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14 IDEA Disability Categories, Examples of health problems are ADD, ADHD,…

- - - - Unable to see the board
      - Easily distracted, distant or disruptive
      - Inability to follow written directions
      - Shyness or trying to hide
      - Wears glasses or eyes that do not follow faces or objects easily
    - - Check IEP
      - Make sure they sit closer to front of room to see better and that their view has no obstructions
      - Provide CCQ's when instructions are written
      - Technology Solutions
        
        Speech to text software
        
        Braille software and/or hardware such as printer, braille reader, braille keyboard...
        
        Screen Reader
        
        Screen enlarger
        
        Large computer screen or keyboard
      - Provide large print worksheets or books
      - Allow for peer work and group work for sts to support each other
      - EARLY DETECTION!! If a teacher notices problems the student needs an eye test.
      - Allow for different tasks to show similar outcomes (making a speech rather than creating a poster etc...)
    - - Low Incident: Only .8% of kids aged 4-20 identified as having visual disability in 2016 education statistics of USA (www.disabilitystatistics.org)
  - - - Incidence: Low - 0.1% of the population ages 6 through 21 served under IDEA (US Department of Education, 2019).
        
        Assistive Technology (to access information)
        
        Speech recognition software
        
        Communication boards
        
        Screen reading software
        
        Speech to text software
        
        Academic software packages
        
        Assistive Technology
        (for positioning and mobility)
        
        Canes
        
        Walkers
        
        Wheelchairs
        
        Specialized desks and chairs
        
        Specialized exercise equipment
        
        Crutches
        
        Teaching Strategies & Accommodations
        
        Special seating arrangements to develop posture and movements
        
        Instruction focused on development of gross and fine motor skills
        
        Securing suitable augmentative communication and other assistive devices
        
        Awareness of medical condition and its effect on the student e.g. getting tired quickly.
        
        References
        Gargiulo, R. M. & Bouck, E. C (2016) Special Education in Contemporary Society: An Introduction to Exceptionality [Online]. Thousand Oaks, CA: Sage. Available From: https://books.google.co.uk/books/about/Special_Education_in_Contemporary_Societ.html?id=ANyqDQAAQBAJ&redir_esc=y [Accessed: 29 June 2020].
        IDEA - Individuals with Disabilities Education Act (2017) Statute & Regulations – Section 300.8 [Online]. Available From: https://sites.ed.gov/idea/regs/b/a/300.8/c/8 [Accessed: 29 June 2020].
        Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2010) Exceptional Lives: Special Education in Today's Schools [Online]. Upper Saddle River, NJ: Pearson. Available From: https://openlibrary.org/books/OL22514779M/Exceptional_lives [Accessed: 29 June 2020].
        US Department of Education (2019) 41st Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act [Online]. Available From: https://www2.ed.gov/about/reports/annual/osep/2019/parts-b-c/41st-arc-for-idea.pdf [Accessed: 29 June 2020].
  - - - Use clear and concise language
        
        Review and Summarize lessons often
        
        Set up the classroom that can accommodate potential physical impairments. (seeing, hearing, physical).
        
        Educate peers, have them do research on TBI and encourage them to support their peer(s).
      - Use assistive technology if need be
        
        Allow for exam exceptions such as spell check and text to type.
        
        Link Title
        
        Impact
        
        Shortened Attantion span
        
        Hindered ability to read, write, speak
        
        Difficulty retaining and comprehending new material
        
        Imparied social skills
        
        Disorganization of thoughts
  - - - What does it mean if someone is Deaf, deafened, or hard of hearing?
        
        People who have hearing loss may be Deaf, deafened, or hard of hearing. The Canadian Hearing Society has used the following definitions:
        
        Deaf (uppercase “D”) is a term that refers to members of a socio-linguistic and cultural group whose first language is sign language. In Canada, there are two main sign languages: American Sign Language (ASL) and Langue des signes québécoise (LSQ)(2017, January 19).
        
        Deafened, late-deafened and oral deaf (lowercase “d”) are terms that refer to individuals who have lost all hearing at some point in their lives, use spoken language, and rely on visual forms of communication, such as speech reading, text and occasionally sign language (2017, January 19).
        
        Hard of hearing is a term that refers to individuals who have a hearing loss ranging from mild to severe, and who use their voice and residual hearing and occasionally sign language for communication (2017, January 19).
        
        Some individuals with hearing loss may use assistive technology to communicate, such as hearing aids or cochlear implants; others may use interpretive services or read lips (2017, January 19).
        
        FIVE TIPS FOR TEACHERS OF STUDENTS WITH HEARING IMPAIRMENT
        
        Use captions:
        All students benefit from captions and especially those who are Deaf or hearing-impaired, plus those with English as a second language. To cater for these students, it is important to use only captioned multimedia such as TV, online video, and DVDs. Captions provide vital access to multimedia content (2017, May 25).
        
        Make use of available technology:
        Many classrooms are now equipped with technologies such as interactive whiteboards (IWBs) and sound field amplification systems. If you have access to these technologies or anything similar, ensure that you have been briefed on how to best use them to complement your teaching (2017, May 25).
        
        Use visual stimulus:
        Students who have a hearing impairment require visual cues/ support in their learning to assist their understanding of content. And of course, so do children who have English as a second language. Teachers can use visual stimuli such as providing lesson outlines, main points, and any directions on IWB or display boards to help these students (2017, May 25).
        
        Consider classroom arrangement:
        There are always variables as to where a student who has a hearing impairment should sit in the classroom. Ensure that these students are in a position where your face (and ideally the faces of other students if they are participating in class discussion) are clearly visible, and where the sound of your voice is least obstructed (2017, May 25).
        
        Keep unnecessary noise to a minimum:
        Students who have a hearing impairment find it exceedingly difficult to concentrate when there is background noise. Blocking out some or all this noise through closing doors or windows can be a simple and effective measure. Remember that even if your student or students use assistive hearing technology, they do not hear in the same way that their peers do. They will benefit from having unnecessary background noise to a minimum (2017, May 25).
      - The definition of visual impairment is “a decrease in the ability to see to a certain degree that causes problems not fixable by usual means, such as glasses.” Blindness is “the state of being unable to see due to injury, disease or genetic condition” (2018, August 8).
        
        Tips for Teachers with Visually Impaired Students
        
        Always Use the Student’s Name When Speaking to Them:
        Because visually impaired students have limited vision, they may not be aware when someone is speaking to them, to the entire class or to another student. Always use a visually impaired student’s name when speaking to them so that they are aware that the communication is addressed to them (2018, August 8).
        
        Seating is Important for Students with Visual Impairments:
        It is important that the student can sit where he or she sees best. Let the student decide where the best seat location is for their visual field. The student may choose to sit as close to the blackboard as is practical and/or near an outlet to be able to plug in any assistive technology. Work with the student to find the best location for their seat (2018, August 8).
        
        Make Handouts Both Hard Copy and Electronic:
        Be sure that any handouts given are in large print that meets the needs of the individual student. The student’s IEP (Individualized Education Program/Plan) will give you guidelines for your student. If your handouts are given in paper copies, then black print on white paper is typically best of low vision students. Whenever possible make both printed (hard copy or Braille) and electronic versions of handouts available (2018, August 8).
        
        Use the ViA app for iDevices to Find Resources for Blind and Low Vision Students:
        The ViA app (Visually Impaired App) is a great resource for teachers and students that was developed by Braille Institute. This app is for anyone who is blind or has low vision to find any app that is developed for people with visual impairments. ViA gives you access to accessible apps, such as games, talking or large print calculators, voice over, zoom or magnification, etc. The ViA app is specifically for Apple iDevices (iPod Touch, iPhone, and iPad) (2018, August 8).
        
        Teach Typing Skills and Encourage Your Students to Practice Typing:
        Visually impaired students who are excellent typists tend to be more successful students. Learning to type early is a gateway to accessing technology (computers, iPads, low vision, and blindness devices). Typing is faster than dictation when it comes to capturing communications. Teaching your blind and low vision students how to type is a key to success when using technology. Whenever possible, encourage your students to practice their typing skills (2018, August 8).
      - References
        
        (n.a.) 8 tips for teachers of visually impaired students. (2018, August 8). New England Low Vision. https://nelowvision.com/2016/05/03/8-tips-for-teachers-with-visually-impaired-students/
        (n.a.) Five tips for teachers of students with hearing impairment. (2017, May 25). Media Access Australia. https://mediaaccess.org.au/latest_news/education/five-tips-for-teachers-of-students-with-hearing-impairment
        (n.a.) Teaching students who are deaf, deafened, or hard of hearing. (2017, January 19). Accessible Campus. https://accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-who-are-deaf-deafened-or-hard-of-hearing/
  - - - About 2 to 3 out of every 1,000 children in the United States are born with a detectable level of hearing loss in one or both ears.
        Centers for Disease Control and Prevention (CDC). Identifying infants with hearing loss - United States, 1999-2007. MMWR Morb Mortal Wkly Rep. 59(8): 220-223.*
        
        Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of deafness in this section.Sec. 300.8 (c) (5) US Department of Education
        
        Teaching Strategies
        
        Do not speak when facing the blackboard. Make sure the class room is well lit.
        
        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. This is particularly important if the student is using an interpreter, lip-reading, relying on visual clues or using a hearing aid which has a limited range.
        
        In tutorials, assist students who lip-read by having the student sit directly opposite you and ensure, if possible, that they can see all other participants. Control the discussion so that only one person is speaking at a time.
        
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        Assistive Technology
        
        Use assistive listening devices such as induction loops if these are available in the lecture theater. Hearing aids may include transmitter/receiver systems with a clip-on microphone for the lecturer.
        
        Any videos or films used should, where possible, be captioned.
        
        Using Auslan interpreters and live remote captioning may require some adjustments in teaching styles, particularly the pace of the learning
        
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        References
        NIDCD. (n.d.). NIDCD. https://www.nidcd.nih.gov/healthDeaf and Hard of Hearing. (n.d.). ADCET. https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-hearing-impaired/
        Assistive Technology in the Classroom. (n.d.). CID. https://cid.edu/wp-content/uploads/2013/10/Assistive-Technology-in-the-Classroom.pdf
        
        https://www.youtube.com/watch?v=ln8NHzVfJkQ
  - - - Phsycological
        
        Tendency to withrdaw from society.
        Self injurious behaviour
      - Behavorial
        
        Immature Behaviour. Impulsive Behaviour
      - Physycal
        
        Sensory loss. Clumsy. Hydrocephalus.
    - - Children with multiple disabilities have a combination of more than one disability. For example, intellectual disability, mobility issues, visual or auditory deficits, language delay, brain injury, and more.
    - - Assistive Technology
        
        Wheelchairs
        
        visual aids
        
        Hearing aids
      - Teaching
        
        Make sure that their needs are heard
        
        Simple and systematic instructions
        
        Engage the child regularly in oral language activity.
- - - - Low Technologies are visual support strategies that do not require devices; they are typically low cost and easy to use:
        
        Dry erase boards can be used as a visual schedule to help with organization and comprehension skills.
        
        Photo albums can be used as an activity schedule to help with comprehending routines.
        
        Laminated cards can be used as "behavior" cards or "laminated instructions" to help comprehend instructions and build social skills.
        
        Calendars provide information for upcoming events and help the comprehension of cancelled events.
        
        Picture Exchange Communication System (PECS) is used for expressive communication. A picture of a desired item is given to a partner in exchange for that actual item.
        
        Images
      - High Technologies are complex technological support strategies that are typically "high" cost equipment. Examples are electronic devices with adaptive hardware, complex voice output devices, and specifically designed software.
        
        IntelliKeys is an alternative keyboard that easily connects to a computer. It comes with several overlays to place over the keyboard to ease navigation for the user.
        
        Big Keys is an alternative alphabet keyboard with keys as large as one inch squared. This eases typing for the user.
        
        GoTalks is speech generating software. It comes with several overlays.
        
        FaceSay is a software that produces games that can help autistic children/adults to better recognize behavioral and emotional cues. This improves social skills.
        
        Life Skills Winner is a software application that allows users to score points while learning daily living tasks in an interactive setting. This improves attending skills.
        
        Images
      - Mid Technologies are battery operated devices or simple electronic devices:
        
        Voice recorders improve communication and social skills when the voice note is replayed to identify what is appropriate and inappropriate social communicative behavior. It focuses on various non verbal social communication skills such as vocal volume or emotional tone of voice.
        
        Timers improve attending skills like time management.
        
        Voice Output Communication Aids (VOCA) - Children can express themselves with visual cues placed on a VOCA. VOCAs motivate communication or social skills by the auditory feedback immediately given as they use the device. Examples are the Big Mac, Voice in a Box, Talk Pad, and Cheap Talk.
        
        Images
    - - References:
        
        Autism Society. (n.d.). What is Autism? https://www.autism-society.org/what-is/
        Illinois University Library. (n.d.). Autism Spectrum Disorders (ASD): Common Assistive Technologies. https://guides.library.illinois.edu/c.php?g=515793&p=3526329
        National Association of Special Education Teachers. (n.d.). Assistive Technology for Students with Autism Spectrum Disorders. https://www.naset.org/fileadmin/user_upload/Autism_Series/Assist_tech/AssistiveTech_for_Students_W_Autism.pdf
  - - - sit up, crawl, or walk later than other children
        
        learn to talk later, or have trouble speaking
        
        find it hard to remember things
        
        not understand how to pay for things
        
        have trouble understanding social rules
        
        have trouble seeing the consequences of their actions
        
        have trouble solving problems and/or think logically
        
        How do we support them?
        
        General Class Accommodation - Such as: make simpler/less class work for students in need.
        
        Supplementary aids and services
        
        Practice adaptive skills, such as: communicating with others; taking care of personal needs (dressing, bathing, going to the bathroom); social skills (manners, knowing the rules of conversation, getting along in a group, playing a game) etc.
        
        Transition planning - IDEA requires that, at the latest, transition planning for students with disabilities must begin no later than the first IEP to be in effect when they turn 16. The IEP teams of many students with intellectual disabilities feel that it’s important for these students to begin earlier than that. And they do.
  - - - Individuals with Disabilities Education Act of 1990
        
        Unknown author. (2016, September 16). Developmental Delay. Retrieved July 03, 2020, from https://www.parentcenterhub.org/dd/
        
        Koegel, R.L., Koegel, L.K., & Carter, C.M. (1999). Pivotal teaching interactions for children with autism. School Psychology Review, 28, 576-594.
    - - Speech and language delay A speech delay is when a child uses unusually few words. A language delay is when a child has significant difficulty in communicating, both in understanding and being understood
        
        Support services for children with developmental delay
        
        Assistive technology (devices a child might need)
        
        Audiology or hearing services
        
        Speech and language services
        
        Counseling and training for a family
        
        Medical services
        
        Nursing services
        
        Nutrition services
        
        Occupational therapy
        
        Physical therapy
        
        Psychological services
        
        Early detection is an important step in addressing the issue and finding solutions that work to improve life satisfaction and quality
        
        How to improve classroom experiences for students with developmental delay
        
        Use visual cues to orient students in the classroom. This could include labeling containers, making boundaries on the floor with tape to indicate the different purposes of different areas of the class, and using signs to indicate the beginning and end of certain activities (e.g. a book for silent reading time).
        
        Post a clear and predictable daily schedule. Students can check off each activity as it is completed and take comfort in seeing what comes next. Pictures/objects can be used in place of words for students who struggle with reading.
        
        Increase motivation with some techniques like varying academically challenging activities with more relaxing and fun games. Also, make sure to give students some meaningful autonomy in deciding what they want to learn about next.
        
        Give structured opportunities for students to participate in social interactions. This could include role-play activities, modeling a conversation and then letting the student practice, or assigning a group ambassador for the class each day who greets all his classmates.
      - Autism Spectrum Disorder Can include things like not responding to their name, resistance to cuddling or playing with others, coordination problems, and the development of highly specific routines. There is often overlap between autism spectrum disorder and developmental delay.
      - Fine and gross motor skill delay The child may have trouble completing actions like sitting, or may experience dominance of involuntary reflexive movements over voluntary movements
  - - - Teaching Strategies:
    - - What is Speech or Language Impairment
        https://www.youtube.com/watch?v=MNYAb7VimC8
    - - 1) Visual prompts, like posters that have common spelling words on them
      - 2) Computer word processor, like microsoft word so kid can use spellcheck
      - 3) multiple representation software, like giving kid audio book, text book, and related pictures.
      - 4) program that lets kid click on unkown words or part of words as they read
  - - - Assistive Technologies
        
        :star: Track and measure behavior use a behavior chart, point/incentives sheet, ClassDojo or other visual behavior tracking method.
        
        :star: Timers create a mental and physical picture of time remaining for an activity or time until transitioning to a new activity.
        
        :star: Relaxation videos like MeMoves, CalmConnect, or yoga to lower anxiety. https://www.youtube.com/watch?v=b6wDQmHlXxU
        
        :star: Reading guides help children who have trouble staying focused on a page.
        
        :star: Graphic organizers sort thoughts and thereby reduce stress from complex assignments.
        
        :star: A vision board helps keep track of goals.
      - Teaching Strategies
        
        :check: Present Tasks in Simple Manner with easily attainable goals.
        
        :check: Teach Behavior Management Skills: Identify events which trigger disruptive behavior in order to address and modify routines.
        
        :check: Identify and Deal with Depression: If signs of depression are seen for six months, refer to counselling.
        
        :check: Teach Stress Management Techniques: If possible, consult with family to identify stressors. Teach stress-reduction techniques and refer to counselling if necessary.
        
        :check: Help Students Establish Positive Relationships: Create a sense of community such as cooperative learning, peer tutoring, and classroom meetings.
        
        :check: Establish Clear Rules and procedures. Be consistent with consequences.
      - Incidence: High - 0.5% of the population ages 6 through 21 served under IDEA (US Department of Education, 2019).
        
        Robin Reifel
  - - - Incidence: High - 3.5% prevalence of the population ages 6-21 served under IDEA in the United States.
        
        Assistive Technologies
        
        Reading
        
        text-to-speech software
        
        OCR (optical character recognition) software
        
        screen reading software
        
        audio books
        
        Writing
        
        portable word processors
        
        auditory word processing software
        
        word prediction programs
        
        graphical word processors
        
        on-screen keyboards
        
        voice recognition
        
        online writing support
        
        Other
        Plethora of technologies that address more specific daily living skills, social skills, and academic areas such as mathematics
        
        Teaching Strategies
        
        Perceptual difficulties
        
        Do not present two pieces of information together that may be perceptually confusing - example - ie and ei spelling words
        
        Highlight the important characteristics of new material, underline or bold letters.
        
        Attention difficulties
        
        Break long tasks into small segments
        
        Present limited amounts of information on a page
        
        Use prompts and cues to draw attention to important information such as written cues, verbal cues, instructional cues
        
        Memory difficulties
        
        chunking large information into smaller chunks
        
        oral or silent repetition
        
        weave material to be remembered into a meaningful context
        
        categorize information
        
        References
        ProjectIDEAL. (2013). Specific Learning Disabilities. Texas Council for Developmental Disabilities.
        U.S. Department of Education. (2018). Individuals with Disabilities Education Act Sec. 300.8(c).