assignments or make up work
        
        substituting written papers or projects for oral presentations, or allowing the student to demonstrate learning one-on-one with you
        
        Use Assistive Technologies
        
        Augmentative and alternative communication (AAC)
        
        Synthesized speech
        
        Abbreviation Expansion
        
        Keyboards and alternative keyboards
        
        Touch-sensitive pads
        
        High-tech AAC
        
        Any aid that requires electricity or batteries. This includes specialized 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.
        
        Low-tech AAC
        
        Any type of aid that does not require batteries or electricity. 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. The pointing might be done with the user's hands, other body parts, eye gaze, or a pointer held in the hands or mouth.
        
        Alternative input devices
        
        Trackball
        
        Mouse stick
        
        Eye-tracking technology
        
        Switches
        
        Unaided communication systems
        
        Rely on the user's body to convey messages. Examples include gestures, body language, and/or sign language. One advantage of unaided communication communication systems is that it does not require any technology beyond the person's body.
        
        Games and Apps
  - - - Reported in 2016. Nearly 1 in 12 (7.7 percent) U.S. children ages 3-17 has had a disorder related to voice, speech, language, or swallowing
- - - - Assistive Technology:
      - Mobility aids, such as wheelchairs, scooters, walkers, canes, crutches
      - Hearing aids, cognitive aids such as an Ipad or electrical assistive devices, to help people with memory, attention, or other challenges in their thinking skills
      - Text to speech, screen readers, page turners, book holders, pencil grips
      - Using closed caption while watching a video
      - Ramps, grab bars, wider doorways
    - - Accomodations:
      - Check for understanding
      - Modify assignments and reduce assigned work
      - Arrange room to accommodate student equipment
      - Mark, point or circle answers rather than writing
      - Assist with executive functioning skills
      - Chunk assignments
    - - “OHI - Other Health Impairments.” Special Education News, www.specialednews.com/special-education-dictionary/ohi---other-health-impairments.htm.
      - “Other Health Impairment.” Center for Parent Information and Resources, 16 June 2015, www.parentcenterhub.org/ohi/.
      - “What Are Some Types of Assistive Devices and How Are They Used?” Eunice Kennedy Shriver National Institute of Child Health and Human Development, U.S. Department of Health and Human Services, www.nichd.nih.gov/health/topics/rehabtech/conditioninfo/device.
      - Citations
- - - - “Conversation and expressing one’s self can be difficult.”
      - “People with TBI may not like the same things as they previously did, so don’t force us.”
      - “Tasks may take longer for people with TBI, so wait for us.”
      - “Social situations can overload people with TBI.”
      - “TBI affects everyone around the person.”
      - “Those with TBI are still the same people they were before.”
- - - - Lighting:
        Seating adjustments, Lighting adjustments, Additional lighting
      - Screen Magnifier:
        -Built-in Screen Magnification Feature (For occasional use)
        -Screen Magnification Software: ZoomText, MAGic (For frequent use)
      - Optical Devices: Glasses, Magnifiers, Telescopes
      - Electronic Video Magnifiers:
        -Handheld: Ruby. -Desktop: Merlin
        -Portable: ViseoBook. Allow students to read from a book or handout;
        An aid to writing
      - Low Tech Writing Solutions: Bold/raised line paper, Bold marker, Writing guide
    - - Scan&Read systems: Perform optical character recognition or “OCR” and read the text aloud using synthesized speech.
        -Built-in screen reader (For occasional use)
        -Screen reading software: Jaws, Window-Eyes (For frequent use)
      - Literacy Software: Solo Suite, Read&Write Gold, Kurzweil 3000
        Literacy Softwares are synthesized speech to read digital text and provide auditory feedback for students as they type. Dual colour highlighting to aid in tracking, word prediction. A talking dictionary and graphic organizer to help with report building.
    - - Braille Embosser: To create teacher-produced materials using the raised dots of braille.
      - Tactile Graphics: Equipment to produce graphics using raised surfaces to convey non-textual information, such as that in maps, graphs and diagrams.
      - Braille writer: Perkins Brailler, Slate&Stylus (For blind students)
    - - Book player: For audiobooks; Book port plus, Booksense
      - Text-to-speech software: For digital text, such as textbooks and novels can be read on a pc and tablet computers such as iPads
      - Accessible Instructional Materials include the specialized formats of braille, large print, digital text and audio.
  - - - Braille, Large print, Audiotape, Electronic text, Oral testing/scribing
    - - Time and a half or double time; Consideration for the student's reading/writing speed; Consideration for the time needed to use adaptive equipment; Consideration for eye fatigue and scanning ability
    - - Avoid activities requiring extensive visual scanning; Avoid visually cluttered materials.
      - Oral testing; Shorter written assignment.
      - Allow students to use (bold marker, 20/20 pen, mechanical pencil, or another unique writing tool) to complete assignments.
    - - Preferential seating in the classroom for all films, assemblies and demonstration lessons.
      - Permission to move about the room as needed to see information presented away from his/her desk.
    - - Large Print textbooks/materials / Braille textbooks/materials / Clear, dark copies of worksheets.
      - Copies of overhead projector/smartboard activities to be viewed at his/her desk as needed.
      - The teacher or presenter verbalizes all information as it is written on the board or overhead. / Use recorded text as needed