IDEA 13 Disability Categories
SPECIFIC LEARNING DISABILITY
Priskila Mastra 
Autism
by Zhuo Chai
Speech and Language Impairment (High Incidence) Desmond So
Sign Language (if applicable)
Communication Boards
Avoid Public speaking occasions, small group discussion or audio recording is a better option
Breathing exercise before speaking
Allow student to organize before giving verbal answers
Speech and Hearing Therapist
Prevalence 1.6%. Some students ~20% with hearing or speech impairment have already received speech and language service to relieve or improve their quality of life.
Deaf-Blindness Stephen Moore
OTHER HEALTH IMPAIRMENT Colin Reed
Deafness by Zachery Brooks
Emotional Disturbance Kirk Schattilly
Hearing Impairment by Saadiqa Abrahams
VISUAL IMPAIRMENT INCLUDING BLINDNESS
Mike Kudra
Orthopedic impairment Dave Duffy
Multiple disabilities by Ryan Hodgson
TYPES
ASSISTIVE TECHNOLOGY
Assistive Technologies
Other Accomodations
low incidence
Deaf-blindness means having both hearing and visual impairments. This combination causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
Incidence, Assistive Technologies and Other Accommodations
dysgraphia
Kids with a diagnosis of deaf-blindness have both severe hearing and vision loss. Their communication and other needs are so unique that programs for just the deaf or blind can’t meet them.
Because kids with deaf-blindness are both deaf and blind they are even more limited than kids who are either deaf or blind. Many assistive technologies that would help a blind or a deaf person will not help a blind-deaf person.
dyslexia
Stats
Less than 0.1% of public school students in the USA
The importance of Braille For some deaf-blind people, braille is the only way they can read or communicate using script.
Digital Documents, websites and transcripts
Telephone
Printed materials
dyscalculia
A specific learning disability in writing.
dyslexia
A specific learning disability in writing.
A specific learning disability in mathematics
STRATEGIES
dyslexia
dysgraphia
dyscalculia
INCIDENCE
high
63% of people know someone who has a learning disability
43% of people wrongly think that learning disability are correlated with IQ
10-15% of school aged children have learning disability
Pocket Spell Checker: where a dyslexic learner type the words the way they know how (usually phonetically) and in return the spell checker will give correct spelling. This helps students strengthen their confidence and commit to memorise the spelling.
Line Readers: a lines reader magnifies and highlights the portion of text over, This way dyslexic learners keep focus on reading books.
Coloured Keyboard: special keyboard that comes with colours, and some with multimedia. Consider to share the keyboard so that students is not feeling isolated.
Multisensory Learning: students learn using their 5 senses.
Helpful Arrangement:
- Give a dyslexic learner a sheet of instruction without the keywords,
- Give plenty of time to complete homework,
- Give mark based on their effort and ideas.
Educational Games Reading Games
Working Together with Parents
Traumatic Brain Injury Kelly Moore
This is a low incidence disability
According to the U.S. Department of Education, Traumatic Brain Injury represents less than 1.0 percent of all students having a classification in special education.
TBI is a result of an injury to the brain caused by external physical force, resulting in total or partial functional disability or psychosocial impairment or both, that adversely affects a childs educational performance. The leading cause of TBI is car accidents and falls.
A student with a TBI will often have difficulty with mobility, coordination, slow motor speed, lack of endurance, memory retention,stress, depression, anger , time management and other issues.
After Accident
Functional Learning Assessment, IEP and 504
Interventions
LibGuides: Traumatic Brain Injury (TBI): Home. (n.d.). Retrieved August 09, 2020, from https://guides.library.illinois.edu/c.php?g=497977 Classroom Interventions for Students with Traumatic Brain Injuries. (2018, August 15). Retrieved August 09, 2020, from https://www.brainline.org/article/classroom-interventions-students-traumatic-brain-injuries
TTY (TeleTYpe)
A Braille TTY includes a keyboard, which allows the user to type his/her side of the conversation, and a Braille display for reading the other person's responses.
Braille printed material is becomming more and more common and available.
Website accessability is aided by translation software like Google BrailleBack or iBrailler Notes
Relay Communication Assistants (CA) serve as middle-men/translators for phone calls to and from deafblind callers - available for free in all 50 states of the USA
Student Aids
Assistive technologies
Other accommodations
Incidence
Low -Incidence Disabilities
Interpreters
notetakers
tutors
Physical Classroom Accomodations
Assessments and materials
dysgraphia
dyscalculia
must be designed or redesigned to be accessible for the individual
must accomodate the safety and comfort needs of the student, aide and possibly guide dog or assisting technology
Letter Tracing App: to assist students to build their muscles writing letters.
Punctuation-End Marks and Grammaropolis: another app to help teach students the rules of punctuation marks in a fun way.
Pixton: new comic creation tools.
Annomymous, n. d., Assistive Technology From Writing When Your Child Has Dysgraphia, https://www.steampoweredfamily.com/brains/assistive-technology-writing/
Burton, Liz. n.d. Helping Your Student with Dyslexia Learn: 5 Strategy to Rely On. https://www.dyslexic.com/blog/helping-your-student-with-dyslexia-learn-5-strategies-to-rely-on/
Hamilton-Newman, Renee M., n.d., Assistive Tech, https://www.dyscalculia.org/math-tools/accessibility/ld-tools-software
iPad (with Pencil): There are many learning apps but limited for Androids.
Math Is Fun.com: has very good reputation for resources on maths illustration, explanations, and interactive tools.
Annonymous, n.d., What is Specific Learning Disability, https://www.churchillstl.org/learning-disability-resources/specific-learning-disabilities/
Annonymous, n.d., What is Specific Learning Disability, https://www.churchillstl.org/learning-disability-resources/specific-learning-disabilities/
Annonymous, n.d., 5 Strategies for Managing Dyscalculia, https://blog.brainbalancecenters.com/2016/02/5-strategies-for-managing-dyscalculia
Talk or Write Out a Problem: reduce the abstract part of Mathematics.
Draw the Problem: help learners to visualise the concepts
Break Tasks Down into Subsets: students are easily overwhelmed with complex problem. Separating the components help them to focus on solving the problem.
Provide Pencil Grips: see what works for students as it might differ to each one.
Provide Handouts: so that there are less to copy off the board.
Audio Recorder: to allow students to go back to the instructions.
Morin, Amanda and Hollins, Whitney, n. d., Classroom Accommodations for Dysgraphia, https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-dysgraphia
Burton, Liz. n.d. Helping Your Student with Dyslexia Learn: 5 Strategy to Rely On. https://www.dyslexic.com/blog/helping-your-student-with-dyslexia-learn-5-strategies-to-rely-on/
Low technology
Mid technology
high technology
Visual support strategies which do not involve any type of electronic or battery operated device - typically low cost, and easy to use equipment.
modified visual schedule
what is it?
icons/pictures/symbols
sign language
Picture exchange communication system (PECS)
Gestures
Talk Pad
Battery operated devices or "simple" electronic devices requiring limited advancements in technology.
"Voice in the Box"
"Big Mack"
"Cheap Talk 4"
"Step-by-Step Communicator"
Complex technological support strategies - typically "high" cost equipment.
video taping
computers
pencil grip
slant board
what is it?
examples
A single switch/button device available from AbleNet which allows for 20 seconds of record time. To increase attention to large group listening/reading activities, record a repetitive line from a story, along with a corresponding visual representation system placed on top of the Big Mack.
A 4-message/button battery-operated device available, which allows for 15 seconds of record time per button. This device can be programmed with simple 1-4 step directions. The child is motivated to hit the buttons and thus complete the sequence of steps.
This device can help the child to focus his attention during large group-listening activities.
Language Master
A 4 message/button device which allows for 5 seconds of record time per button available from Enabling Devices
Tape recorde
Any easily operated tape recorder can be effective in addressing various skill areas in children with autism spectrum disorder.
A battery operated device which allows for prerecording a
series of unlimited sequenced messages up to a total of 75 seconds of record time.
what is it?
Audio taping
Audio taping can be used to focus on communication skills to draw the child's attention to an inappropriate communicative behavior.
For a child, who is able to imitate, the Language Master could be used as a model for imitation, as well as an opportunity to engage in social interactions.
Children with autism are often highly interested, motivated and thus attentive to videos. Many children enjoy repetitive viewing of videos due to the "predictability" of the information given; that is, knowing what's coming up next. Thus video taping can serve as an excellent tool with which to teach numerous skills to children with autism.
Many students with autism are highly interested and motivated by computers. Therefore, computers should be infused into the child's daily curriculum
Digital camera
A digital camera can be very beneficial in making two-dimensional visual representation systems for children who have a strong preference for the visually-presented information.
Strategies
Assistive Technologies
Support Staff
Classroom Arrangement
Notetaker
movement and brain breaks
verbal tests
Quiet area
Easy access
Extra books at home
multiple choice fill in the blank work rather than written work
Explain in different ways
extra time to do work
Occupational Therapy
Speech Therapist
Physical Therapy
Counselor
other support staff
speech generator
hearing aid
laptop
magnifier
Voice recorder
video mini lessons
Timer
reminders that transition is coming up
extra transition time
talking calendar
pen grip
grabber
Software to support academics
Sophisticated communication devices
clearly established and ordered routines
warning and preparation when changes are anticipated
planning and practicing of communication strategies and social routines
earplugs or noise-canceling headsets in hallways or lunchroom
a quiet area where the student can take a time-out if necessary
visual or written, rather than auditory instructions
CERT 07/2020 Cohort 11
Give fewer choices, Students with autism can get overwhelmed when given list-style selections.
Other interventions
Behavioural interventions
Developmental interventions
Combined interventions
Family-based interventions
Therapy-based interventions
Medical interventions
focus on teaching children new behaviour and skills by using specialised, structured techniques.
Discrete Trial Training (DTT)
Applied Behaviour Analysis (ABA)
Incidental teaching
Pivotal Response Treatment (PRT)
Positive Behaviour Support (PBS)
Princeton Child Development Institute Program
aim to help children form positive, meaningful relationships with other people. They focus on teaching children social and communication skills in everyday, structured settings.
Developmental social-pragmatic (DSP) model
Relationship Development Intervention
Responsive teaching
combine elements of behavioural and developmental methods, and also use new information about autism spectrum disorder (ASD) and typical development.
These interventions are designed to provide guidance, training, information and support to family members.
speech therapy to develop a child’s communication and social skills，occupational therapy to develop skills for daily life, including physical skills.
Functional Communication Training (FCT)
Sign language
Picture Exchange Communication System (PECS)
Prescribed medications might reduce behaviours such as: obsessive compulsive behaviour, behaviour associated with ADHD, like inattention or hyperactivity,self-harming behaviour, sleep disorders and symptoms of anxiety. So that behavioural or developmental interventions are more effective.
CDC reported that approximately 1 in 54 children in the U.S. is diagnosed with an autism spectrum disorder (ASD), according to 2016 data.
Boys are four times more likely to be diagnosed with autism than girls.
31% of children with ASD have an intellectual disability (intelligence quotient [IQ] <70), 25% are in the borderline range (IQ 71–85), and 44% have IQ scores in the average to above average range (i.e., IQ >85).
Low Insidence
Accommodations and Modifications
INSTRUCTION
MATERIALS
ASSIGNMENTS
CLASSROOM TESTING
ASSISTIVE TECHNOLOGY
THE ENVIRONMENT
OTHER ACTIVITIES
hands-on experiences
models
more easily readable visual aids
clear directions
peer (classmate) note taker
extra time for responses in class
oral description or narration
experiential learning
verbalization of writing
braiile
tactile graphics
audiotape materials
electronic access
print book for parents
highlighting
large print
manipulatives
extra time for completion
descriptive response
use of models
reduction of copy work
Incidence: Low
Figures from the U.S. Department of Ed.indicate that students with Orthopedic disabilities account for approximately 1% of all students having a special education classification
extended time
use of manipulatives
spelling tests for braille readers
dictation of responses to a scribe
screen access to tests administered on a computer
Assistive technology/Accommodations
preferential seating
flexibility to move within a room
additional desk or work space
additional shelving or storage space
appropriate lighting
special subscriptions to materials that are difficult to access
mobility tools
adapted equipment for physical education
organizational tools
emergency procedures
use of sighted reader
other health accomodations
low vision devices
near
distance
braillewriter
slate and stylus
electronic braillewriter
personal digital assistant (PDA)
notetaker
computer
refreshable braille
speech access software
braille translation software
large monitor for computer
scanner
magnification software
braille
speech
braille embosser
print printer
tactile graphics maker
word processor
talking calculator
large print calculator
talking dictionary
audio recorders
digital players
alternative computer access
augmentative and alternative communication devices
adapted devices for daily living
Visual impairment is considered a low insidence disability
An impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.
Orthopedic impairments can include a large array of limitations, so each case should be individually assessed and dealt with appropriately.
Types of Orthopedic Impairments:
- Neuromotor Impairments
- Degenerative Diseases
- Musculoskeletal Disorders
Functional Limitations:
- Motor Limitations
- Restricted Communication
- Fatigue and Endurance Limitations
- Health Factors
- Experiential Deficits and Concept Development Problems
- Neurocognitive Impairments
- Interactional Effects of Additional Disabilities
Psycho-social Factors:
- Motivation
- Self-esteem
- Social competence
- Behavioral/Emotional Functioning
- Ineffective Learning Environment
- Inaccessible Physical Environment
Parents and teachers should know the child's rights: IDEA requires accessible transportation to and from school, as well as between school buildings.
Commonly used assistive technology:
- Speech recognition software
- Screen reading software
- Communication boards
- Software packages for students with disabilities
Other commonly used assistive devices:
Canes, walkers, wheelchairs, crutches, specialized exercise equipment, specialized chairs/desks/tables
LOW INCIDENCE
The U.S. Department of Education reports 5,971,945 students receiving special education services in the 2003-2004 school year. Of that number, 7.6% or 452,045 students, received special education services based on a classification of other heath impairments. N/A, N/A (2013). Health Impairments. Retrieved August 10, 2020, from http://www.projectidealonline.org/v/health-impairments/
Children who are visually impaired can do virtually all the activities and tasks that sighted children can do, but they often need to learn to do them in a different way or using different tools or materials.
Children with visual impairments need to have access to both written and oral instruction and to demonstrations in all subject matter. Accommodations and modifications can help a student better understand the instruction provided by the regular education teacher in the classroom.
Instructional materials need to be put into an accessible format for visually impaired students. It is important that all materials be considered—not just textbooks, but worksheets and all supplemental reading materials. It is also important for the child to receive them at the same time as their sighted classmates who read print.
To make the best use of their education, students need to be responsible for all classroom and homework assignments. Additional time or alternatives to visual tasks may be important modifications.
IMPAIRMENT TYPES
Different types of accommodations and modifications can help visually impaired students take their class tests along with their sighted classmates. For example, Ahmed, who is in third grade, has low vision and cerebral palsy and reads and writes more slowly than his classmates. To have the same opportunity as the rest of class to complete all the items on his class tests and to take the tests independently, he will need to be allotted more time than the other students.
Students may need assistive technology tools to learn or to communicate with others.
ADD/ADHD
Students who are visually impaired often cannot perceive information directly from their environment, but accommodations and modifications help them do so. Something as simple as the flexibility to sit closer to the chalkboard may meet the child’s needs, or it could be necessary to alter the physical arrangement of the environment by providing additional furniture, shelving, or access to electrical outlets for the operation of specialized equipment.
Diabetes
Epilepsy
Students with visual impairments need to be able to participate in all the educational activities their school offers, not just those that take place in the classroom. For example, Natasha, a blind high school student, is involved with her school’s marching band. Special methods allow her to participate as independently as possible in the band routines and competitions.
Heart conditions
Tourette Syndrome
ASSISTIVE TECHNOLOGY
Tourette Syndrome
Epilepsy
ADD/ADHD
Seizure tracker apps
Speech to Text apps
Open space
Diabetes
EpiPen
OTHER ACCOMMODATIONS
Health
Education
Resources
Special Education Accessories
School Nurses and Psychologists
School Special Education Staff
Intellectual Disability
Yu Lin
Types
Fragile X syndrome
Down Syndrome
This is the most common know cause of an inherited intellectual disability worldwide.
Developmental delay
Boys are usually more affected than girls-it affects around 1 in 3600 boys and between 1 in 4000-6000 girls.
Prader-Will Syndrome (PWS)
Fetal alcohol spectrum disorder (FASD)
Environmental and other causes
High Incidence
Approximately 1-3 percent of the global population has an intellectual disability-as many as 200 million people.
Approximately 6.5 million people in the United States have an intellectual disability.
Intellectual disability is significantly more common in low-income countries-16.41 in every 1000 people. Disabilities overall are more common in low-income countries.
Intellectual disability often leads to physical and sexual disorders, mental illness, autism, ADHD and other disorders.
Assistive Technologies
Low technology
It does not contain any mechanical appliances or equipment. It is mainly completed by common objects and interactive courses.
Picture books
To make the language specific and visualized by illustration pictures.
Learning reflection cards
Such CARDS are often used to remind students of their studies.
Interactive games and speech training
Intelligence training courses and physical education courses
Develop students' communicative competence and verbal expression
To train the students' sensory perception and physical coordination ability
Mid technology
Synthetic drugs and appliances with low technological content
Therapeutic drugs
Rehabilitation equipment
Teaching equipments
balls, blocks, perforated beads, ropes
Heavy movement training equipments
Points fingerboard and body ring
To train the torso balance
Adjustable sand table
Upper limb joint movement
Wrist functional trainer
Details movement training equipment
Palmar function trainer
Rubber band finger trainer
Iron rod board, wood board
Finger plunger
Practice controlling and using your fingers flexibly
Cognitive and perceptual training equipment
Graphical cognitive component
Cognitive toys
The simulation of fruit
Classification box
High technology
Assistive technology tools for communication, math, physical access (daily living skills), reading, and writing. Some assistive technology tools or products that could be used with students in and outside the classrooms.
AT learning apps
22 apps that are beneficial for students with disabilities in special areas.
iTalk2 Communicator with Levels
The different levels of this Augmentative and Alternative Communication Device make it viable to pre-record various choices for students use during the day and saving your desired choices.
Reading assistance tools and software
Text to Speech
C-Pen Reading
Writing assistance software and tools
Graphic Organizers
Graphic organizers can be effective in helping students organize their thoughts during the writing process.
Text-to-speech (TTS) software is designed to help children who have difficulties reading standard print.
Proofreading Software
Assistive technology that goes above and beyond the typical proofreading features found in a word processing system, such as correcting words frequently misspelled by students
Math Tools
Other accommodations
Incidence: low
0.5% of people in the U.S. are deaf
Assestive Technologies
Subtitles
Focus on written materials
Additional Options
School for the deaf
Text to speech software
Sign language interpreter in classroom
Early intervention programs
Help children 0-4 years old with communication skills
Day school
Boarding school
"Resource room"
Student goes to office when assistance is needed
One-on-one or small group class for the deaf
Homeschooling
By parents
By private tutor
Online
Lip reading (controversial)
Classroom environment
Sit in front
Inclusion in all activites
Easy to read
Easy to read lips
Personal white board
write answers quickly
Laptop/ipad/smart phone
Important note
Putting deaf students in public school is very controversial in the deaf community
Speech to text software
Computer writes what hearing person speaks
Online interpreter
Video chat with interpreter when needed
Speech coaching (controversial)
Over 132,000 students treated with Multiple Disabilities in 2018 in US
speech
mobile ability
learning
mental retardation
sight
hearing
brain injury
checklist
Communication board
anger, stress management
Activity 2 Mind Maps
Low Incidence (0.1%)
Source:
How to Identify Children with Special Needs. (n.d.). EDB. https://www.edb.gov.hk/attachment/en/edu-system/preprimary-kindergarten/comprehensive-child-development-service/4_Chapter%20III.pdf
has development delay
IQ less than 50, includes students with moderate to severe intellectual disability
received some type of special education since birth
Assistive Technology
Personal FM systems
NOTE: loss of hearing in early childhood and loss of hearing later present different learning struggles
Saadiqa Abrahams
Please click here
Audio Visual FM Systems
Soundfield Systems
Send teachers voice from wireless microphone to receiver worn by students. Examples: Cochlear Implants and Hearing aids
Teachers voice sent to system mounted on wall. Allows more than one student to use the
system simultaneously
Facilitate speech reading for students who are oral-deaf or hard of
hearing
Accessible Instructional Materials
Face to Face Communication Systems
provide assistance when short, one-on-one
conversations are needed.
Teaching Strategies
Encourage students to sit in the front so they have a clear line of vision
Some students will not want to, respect their choice and offer an alternative
Repeat clearly any questions asked by students in the lecture or class before giving a response
DO NOT speak when back is faced to students. Facial hair may obscures the students visual to read lips
Allow students to record or provide a recording of the class
In school I found this particularly helpful and it allowed me to excel with my own learning disability. I now provide my own classroom recording and make it available to both students and parents.
Differentiate Instructions
Difficult to take notes and listen to the teacher. Information should also be available as handouts.
1.5 million children in the US under 18 have hearing loss
How I would identify and help hearing impairment in my classroom Click here
Assesstment Strategies
Students struggling with literacy may need the use of a thesaurus or dictionary during exams
Provide alternatives to those assignments. Be flexible with deadlines
Provide extra time in examinations, particularly extra time for reading questions
Stephen Moore M2U3A2
https://drive.google.com/file/d/1zdD5k6MLcs-B-Lrw_zeGVqB0UE8CAGiv/view?usp=sharing
Differentiated instruction
Academic adjustment of teachers
Add teaching equipment and learning materials
Adjust the way you think and evaluate
Adjust the teaching material
Increase in pre-service education and teaching of work learning Skills (for elder students)
Adjustment of teaching strategies
Strengthen the cooperative teaching with psychology teachers and special education teachers
Change teaching objectives and methods
Organize team work and study
Adjust homework, providing assistance and tips
Assign personalized learning programs
Class management
To help students develop self-confidence
Dealing with problem behaviors (early intervention for younger students)
Establish a good class atmosphere
Establish dialogue and trust between teachers and students
Enhance behavior management and guidance
Keep in touch and cooperate with parents
Provide regular coaching and establish good class discipline
School administration's directive
Provide information and resources on services available in city for special children with medical and/or developmental needs
Parent Education Materials
Reduced or exempted some tuition and miscellaneous fees
Adjust the learning environment to provide a less restrictive learning environment
Arrange regular home visits by the education commissioner, assist in selecting parent volunteers and establish parent associations
Set up a funding program that provides monthly payments and Medicaid coverage to special students
Provide resource classrooms and resource teachers
Free assessment service and arrange special education teacher in the class
Follow-up program and guidelines
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What is Autism? Do you know the signs?
When properly chosen, assistive technology can benefit students with multiple disabilities tremendously. Although there are thousands of devices available, it can be a daunting task to figure out which device works best for each unique student. It is imperative that teachers, support staff as well as the families work together to decide which assistive technology device will work best to support the student. Teachers and staff must utilize their resources. Whether that means attending professional development, reaching out to the assistive technology liaison or team, or sitting down and meeting with a parent to discuss what they feel might work best for their child, it must be done. The advancing technology is something that has the potential to be underutilized if not researched and implemented appropriately. Yet if appropriately chosen, assistive technology can dramatically help a student with multiple disabilities in the education setting.
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Results:
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What kind of assertive technology does he or she use?
Results:
Alternative input devices: 4 respondents, 25%
Screen readers: 3 respondents, 19%
Speech recognition or voice recognition programs: 3 respondents, 19% Text-to-Speech (TTS) or speech synthesizers: 3 respondents, 19% Hearing aids: 5 respondents, 31%
Wheelchair: 2 respondents, 13%
iPad/tablet: 10 respondents, 63%
Other: 2 respondents, 13% (PECS communication board, inappropriate answer)
Background noises should be limited
Definition
Be flexible, allow students to work with audiovisuals materials independently and for longer
What is this?
i) 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
A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
C) Inappropriate types of behavior or feelings under normal circumstances.
Interesting visual representation of how assistive technology has advanced over the years !
Include students assistive technology into classroom clip arts to build a diverse classroom
2020 Zoom E-Learning
Close windows/doors etc
OTHER ACCOMMODATION
Presentation
Response
Test Scheduling
Present instruction orally
Reduce number of items per page or line.
Permit answers to be recorded directly into test booklet
Permit responses to be given via computer
Administer a test in several timed sessions or over several days.
Allow subtest to be taken in a different order.
Annonymous, 2020, Accommodations for Students with LD, http://www.ldonline.org/article/8022/
D) A general pervasive mood of unhappiness or depression.
E) A tendency to develop physical symptoms or fears associated with personal or school problems
ii) 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.
High Incidence
assistive technologies and other accommodations
Kirk Schattilly - How to Grade a Flipped Classroom https://coggle.it/diagram/XzPWJJkqogiwLrKD/t/-
Dave Duffy Support Map
Benefits
1) Increase Student Independence
2) increase participation in classroom activities
3) simultaneously advancing academic standing for students with special needs, providing them the ability to have equal access to their school environment
Low-tech
Mid-tech
High-tech
<200 USD
No Power Source Required
Power Source Required
Complex
Programmable
Computer required
Ex) Adapted pencil grip
ex) Voice activated word processor
Flipped Classroom
Definition: students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.
The website of how to counter students with emotional disturbances
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Color code it