Please enable JavaScript.

Coggle requires JavaScript to display documents.

IDEA 13 Disability Categories, source: https://sites.ed.gov/idea/regs/b/a/…

- - - - A specific learning disability in writing.
    - - A specific learning disability in mathematics
    - - A specific learning disability in writing.
  - - - 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.
      - 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/
    - - 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/
    - - 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.
  - - - 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
      - 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/
    - - 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
    - - 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.
  - - - 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
  - - - 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.
- - - - 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
      - pencil grip
      - slant board
      - examples
    - - Talk Pad
        
        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.
      - Battery operated devices or "simple" electronic devices requiring limited advancements in technology.
      - "Voice in the Box"
        
        This device can help the child to focus his attention during large group-listening activities.
      - "Big Mack"
        
        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.
      - "Cheap Talk 4"
        
        A 4 message/button device which allows for 5 seconds of record time per button available from Enabling Devices
      - "Step-by-Step Communicator"
        
        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?
      - Language Master
        
        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.
      - Tape recorde
        
        Any easily operated tape recorder can be effective in addressing various skill areas in children with autism spectrum disorder.
      - Audio taping
        
        Audio taping can be used to focus on communication skills to draw the child's attention to an inappropriate communicative behavior.
    - - Complex technological support strategies - typically "high" cost equipment.
      - video taping
        
        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.
      - computers
        
        Many students with autism are highly interested and motivated by computers. Therefore, computers should be infused into the child's daily curriculum
      - what is it?
      - 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.
      - Software to support academics
      - Sophisticated communication devices
  - - - 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.
- - - - 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
        
        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.
        
        Website accessability is aided by translation software like Google BrailleBack or iBrailler Notes
        
        Telephone
        
        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
        
        Printed materials
        
        Braille printed material is becomming more and more common and available.
      - https://www.levelaccess.com/understanding-assistive-technology-how-do-deaf-blind-people-use-technology/#:~:text=Assistive%20technology%20used%20by%20deaf%2Dblind%20people&text=Screen%20readers%3A%20A%20program%20that,a%20text%20to%20speech%20translation.&text=Braille%20displays%3A%20A%20device%20that,be%20read%20with%20the%20fingers.
  - - - Student Aids
        
        Interpreters
        
        notetakers
        
        tutors
      - Physical Classroom Accomodations
        
        must accomodate the safety and comfort needs of the student, aide and possibly guide dog or assisting technology
      - Assessments and materials
        
        must be designed or redesigned to be accessible for the individual
  - - - https://documents.nationaldb.org/products/population.pdf
      - Less than 0.1% of public school students in the USA
        
        https://nces.ed.gov/fastfacts/display.asp?id=64
- - - - Speech to Text apps
    - - Seizure tracker apps
    - - Open space
    - - EpiPen
  - - - Health
        
        School Nurses and Psychologists
      - Education
        
        School Special Education Staff
      - Resources
        
        Special Education Accessories
- - - - Laptop/ipad/smart phone
    - - write answers quickly
    - - Computer writes what hearing person speaks
    - - Video chat with interpreter when needed
  - - - Day school
      - Boarding school
    - - Student goes to office when assistance is needed
    - - By parents
      - By private tutor
      - Online
    - - Speech coaching (controversial)
  - - - Easy to read
      - Easy to read lips
- - - - 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.
        
        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.
- - - - 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
  - - - Send teachers voice from wireless microphone to receiver worn by students. Examples: Cochlear Implants and Hearing aids
    - - Facilitate speech reading for students who are oral-deaf or hard of
        hearing
    - - Teachers voice sent to system mounted on wall. Allows more than one student to use the
        system simultaneously
    - - provide assistance when short, one-on-one
        conversations are needed.
    - - Click here to view bigger image
  - - - Some students will not want to, respect their choice and offer an alternative
    - - 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.
    - - Difficult to take notes and listen to the teacher. Information should also be available as handouts.
    - - Close windows/doors etc
    - - Click Here
- - - - Resource 1
      - Resource 2
  - - - 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
      - 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.
    - - braiile
      - tactile graphics
      - audiotape materials
      - electronic access
      - print book for parents
      - highlighting
      - large print
      - manipulatives
      - 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.
    - - extra time for completion
      - descriptive response
      - use of models
      - reduction of copy work
      - 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.
    - - extended time
      - use of manipulatives
      - spelling tests for braille readers
      - dictation of responses to a scribe
      - screen access to tests administered on a computer
      - 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.
    - - low vision devices
        
        near
        
        distance
      - braillewriter
      - slate and stylus
      - electronic braillewriter
      - personal digital assistant (PDA)
      - notetaker
        
        braille
        
        speech
      - computer
      - refreshable braille
      - speech access software
      - braille translation software
      - large monitor for computer
      - scanner
      - magnification software
      - braille embosser
      - print printer
      - tactile graphics maker
      - word processor
      - Email
      - talking calculator
      - large print calculator
      - talking dictionary
      - audio recorders
      - digital players
      - alternative computer access
      - augmentative and alternative communication devices
      - adapted devices for daily living
      - Students may need assistive technology tools to learn or to communicate with others.
    - - preferential seating
      - flexibility to move within a room
      - additional desk or work space
      - additional shelving or storage space
      - appropriate lighting
      - 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.
    - - 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
      - 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.
- - - - https://nces.ed.gov/fastfacts/display.asp?id=64
      - http://aasep.org/fileadmin/user_upload/Protected_Directory/BCSE_Course_Files/Course_5/Chapter-10-Special_Education_Eligibility.pdf
  - - - 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
        
        ResearchGate
      - Parents and teachers should know the child's rights: IDEA requires accessible transportation to and from school, as well as between school buildings.
        
        Accommodation Requirements
      - 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
- - - - 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.
        
        Results:
        
        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)
        
        What kind of assertive technology does he or she use?
- - - - 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
        
        Strategies
        
        Classroom Arrangement
        
        2 more items...
        
        Notetaker
        
        movement and brain breaks
        
        verbal tests
        
        Extra books at home
        
        multiple choice fill in the blank work rather than written work
        
        Explain in different ways
        
        extra time to do work
        
        reminders that transition is coming up
        
        extra transition time
        
        pen grip
        
        grabber
        
        checklist
        
        anger, stress management
        
        1 more item...
        
        Assistive Technologies
        
        speech generator
        
        hearing aid
        
        laptop
        
        magnifier
        
        Voice recorder
        
        video mini lessons
        
        Timer
        
        talking calendar
        
        Communication board
        
        1 more item...
        
        Special Apps https://www.brainline.org/article/life-changing-apps-people-brain-injury
        
        Support Staff
        
        Occupational Therapy
        
        Speech Therapist
        
        Physical Therapy
        
        Counselor
        
        other support staff
      - https://youtu.be/OiLBPsTRLnQ
- - - - This is the most common know cause of an inherited intellectual disability worldwide.
    - - Boys are usually more affected than girls-it affects around 1 in 3600 boys and between 1 in 4000-6000 girls.
  - - - 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.
  - - - 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
        
        Develop students' communicative competence and verbal expression
      - Intelligence training courses and physical education courses
        
        To train the students' sensory perception and physical coordination ability
    - - 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
        
        Practice controlling and using your fingers flexibly
        
        Rubber band finger trainer
        
        Iron rod board, wood board
        
        Finger plunger
        
        Cognitive and perceptual training equipment
        
        Graphical cognitive component
        
        Cognitive toys
        
        The simulation of fruit
        
        Classification box
    - - 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
        
        Text-to-speech (TTS) software is designed to help children who have difficulties reading standard print.
        
        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.
        
        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
  - - - 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
    - - 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