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Individuals with Disabilities Education Act Disability Categories,…

- - - - Use diagrams, pictures, graphics to augment what is being told
      - Give direct and clear instructions
      - Break learning into small steps
      - Give fewer choices
      - Give extra breaks
      - Be patient
      - Create a classroom routine
      - If having sensory sensitivities, for example for noise, use headphones
      - Treat them like any other kid as much as possible
  - - - To improve reception:
        
        Use AudioBooks, Visuwords
      - To promote social behaviour:
        
        Powercards, Social Stories, FaceSay
      - Help with speaking
        
        Use Prezi(online 3D collaborative graphic organizer)
      - Reading
        
        StoryOnline, Kurzweil 3000, Project Gutenberg, GoodReader
      - Writing
        
        Computerised pens, iWordQ
      - Math
        
        Sumdog, Braiing Camp
- - - - Poliomyelitis
      - Bone Tuberculosis
    - - Cerebral Palsy
      - Amputations
      - Fractures or Burns that cause Contractures
  - - - Posture and Mobility Challenges
      - Moving around the Classroom or School May Be Difficult
      - Elevator Access
    - - May Need Assistive Technology Devices
      - Utilized Devices
        
        Wheelchairs
        
        Specialized Desks
        
        Canes
        
        Crutches
        
        Communication Software
        
        Speech Recognition Software
    - - Physical Education Classes May Be a Problem for Some
      - Physical Activities May Be Limiting
    - - Students with these Problems May Become Tired or Exhausted Quicker Than Normal
    - - Students May Struggle Going to and from School
        
        Federal Law Mandates that these Challenges be Accommodated for
  - - - Surgery
      - Adapted Wheelchairs
    - - Braces
      - Prosthetic
      - Orthotic Devices
      - Adapted Wheelchairs
  - - - Motor Skill Problems
        
        Turning Pages
        
        Exploring/Participating in Classroom Activities
        
        Holding a Pencil
        
        Opening Books
        
        Speech Impairments
        
        Multiple Disabilities that Affect Multiple Academic Areas
        
        Lack Common Experiences or Knowledge
        
        May have Never Experiences Certain Places, Items, and Activities compared to General Education Students
        
        Due to a lack of mobility and
        the lack of typical childhood play and exploration
        
        Limited Social Interactions
        
        Because of Limited Motor, Self-help, and Self-Care Skills
        
        May be Fatigued
        
        Due to Pain and Discomfort. Therefore, it is Hard for them to Sleep
        
        They May be on Medication for the Pain
        
        May Miss School more Often due to their Medical Conditions
        
        May Feel Helpless or Depressed due to their Disability
- - - - Presentation of Materials
        -Provide larger text options.
        -Provide audio tapes.
        -Present instructions orally.
        -Utilize more hands-on activities.
        -Incorporate Film or video in place of text.
        -Use extra visual or verbal cues.
      - Response Time
        -Allow for verbal responses during tests.
        -Allow for teachers to record the answer, or use a scribe.
        
        Timing
        -Give students additional time on assignments.
        -Allow test breaks.
        -Extend allotted time on tests.
        -Create a regular test schedule to create routine.
  - - - Electronic Worksheets
        -Students with disabilities like dyslexia can use electronic worksheets to help complete their
        assignments
        Phonetic Spelling Software
        Software designed to automatically convert the student’s typing to the word they meant to type
        Talking Calculators
        -Helps students who struggle with reading numbers
        Variable Speed Recorder
        -Allows students to slow down the speed of the lesson.
        Seat Cushions
        -Prevents movement and discomfort.
        Noise Eliminating Headphones
        -Removes distracting sounds.
        Audiobooks
        -For students who struggle with reading, this is a great assistance.
        Graphic Organizer
        -This visual tool keeps students accountable and engaged.
        Text-to-Speech Software
        -Designed to help children with dyslexia, blindness or any other visual impairment. Has also shown to be helpful for children with ADD, autism or other intellectual disability.
        Proofreading Software
        -Helpful for older students who struggle with dyslexia.
- - - - Around the word
        about 0.2% population is suffering the deaf-blindness
        2% population is suffering ‘milder forms’ of deaf-blindness
      - In U.S
        11081 children suffered from the deaf-blindness at the end of 2018 year
        6.5% children are 0-2 years old
        11.9% children are 3-5 years old
        31.6% children are 6-11 years old
        33.6% children are 12-17 years old
        15.7% children are 18-21 years old
- - - - Strategies for difficulty taking tests and exams
        -Provide additional time
        -Allow rest breaks as needed
        -Create distraction-free enivornment
      - Strategies for problems with following complex directions
        -Provide instructions one step at a time
        -Provide written instructions for multi-step directions
      - Strategies for difficulty learning new skills
        -Teach compensatory strategies for increasing memory
        -Demonstrate new tasks, provide examples to illustrate ideas and concepts
        -Provide repetition and consistency
- - - - stuttering
      - impaired articulation
      - language or voice impairment
  - - - First Words
        A language program with applications for teaching those who are developing language functions.
        
        Uses graphic presentations combined with synthesized speech to teach high-frequency nouns.
    - - Sign language
      - Communication Boards
        The objective of the board is for the student to make a choice whether it be food or an activity.
        
        Can be manual or electronic
        
        Choices can be represented by real items, pictures of items, or symbols of items.
- - - - Definition Based on IDEA :pen:
        
        Emotional disturbance means 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 learn that cannot be explained by intellectual, sensory, or health factors.
        
        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.
        
        Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under paragraph (c)(4)(i) of this section.
      - References :check:
        
        Sec. 300.8 (c) (4). (2017, May 2) Retrieved July 5, 2020 from https://sites.ed.gov/idea/regs/b/a/300.8/c/4.
        Students With Emotional Disabilities: Facts About This Vulnerable Population. (2018, March 19). Retrieved July 5, 2020 from https://www.edweek.org/ew/articles/2018/03/21/students-with-emotional-disabilities-facts-about-this.html
        Emotional Behavioral Disorder: Accommodations and Modifications. (2012, July 12). Retrieved July 5, 2020 from http://www.achildwithneeds.com/disabilities/emotional-disability/emotional-behavioral-disorder-accommodations-and-modifications/
        Parette, H, Crowely, P, Wojcik, B,. (2007). Reducing Overload in Students with Learning and Behavioral Disorders: The Role of Assistive Technology. Retrieved July 5, 2020 from
        https://files.eric.ed.gov/fulltext/EJ967467.pdf
      - Low Incidence :warning:
        
        About 6 percent of students with disabilities are classified as having an emotional disturbance nationally. In comparison, about 39 percent have a specific learning disability, such as dyslexia, and 17 percent have speech and language impairments.
      - Strategies and Accommodations :silhouettes:
        
        Concern: Child may have difficulty establishing a variety of relationships.
        Modifications to Help Child:
        
        Set up goals aimed at social interactions
        
        Use role-playing situations
        
        Use seating arrangement to encourage social interaction.
        
        Concern: Often have low-self esteem, high stress points, and may engage in self-injurious behaviors.
        Modifications to Help Child:
        
        Establish a quiet cool off area
        
        Teach self-talk to relieve stress and anxiety
        
        Teach and put in place self-monitoring and self-control techniques
        
        Provide time for relaxation techniques
        
        Be aware of your speech and non-verbal cues when talking to the student
        
        Concern: Often achieve academically below their non-disabled peers in reading, writing, and arithmetic.
        Modifications to Help Child:
        
        Set up personalized goals and strategies
        
        Early detection and intervention
        
        The child may present extra challenges to caregiver (outbursts and disobedience). The caregiver cannot give into this as it only validates the child’s behavior. Instead caregiver needs to challenge students to keep them learning new skills.
        
        Concern: Child may appear easily distracted, less attentive, and have poor concentration
        Modifications to Help Child:
        
        Set clear rules and expectations with visual stimulating material.
        
        Concern: Child may be dishonest, blame others, manipulate situations, and bully others.
        Modifications to Help Child:
        
        Clearly post rules
        
        Stay consistent in expectations
        
        Set limits and Boundaries
        
        Use behavior contracts
        
        Use a highly structured environment
        
        Develop a cue word for the child to note inappropriate behavior
        
        Concern: Often truant from school and disruptive when present.
        Modifications to Help Child:
        1.Communicate with parents to ensure similar strategies and expectations are used at home
      - Assistive Technology :unlock:
        
        Reading:
        
        Text-to-speech
        (TTS)
        
        Writing:
        
        Talking word
        processors
        
        Speech recognition
        software
        
        Graphic organizers
        
        Track and Measure Behavior:
        
        Behavior Charts
        
        Stop watches
        
        Hand-Held counters
        
        Self graphing
- - - - Money conecpets
      - Time concepts
      - Independent living skills
      - Self care and hygeine
    - - Break down concepts and activities into smaller parts
      - Teach one concept at a time
      - Teach in a specific order to help reinforce sequencing
      - Teach in as small of groups as possible
      - Teach the material in ways that tie into different settings
      - Reteach as much as possible
      - Include opportunities for peer tutoring
      - Find ways to tie materiel into the students' interests
      - Provide Extra Time to complete assignments and assessments
- - - - • AMPLIFICATION OPTIONS - hearing devices (personal & teacher)
      - • COMMUNICATION ACCOMMODATIONS - seating arrangements, reduce background noise & don’t impede speech reading ability of student (hand in front of mouth or moustache), enunciate clearly, repeat/rephrase, obtain student’s attention &/or an use an interpreter
      - • PHYSICAL ENVIRONMENT ACCOMMODATIONS - reduce visiual distractions (can also be comm. acomm.), noise reduction, room design, special lighting & flash alarms.
      - • INSTRUCTIONAL ACCOMMODATIONS - visual supplements, buddy system, listening breaks, step by step instructions, notetaker, captions for video footage, extra time for completion & possible tutor.
      - • CURRICULAR MODIFICATIONS - modified assignments (ie no phonics), extra practice, provide material to supplement and reinforce & alternate curriculum.
      - • EVALUATION MODIFICATIONS - provide reading assistance, alternate tests, & extra time.
      - • OTHER NEEDS/CONSIDERATIONS - sign language instruction, counselling & role models (esp. similar to student)