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CERT 01/2021 Cohort 7, Dysgraphia unnamed By AJ Deschaine, Specific…

- - - - Characteristic As is evident in IDEA’s definition, emotional disturbances can affect an individual in areas beyond the emotional. Depending on the specific mental disorder involved, a person’s physical, social, or cognitive skills may also be affected. Some of the characteristics and behaviors are seen in children who have an emotional disturbance include Hyperactivity (short attention span, impulsiveness); Aggression or self-injurious behavior (acting out, fighting); Withdrawal (not interacting socially with others, excessive fear or anxiety); Immaturity (inappropriate crying, temper tantrums, poor coping skills); and Learning difficulties (academically performing below grade level).
      - What is Emotional Disturbance
        https://www.youtube.com/watch?v=KcxPQ3AYpqo
      - Prevalence
        The disability category under IDEA belongs to High-Incidence
        
        What are High Incidence disabilities? High Incidence disabilities are mild disabilities that affect most of the special education students in schools today. The three areas that fall under the title of high incidence disabilities are learning disabilities, mild intellectual disabilities, and emotional/ behavioral disorders.
        
        What causes emotional disturbance? No one knows the actual cause or causes of emotional disturbance, although several factors—heredity, brain disorder, diet, stress, and family functioning—have been suggested and vigorously researched. A great deal of research goes on every day, but to date, researchers have not found that any of these factors are the direct cause of behavioral or emotional problems.
        
        Students with high incidence disabilities are taught and spend most of their time in the general education classroom. They are supported in the classroom with accommodations, modifications, paraprofessionals, and related services to help them succeed. They may spend a portion of their day receiving support from a special education teacher, or other related service providers such as a speech pathologist, physical therapist, occupational therapist, or social worker outside of the classroom. It becomes apparent when students start school which ones have a high incidence disability. This is because when they start school educators begin to notice they are different from their peers sometimes socially, behaviorally, or they begin to struggle academically. They all share some similar traits such as a short attention span and lower academic skills in certain areas or subjects. They may also have difficulties with their behavior or social development. At that point, they may be referred to for testing or an evaluation to see what might be going on with the student.
        
        Help for School-Aged Children. IDEA requires that special education and related services be made available free of charge to every eligible child with a disability, including preschoolers (ages 3-21). These services are specially designed to address the child’s individual needs associated with the disability—in this case, emotional disturbance, as defined by IDEA (and further specified by states). In the 2003-2004 school year, more than 484,000 children and youth with emotional disturbance received these services to address their individual needs related to emotional disturbance. Determining a child’s eligibility for special education and related services begins with a full and individual evaluation of the child. Under IDEA, this evaluation is provided free of charge in public schools.
    - - Conduct disorder refers to a group of behavioral and emotional problems in youngsters. Children and adolescents with this disorder have great difficulty following rules and behaving in a socially acceptable way. This may include some of the following behaviors: aggression to people and animals; destruction of property; deceitfulness, lying, or stealing; or truancy or other serious violations of rules.
        
        https://www.youtube.com/watch?v=yuyi5NGmdyc
      - Bipolar Disorder - Also known as manic-depressive illness, bipolar disorder is a serious medical condition that causes dramatic mood swings from overly “high” and/or irritable to sad and hopeless, and then back again, often with periods of normal
        mood in between. Severe changes in energy and behavior go along with these changes in mood. For most people with bipolar disorder, these mood swings and related symptoms can be stabilized over time using an approach that combines medication and psychosocial treatment.
        
        https://www.youtube.com/watch?time_continue=5&v=XQ2PbPr2AH4&feature=emb_title
      - As with the term emotional disturbance, “anxiety disorder” is an umbrella term that actually refers to several distinct disabilities that share the core characteristic of irrational fear: generalized anxiety disorder (GAD), obsessive-compulsive disorder (OCD), panic disorder, posttraumatic stress disorder (PTSD), social anxiety disorder (also called social phobia), and specific phobias. According to the Anxiety Disorders Association of America, anxiety disorders are the most common psychiatric illnesses affecting children and adults. They are also highly treatable. Unfortunately, only about 1/3 of those affected receive treatment.
        
        https://www.youtube.com/watch?v=EhEmopNDC0E&feature=emb_title
      - Eating disorders are characterized by extremes in eating behavior—either too much or too little—or feelings of extreme distress or concern about body weight or shape. Females are much more likely than males to develop an eating disorder. Anorexia nervosa and bulimia nervosa are the two most common types of eating disorders. Anorexia nervosa is characterized by self-starvation and dramatic loss of weight. Bulimia nervosa involves a cycle of binge eating, then self-induced vomiting or purging. Both of these disorders are potentially life-threatening. Binge eating is also considered an eating disorder. It’s characterized by eating excessive amounts of food while feeling unable to control how much or what is eaten. Unlike with bulimia, people who binge eat usually do not purge afterward by vomiting or using laxatives
        
        https://www.youtube.com/watch?v=pdO9zELK5yc&feature=emb_title
      - “Psychotic disorders” is another umbrella term used to refer to severe mental disorders that cause abnormal thinking and perceptions. Two of the main symptoms are delusions and hallucinations. Delusions are false beliefs, such as thinking that someone is plotting against you. Hallucinations are false perceptions, such as hearing, seeing, or feeling something that is not there. Schizophrenia is one type of psychotic disorder. There are others as well. Treatment for psychotic disorders will differ from person to person, depending on the specific disorder involved. Most are treated with a combination of medications and psychotherapy (a type of counseling).
        
        https://www.youtube.com/watch?v=tYiTznmuSu4&feature=emb_title
    - - Learning stations I had set up my stations around the classroom in groups of four desks. After 10 minutes the students would rotate to another group of four desks. At each center, there were different activities. I had bags labeled A-D at each desk. On the board, there were names that corresponded to the letter each child was in at the corresponding center
    - - Hyperactivity (short attention span, impulsiveness);
      - Aggression or self-injurious behavior (acting out, fighting);
      - Withdrawal (not interacting socially with others, excessive fear or anxiety);
      - Immaturity (inappropriate crying, temper tantrums, poor coping skills); and
      - Learning difficulties (academically performing below grade level).
- - - - DEFINITION
        
        the combination causes severe educational needs that cannot be accommodated in a special education program solely for one of the impairments
        
        concomitant (simultaneous) impairments
        
        intellectual disability - orthopaedic impairment
        
        :forbidden:deaf-blindness
        (own category)
        
        intellectual disability - blindness
        
        Usually a combination of an intellectual disability and a physical disability
        
        Some states require this combination for a child to fall under this category
        
        https://youtu.be/xKqN21OdsLQ
      - TEACHING MULTIPLE DISABILITES
        
        TIPS FOR TEACHERS
        
        :check:Tap into student's strengths - skills and interests
        
        :check:Be ready to make modifications (to lessons, instructions, activities etc.)
        
        :check:Ask that the IEP include the program supports or modifications needed
        
        :check:More hands-on opportunities for learning and practice
        
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        Accommodations
        
        Possible ways to assist students with multiple Disabilities
        
        MOST OFTEN , ACCOMMODATIONS ARE MADE IN:
        
        Setting
        (small group, one-one-one)
        
        Materials
        (audio tapes, braille)
        
        Instruction
        (reducing the difficulty of assignments, peer - peer tutoring
        
        Scheduling
        (extra time)
        
        Student Response
        (orally / with computer / sign language
        
        Support Related Services
        
        Speech - Language therapy
        
        Occupational therapy
        
        Physical therapy or orientation and mobility services
        
        Peer tutors
        
        One on one aide
        
        Adaptive equipment
        
        Make use of Paraprofessionals
        
        More information:
        http://nichcy.org/schools-administrators/paras/
        
        Transition Planning
        
        Older students to help make the move into adulthood
        
        More info:
        http://nichcy.org/schoolage/transitionadult/
        
        Make use of Assistive Technologies:
        
        Low-Tech
        
        Communication Board
        
        http://autismclassroomresources.com/communicative-functions/
        
        squishy ball
        
        Pencil grip
        
        Hi-Tech
        
        Electric Wheelchair
        
        Smart board
        
        Computer
        
        iPad / tablet with APPs:
        
        APPs:
        :star:Speak It! - text-to-speech APP
        :star:Read2Go [with Bookshare] - digital library
        :star:Dragon Dictation - voice recognition technology APP
        :star:Notability - note-taking APP
        :star:Talking Calculator - APP for visually impaired
        :star:Virtual Manipulatives! - math related APP
        
        Mid-Tech
        
        Adapted keyboards
        
        Adapted calculator
        
        Adapted seating
        
        Wheelchair
        
        Adapted switches
        
        Deal with Behavioural Issues
        
        For tips, visit:
        http://nichcy.org/schoolage/behavior/
        
        Accessible Textbooks
        
        braille, audio, etc.
        
        Where / How:
        http://aem.cast.org
      - PREVALENCE
        
        2% of students between 3 - 21 who received special education
        
        LOW INCIDENCE
      - LIKELY ONGOING SUPPORT NEEDED
        
        Walking, standing, lifting and bending
        (motor development)
        
        Speaking and communicating
        (communicative development)
        
        Concentrating and thinking
        (intellectual development)
        
        Working
        (adaptive development)
        
        Seeing, hearing, eating, sleeping
        (Sensory development)
        
        caring for oneself
        (adaptive development)
        
        performing manual tasks
        (motor development)
      - EDUCATIONAL CHALLENGES
        
        student's ability to effectively communicate with teachers, support staff and peers
        
        student's capability to function in a classroom
        
        finding a suitable setting for the student's intelligence level
        
        assessing and compensating for visual or hearing impairments
      - RESOURCES
        
        “The Condition of Education” (Last updated May 2020)
        Retrieved from http://nces.ed.gov/programs/coe/indicator_cgg.asp
        Escowitz, Sarah “Multiple Disabilities in Your Classroom: 10 Tips for Teachers” (3 February 2021)
        Retrieved from http://nichcy.org/multiple-disabilities-in-your-classroom
        “Supports, Modifications and Accommodations for Students” (Updated March 2020)
        Retrieved from http://parentcenterhub.org/accomodations/
        “Multiple Disabilities” (April 2019)
        Retrieved from http://parentcenterhub.org/multiple/
        “7 Apps to Use as Assistive Technology” (3 February 2021)
        Retrieved from http://specialeducationguide.com/pre-k-12/tools-and-research-7-apps-to-use-as-assistive-technology/
        Reeve, Christine “What are Communicative Functions and How to Expand Them” (3 February 2021)
        Retrieved from http://autismclassroomresources.com/communicative-functions/
        “Low Tech, Mid Tech and High Tech Assistive Technology” (3 February 2021)
        Retrieved from http://www.autismadventures.com/low-tech-mid-tech-and-high-tech/
      - Suggested process to aid the teacher in the identifying and assisting special needs students
        
        https://coggle.it/diagram/YBz_P9pUTufo4J-P/t/-
- - - - Musculoskeletal disorders are composed of various conditions that can result in various levels of physical limitations. Two examples of musculoskeletal disorders include juvenile rheumatoid arthritis and limb deficiency.
        
        https://www.youtube.com/watch?v=6tQe8RTurzs
        
        A neuromotor impairment is an abnormality of, or damage to, the brain, spinal cord, or nervous system that sends impulses to the muscles of the body. These impairments are acquired at or before birth, and often result in complex motor problems that can affect several body systems. These motor problems can include limited limb movement, loss of urinary control, and loss of proper alignment of the spine. The two most common types of neuromotor impairments are cerebral palsy and spina bifida.
        
        https://www.youtube.com/watch?v=SDgygp0gn3M
        
        Degenerative diseases are composed of various diseases that affect motor development. The most common degenerative disease found in the school population is muscular dystrophy. Muscular dystrophy is a group of inherited diseases characterized by progressive muscle weakness from degeneration of muscle fibers.
        
        https://www.youtube.com/watch?v=eaSD-lfxq8Y
    - - Impact on Education
        Students with orthopedic impairments typically have the same cognitive abilities as their peers without disabilities. Because of this, school staff should try to include these students in mainstream classes as much as possible. The IDEA law states that students should be educated in the least restrictive environment when appropriate. For example, impairments such as amputations and fractures can impact attendance, making it harder for kids to keep up academically. Other impairments that have accompanying brain involvement such as birth trauma and cerebral palsy may lead to learning difficulties resulting from sensory and cognitive issues.
        
        Educational challenges:
        Considering the diversity in conditions that are embodied by the orthopedic impairments’ category, educational challenges will differ case by case, and the strategies used in each case should focus on a student’s unique needs.
        Possible academic barriers include:
        Non-accessible transportation,
        Trouble maneuvering around the classroom,
        Difficulty navigating school hallways,
        Earning mandated physical education credit,
        Communicating effectively
        
        The extent to which a child's education is affected due to their impairment varies. Factors such as the type and severity of the impairment play a role. While many students with orthopedic impairment do not have cognitive or learning problems, some may experience related neurological or motor issues that can affect sensory processing, perception, and learning.
        
        https://www.youtube.com/watch?v=XxmMgiZAJ88
    - - Accommodations
        Students with orthopedic impairments will have different physical challenges and therefore require different accommodations.Some specific concerns and challenges that children with orthopedic impairments may face include:
        Behavioral: Teachers in all subject areas should be aware of the impact of an orthopedic disability on a student's behavior in class. Students with these impairments, for example, might get tired more quickly than their peers without orthopedic disabilities.
        Participation: Physical education classes, in particular, may pose difficulties. Some students with orthopedic impairments will need to be excused from gym class. Other students with mild orthopedic impairments may be able to participate.
        Seating: A student may need special seating arrangements to help him with posture and mobility, as moving around the classroom or moving around school hallways may be difficult. Schools may also need to arrange the schedules of these students in a way that prevents them from having to travel long distances from one class to another. Providing elevator access can also help.
        Technology: They may also need assistive technology devices to help them communicate or lessons that address their disability, such as those that will help them improve their gross and fine motor skills. Devices and technologies that might be utilized may include wheelchairs, specialized desks, canes, crutches, communication software, or speech recognition software.
        Travel: Children with orthopedic impairments may also face challenges accessing transportation to get to and from school. Federal law, however, requires school districts to provide the transportation necessary to help children with disabilities travel to and from school.
        
        People with orthopedic impairments usually need physical accommodations or assistive technology in school, the workplace, and at home. They have legal rights to this support under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973.
        
        Assistive Technology
        Due to the various levels of severity of orthopedic impairment, multiple types of assistive technology may be used. As with any student with a disability, the assistive technology would need to address a need of the student to be able to access the educational curriculum.
        
        Devices to Access Information:
        These assistive technology devices focus on aiding the student to access the educational material. These devices include:
        Speech recognition software,
        Screen reading software,
        Augmentative and alternative communication devices (such as communication boards),
        Academic software packages for students with disabilities
        
        Devices for Positioning and Mobility:
        These assistive technology devices focus on helping the student participate in educational activities. These devices include:
        Canes,
        Walkers,
        Crutches,
        Wheelchairs,
        Specialized exercise equipment,
        Specialized chairs,
        Desks and Tables for proper posture development
    - - Other causes:
        Spina bifida,
        Nervous system disorders,
        Traumatic spinal cord injuries,
        Stroke,
        Muscular dystrophy,
        Cerebral palsy
- - - - How Common Are Visual Impairments?
        
        Common Signs That a Child Might Have a Visual Impairment
        
        What Can Cause Visual Impairment?
        
        Classification According to Students’ Level of Functioning Vision
        
        To implement appropriate classroom accommodations for students with visual impairment, these students are classified according to these categories:
        
        3 more items...
        
        • Birth complications
        
        • Consequences of diseases (e.g., diabetes)
        
        • Maternal infection during pregnancies
        
        • Being born with a genetic condition
        
        • Complications from extreme prematurity
        
        • Trauma, accidents
        
        Examples of Visual Impairments Include:
        
        • strabismus, where the eyes look in different directions and do not focus simultaneously on a single point
        
        • congenital cataracts, where the lens of the eye is cloudy
        
        • retinopathy of prematurity, which may occur in premature babies when the light-sensitive retina hasn’t developed sufficiently before birth
        
        • retinitis pigmentosa, a rare inherited disease that slowly destroys the retina
        
        • coloboma, where a portion of the structure of the eye is missing
        
        • optic nerve hypoplasia, which is caused by underdeveloped fibers in the optic nerve and which affects depth perception, sensitivity to light, and acuity of vision
        
        • cortical visual impairment (CVI), which is caused by damage to the part of the brain related to vision, not to the eyes themselves
        
        • near-sightedness and far-sightedness
        
        • Irregular eye movements (for instance, eyes that don’t move together, can’t follow an object or that appear unfocused)
        
        • Crossed eyes, eyes that turn out or in, eyes that flutter from side to side or up and down, or eyes that do not seem to focus
        
        • Eyes that bulge, dance, or bounce in rapid rhythmic movements
        
        • Pupils that are unequal in size or that appear white instead of black
        
        • Repeated shutting, rubbing or covering of one or both eyes
        
        • Unusual degree of clumsiness, such as frequent bumping into things or knocking things over
        
        • Frequent squinting, blinking, face crunching, especially when there’s no bright light present
        
        • Sitting too close to the TV or holding toys and books too close to the face
        
        • Avoiding tasks and activities that require good vision
      - According to the U.S. Department of Education, Visual Impairments represents less than 1.0 percent of all students having a classification in special education. However, this percentage is not representative of the total number of students with visual impairments. This is due to the fact that students with visual impairments will often have other disabilities, as well, thereby being reported in another IDEA disability category.
      - There are many causes of visual impairments that have nothing to do with the aging process, and children certainly can be—and are—affected. In the U.S., there are approximately:
        
        • 455,462 children with vision difficulty, which refers to children who have serious difficulty seeing even when wearing glasses and those who are blind
        
        • 42,000 children with a severe vision impairment, who are unable to see words and letters in ordinary newsprintto see words and letters in ordinary newsprint
        
        • 61,739 children in educational settings who are legally blind
      - The National Dissemination Center for Children with Disabilities reports that the rate of occurrence for visual impairments in individuals under the age of 18 is at the rate of 12.2 per 1,000. Legal or total blindness occurs at a rate of .06 per 1,000.
      - Low Incidence
    - - Understanding Vision Impairment in Children
        
        Teaching Strategies
        
        Classroom Management
        
        Assistive Tools and Technologies
        
        • Tactile graphics, maps, diagrams (no tech)
        
        • Portable note takers (low tech)
        
        • Braille writer (low tech)
        
        • Screen reader (high tech)
        
        • Talking calculators and dictionaries (low tech)
        
        • Computer/tablet/phone with a special assistance program (high tech)
        
        • Screen enlargement software (high tech)
        
        • Translation software and equipment (high tech)
        
        • Alerting devices (low tech)
        
        • Mobility canes (no tech)
        
        • Vibrating and flashing devices (low tech)
        
        • Service dogs (no tech)
        
        • Audiobooks (low tech)
        
        • Use of bold line paper or raised line paper (no tech)
        
        • Unique writing tools (e.g., bold marker, 20/20 pen, mechanical pencil) (low tech)
        
        Tips for Teachers
        
        • If you are not part of the student’s IEP team, ask for a copy of his or her IEP.
        
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        Special Education Process
        
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        Recourses
        
        6 more items...
        
        • Preferential seating in the classroom (e.g. sitting away from windows, can easily walk to and from their desk, has an outlet next to their place)
        
        • Open and close the doors fully
        
        • Eliminate classroom clutter
        
        • Place materials and classroom objects in consistent places
        
        • Keep wide spaces between desks
        
        • Eliminate background noise
        
        • Have a space for assisting technologies
        
        • The computer screen should be eye level and tilted to avoid glare
        
        • Information presented on the board should be in a high contrast colour
        
        • Use larger fonts and prints
        
        • Explain/describe everything that is happening
        
        • Spell what’s written
        
        • Focus on listening skills
        
        • Include sensory teaching focusing on smelling, feeling, hearing
        
        • Encourage spoken participation
        
        • Use braille textbooks/materials
        
        • Focus on oral tests or braille tests
        
        • Allow to record lessons, classroom activities or lectures
        
        • Use clear and dark copies of worksheets
        
        • Use descriptive videos or audio materials
        
        • Encourage discussion and roleplays
        
        • Address students by their name and let them know who is talking to them
        
        • Presenting materials against a plain background
        
        • Modified assignments (extended time or shortened task)
        
        • Support from a helper or a classroom buddy system
        
        • Hand out materials in advance
        
        https://www.youtube.com/watch?v=7wGP_k_UP9c
      - • Students with visual impairment have a limited ability to learn incidentally from their environment. It is through sight that much of what we learn is received and processed. Touch and hearing can be ineffective substitutes for many individuals.
      - • Children with visual impairments must be taught compensatory skills and adaptive techniques in order to be able to acquire knowledge from methods other than sight. The presence of a visual impairment can potentially impact the normal sequence of learning in social, motor, language and cognitive developmental areas.
      - • Reduced vision often results in a low motivation to explore the environment, initiate social interaction, and manipulate objects. As a result, these students may experience low self-esteem that limits their sense of mastery over their own lives.
      - • Students with visual impairments also need specialized instruction in a number of other essential skill areas like communication skills, social interaction skills, orientation and mobility, independent living skills, recreation and leisure skills, use of assistive technology, visual efficiency, and career education skills, and self-determination.
      - • Students with visual impairments can learn at roughly the same rate as other children but require direct interventions to develop understanding of the relationships between people and objects in their environment.
- - - - Overview on Deaf-Blindness (Free printable PDF in English & Spanish) https://www.nationaldb.org/info-center/overview-factsheet/
      - Most Common Conditions
        That Cause Deaf-blindness: (1) Hereditary/Chromosomal Syndromes and Disorders (2) Pre-Natal/Congenital Complications (3) Non-Genetic Acquired Deaf-blindness (4) Complications of Prematurity (5) Undiagnosed
    - - What is a Low Incidence Disability?
        "Low incidence disability" means a severe disabling condition with an expected incidence rate of less than one percent of the total statewide enrollment in kindergarten through grade 12. Some examples are mental retardation, hearing impairments, deaf, blindness, traumatic brain injury (TBI), down syndrome, usher syndrome and austism.
      - Deaf-blindness does not only mean a child is fully deaf and fully blind. In fact, according to the most recent National Child Count of Children and Youth Who are Deaf-Blind (external site), only about 1% of the population has a profound hearing loss and is totally blind.
      - Deaf-blindness occurs in three out of every 100,000 births. There are approximately 10,000 children between birth and 22 years of age in the United States who are deaf-blind.
      - This category of multiple disabilities in the United States, representing 0.03% of all special education students
    - - Characteristics of children with Deaf-blindness:
        Heterogeneous group.
        Multiplicative of deafness or blindness
        Methodical
        May become frustrated
        Desire for communication
        Enjoy movement, such as: slides, climbing, swings, swimming, dancing, scooters, jumping on trampoline.
        
        Need for multiple choices Need for Ecological tTask Analysis
        Need for instructions to be flexible
        Need for all incidental information to be given to them
        Share knowledge of progress on rubric or checklist
      - Communication Techniques:
        touch cues
        object symbols
        sign language
        gestures
        picture symbols
        fingerspelling
        Signed English
        braille writing and
        reading
        American Sign
        Language
        lip-reading speech
        Pidgin Signed English
        Tadoma method of speech reading
        large print writing and reading
        
        Tips for teachers and parents:
        Task analyze/ Be creative/ Be patient-repeat skills until student understands/ Be flexible/ Observe movement and modify as necessary / There is more than one way to do many activities
        Overcoming the aforementioned educational challenges entails knowing your student’s/child's individual abilities. Does your student/child's possess enough vision to use American Sign Language or read lips? Will large-print textbooks work or does the student read using braille? Get the answers to these questions!
        
        This linked with Deaf -Blinded : Communication
      - Challenges
        
        The educational challenges related to deaf-blindness vary based upon a student’s individual needs. Two main areas of education affected by deaf-blindness are reading and communicating, creating the following potential issues
        
        Understanding classroom lectures
        Participating in class discussions
        Presenting oral reports
        Fulfilling reading assignments
        
        Lack of staff. Lack of programs. Lack of knowledge. Transportation. Need for 1:1.
        
        Impact of Learning
        
        Movement and motor development Cognitive development and the ability to learn
        Emotional/social development
        Body image and self-concept
        
        Does not look toward or attend to voices, soundsDifficulty localizing sounds
        Articulation problems that are not improving
        Does not look at faces, give eye contact
        Holds books or objects close to eyes
        Stops and steps/crawls over changes in floor texture or color
    - - Useful links and resources :
        A school Psychologist's Guide to Deaf-blindness.
        https://ohiodeafblind.org/tools-and-resources/ocdbe-products/6-a-school-psychologist-s-guide-to-deafblindness-identifying-supporting-students-with-combined-hearing-vision-loss-2016/file
        Hand-over-hand guidance & Hand-under-hand guidance.
        https://sites.google.com/a/ucdavis.edu/teaching-students-with-disabilities/home/idea-disabilities/deaf-blindness
        Basic communication guidelines.
        http://www.projectidealonline.org/v/deaf-blindness/#:~:text=Deaf%2Dblindness%20under%20federal%20law,deafness%20or%20children%20with%20blindness
        
        "Games for people with Sensory Impairments" Lieberman & Cowart.
        Human Kinetics Publishers
        Deaf-Blind Link 1-800-Winnick book.
        Intervention Services for Infants and Toddlers (Birth to Age
        3) with Sensory Loss: Recommended Collaborative Practices:https://education.mn.gov/mdeprod/groups/educ/documents/hiddencontent/cm9k/mdm0/~edisp/prod034482.pdf
        Parent information and resources
        https://www.parentcenterhub.org/deafblindness/
      - Help & Support
        American Association of the Deaf-Blind (AADB)
        Center for Disability and DevelopmentDB-LINK,
        The National Information Clearinghouse On Children Who Are Deaf-Blind
        Helen Keller National Center For Deaf-Blind Youths and Adults [HKNC]
        Hilton/Perkins ProgramNational
        Family Association For Deaf-Blind [NFADB]
        National Technical Assistance Consortium for Children and Young Adults Who Are Deaf-Blind [NTAC]
        U.S. Department Of Education Office Of Special Education Programs Projects For Children Who Are Deaf-Blind
        
        The general aims of care for a deafblind person are:
        to preserve and maximise any remaining sight or hearing the person has – this could involve treating underlying conditions like cataracts, wearing glasses or using a hearing aid.
        teach alternative methods of communication – such as hand on hand signing or braillehelp retain or develop as much independence as possible – for example, by training the person to use a long cane, a guide dog or offering a communicator guide
    - - No Tech
        
        Large Print/Braille Materials
        interpreter
        Sign language
        Touchable toys made of different materials
        Games
        
        Sign language linked with Deaf- Blindness
      - Low Tech
        
        Assistive Listening Devices (ALDs)- Microphone
        videotapes/slides
        Taped Textbooks
        Audio books
        Reading Machines
      - High Tech
        
        Computer adaptations
        
        Braille translation software: converts print into Braille and Braille into print
        Braille printer: connects to a computer and embosses Braille on paper
        Screen reader: converts text on a computer screen to audible speech
        Screen enlargement software: increases the size of text and images on a computer screen
        Refreshable Braille display: converts text on computer to Braille by an output device connect to the computer
        Touch screen devices
      - Linked with Deaf-blindness
- - - - Classroom Acoustics:
        The shape and setup of a classroom can hinder a deaf student. They require full visibility of everything around the in the class.
        
        How to resolve:
        Arrange the desks into a "U" shape, so that the deaf student can see everyone in the class at the same time, and allow them to be part of the conversation.
      - Lighting:
        Fluorescent lighting can give off a special sound that interferes with hearing aids or cochlear implants. Also, if the teacher or interpreter is in front of a window or a light source, the student would not be able to clearly see either.
        
        How to resolve:
        Think carefully about where the teacher and interpreter will be throughout the class. They should be away from the window and not stand in front of any bright light sources.
    - - Curriculum and Instruction:
        As students progress through the grades, at some point there will be a time when they are required to take their own notes in class.
        
        How to resolve:
        Make sure to give the student a hard copy or digital copy of the presentation for them to read in advance. Try to use interactive whiteboards, if it is possible.
        
        Giving out material in advance - linked to Deafness
      - Lip Reading:
        Only about 30-40% of spoken English can be easily distinguished by a lip reader. Though students who lip-read well, do perform much better.
        
        How to resolve:
        The teacher should be facing the student at all times. They should not give instructions while handing out papers. Pause between topics, so the student can recognize the change in subject, and allow for extra time for the information to process in case there are questions.
      - Language Deficiencies:
        The student's first language might not be English, so the correct interpretation service should be used, so that they can understand in their own language.
        
        How to resolve:
        Make sure you know what the student's first language is. Don't assume it to be the same as the class's native language. Documents might have to be translated.
    - - Collaboration:
        It is often difficult to coordinate meetings with the parents and all the support staff involved in order to assess the progress of the student.
        
        How to resolve:
        This is an important step and the parents, teachers and support staff need to put in the effort to constantly be discussing the progress of the student and sharing ideas on who to proceed.
      - Lack of Resources:
        Many schools are not equipped with the technology or resources if a student decides to attend that school.
        
        How to resolve:
        Schools should look at buying assistive technologies such as interactive whiteboards, chat rooms, closed captioning on movies/clips, alert systems that vibrate, and interpreters/support staff.
    - - Experiential Shortages:
        As hearing students grow up and attend school, they naturally absorb information about language. Deaf students will not have had those experiences, so their learning speed will be much slower.
        
        How to resolve:
        Teachers will have to be flexible in how they respond to these concerns. They will have to deal with the fact that some students won't have learned that and will have to teach it again.
      - Inadequate Knowledge and Awareness:
        Just like every other student, not all deaf students learn the same way. Each one requires a unique approach to learning.
        
        How to resolve:
        Teachers should provide directions and instructions in a wide variety of ways to ensure that the deaf student will understand and complete everything properly.
      - Social Concerns:
        They do not want to draw attention to their hearing problem. They just wish to be like "normal" students, so they tend to avoid classroom activities.
        
        How to resolve:
        Working in groups can take a lot more energy and effort for deaf students. Put them into smaller groups to avoid unwanted distractions.
        
        small groups for activities -linked to Deafness
  - - - According to the Individuals with Disabilities Education Act (IDEA) the formal definition of deafness is "a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance."
        It is classified as a Low Incidence Disability.
      - https://www.youtube.com/watch?v=I_EmsguJMic
  - - - more than half are >65 years old
      - less than 4% are <18 years old
    - - More than 90% of deaf children are born to hearing parents.
  - - - Classroom configuration - U shape
      - Print off presentation in advance
      - Close blinds/curtains for better visibility
      - Be aware of your body position
      - Be supportive and constantly keep looking for ways to improve
      - Arrange extra time
      - Make more visual presentations (PPT, etc)
    - - Interactive Whiteboards
      - Closed-Captioning for all videos
      - Text-to-Speech technology
        
        text-to-speech linked to Deafness
      - FM System (for students with cochlear implants)
        
        Use of FM System - linked to Deafness
      - Sign-Language Interpretation apps
- - - - Exclusions:
        According to IDEA standards, a "traumatic brain injury does not apply to injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.
    - - The Numbers:
        According to statistics presented by the Center for Parent Information and Resources, approximately 631,146 children in the U.S. are hospitalized each year with a traumatic brain injury.
        
        Returning to School
        According to the Idea Project, the majority of students who suffer a traumatic brain injury will return to school (approximately 92%-94%), which highlights the importance of specific accommodations in the classroom for students diagnosed with a traumatic brain injury.
    - - Behavioral, Emotional, and Personality Changes
        Increased anxiety, lack of motivation, increased impulsiveness and poor judgment. Difficulty relating to peers.
      - Loss of Senses:
        Vision, hearing, or balance loss.
      - Cognitive Changes:
        Shortened attention span, difficulty recalling short and long-term memories, problem solving and comprehending new information.
      - Physical Changes:
        Difficulty walking or completing physical tasks.
      - Sleeping Difficulties:
        Sleeping too much or too little.
    - - Cognitive:
        Difficulty or inability to read, write, or listen during class, as well as difficulty comprehending or retaining new material and difficulty recalling old material. The student with a traumatic brain injury may also experience an increased disorganization in thoughts.
        Consequences:
        The student may have difficulty completing in-class activities, homework, and could experience difficulty taking tests and exams. Additionally, the student may have problems following complex directions, retaining information, or learning new skills, resulting in poor classroom performance.
      - Social/Emotional:
        Reduced social skills; being unable to connect with other students or regulate emotions. Additionally, the student may also experience psychological occurrences, such as depression or anxiety.
        Consequences:
        The student may have difficulty relating to other students, leading them to feel isolated or distant when at school.
      - Physical:
        Students who are suffering from a traumatic brain injury may have limited or mobility, or lack of mobility.
        Consequences:
        The student may have difficulty participating in certain activities, and would require differentiation.
      - Behavioral:
        Shortened attention span and impulsivity.
        Consequences:
        The student may not be able to focus in class/follow the class, resulting in complete disengagement. Alternatively, the student may cause frequent classroom disruptions and diversions from the lesson.
    - - Evaluation Criteria:
        Intelligence testing, academic assessment in reading, writing and math. Assessment of adaptive behavior skills, developmental and social history, speech and language assessment, and occupational therapy evaluation. Occasionally, physical therapy evaluation will also be needed if the student experiences gross motor problems.
        
        Assistive Learning Technologies
        
        Low Tech:
        Wheelchairs, scooters, walkers to help with mobility. Book holders and adapted pencil grips.
        
        High Tech::
        myHomework (helps keep track of homework, tests, etc). Co-Writer Universal (text to speech). Breath2Relax (step-by-step belly breathing technique for emotional balance). Visual Schedule (electronic schedule). 30/30 (programmable time keeper helpful with homework and brain breaks).
        
        Teaching Strategies:
        
        Visual:
        
        1. Present information in visual format (overhead, Powerpoint slides, handouts).
        
        2. Provide study guides and review sheets for exams.
        
        3. Keep diagrams clear and uncluttered with limited content.
        
        4. Create written checklists of steps for complex tasks with instructions for checking off each completed step or task.
        
        5. Write out a schedule of daily routine and give reinforcements for referring to schedule, and practice sequencing material.
        
        Auditory:
        
        1. Provide oral instructions in a addition to written instructions.
        
        2. Ask student to summarize information orally that has just been presented.
        
        3. Use cue words to alert the student to pay attention such as "listen," "look," and the student's name.
        
        Reading/Writing:
        
        1. Help students to develop note-making skills and encourage them to work in pairs and small groups to review topics/writings.
        
        2. Ask student to write directions into simple steps.
        
        3. Give reading lists in advance (annotated or with guidance to identify essential texts).
        
        General Strategies:
        
        1. Give student additional time to review and suggest the use of color-coded materials for each class.
        
        2. Slow down the pace of instruction, as well as offer help with time management and give plenty of warning deadlines.
        
        3. Encourage the student to understand and build on their own strengths and ways of learning.
        
        1 more item...
- - - - 3 Sub Groups:
        High Functioning Group - similar to Asperger's but include speech and cognitive impairment
        The second group is closer associated to autism but with slightly milder symptoms
        The third group meets all the diagnostic criteria for autistic disorder but with significantly milder behaviors
        
        Signs and Symptoms: 1. inappropriate social behavior 2. development delays of motor, sensory, visual-spatial organizational, cognitive, social, academic, behavioral 3. Non verbal and verbal communications are underdeveloped 4. poorly developed language comprehension skills 5. transitions are difficult
        
        What About School?
        
        Differentiated Assignments
        
        Students with varying degrees of PDD-NOS require: 1. visual prompt to help student know how to respond 2. verbal prompts give direct and indirect answers. 3. gestural prompts like nodding and eye contact. 4. modeling prompt demonstrates a correct response. 5. partial physical prompt: minimal physical guidance. 6. full physical prompts: physically guiding the student
        
        Mid Tech
        
        3 more items...
        
        Teacher / Special Ed Advisor relationship
        
        Teachers are advised on how to modify assignments such as providing more concrete instructions both verbally and audibly. Teachers can also be advised on how to communicate in a way that is straight forward being mindful that facial expressions, sarcasm and emotions can be misinterpreted by a child with PDD-NOS
        
        Parent Involvement
        
        Life Changing Therapy
        
        Having parents sit in on a therapy or special education session to observe what accommodations are being made
        
        LINK
        
        Vladimir Milicevic: you can refer to my diagram about parent involvement. Please click here: https://coggle.it/diagram/YB1GI8DXIpYGiiiz/t/-
- - - - Possible Causes of Asperger's Syndrome
        
        Changes in the brain are responsible for many of the symptoms; however, doctors aren’t certain. Genetic factors such as exposure to environmental toxins, chemicals, or viruses have been considered potential contributors to this disorder. Boys are more often affected than girls.
        
        Symptoms or Difficulties
        
        Sufferers often have an obsessive focus on a narrow topic of interest, which can be the subject of one-sided conversations with others, and can be unaware of the other person’s attempts to change the topic of conversation. They’re unable to read facial expressions and body language and find it hard to recognize other people’s feelings. They may also speak in a monotone voice and display few facial expressions. They sometimes have difficulty knowing when to lower the volume of their voices to accommodate their location, too. It’s possible that they have difficulty with essential motor skills, such as running or walking. These children may lack coordination and be unable to do certain tasks, such as climbing or riding a bike.
        
        Ways to differentiate their learning
        
        Assistive Technology
        
        3 more items...
        
        Interview with Special Education Teacher (Refer to the right side of the map for Ms.Gail Epps)
- - - - Definition: Intellectual disability is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 22.
        
        This short YouTube video goes over the general things about what it means to be "intellectually disabled." https://www.youtube.com/watch?app=desktop&v=zQNASuTNtVw
      - Why Diagnose it at all?
        
        Only 10% of the people who are in need of assistive products actually have access to them.
        
        Accommodations
        
        Universal Design For Learning: UDL is a best practice for teaching in general, but it's focus on the individual needs of students is very important for those with ID. It allows teachers to change the requirements to suit their needs.
        
        Make Learning Visual. Students with ID do best in classrooms where visual aids get used. Including the use of charts, pictures, and graphs can greatly enhance their learning experiences because students can see an exemplar for student work.
        
        Make feedback immediate. Just like in any general education class, teachers should provide direct and immediate feedback to individuals with ID, as they require immediate feedback on how they’re performing.
        
        Break down the process into smaller "Micro-goals" allowing students to not get overwhelmed and process info at a pace they are comfortable with.
        
        https://theeducatorsroom.com/teach-students-intellectual-disabilities/
        
        Differentiated learning and accommodations linked to Autism Spectrum strategies
        
        Technology. From: https://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview
        
        Information/data managers
        This type of tool helps a person plan, organize, store, and retrieve his calendar, task list, contact data, and other information in electronic form. Personal data managers may be portable, hand-held devices, computer software, or a combination of those tools working together by "sharing" data.
        
        Speech-recognition programs
        A speech recognition program works in conjunction with a word processor. The user "dictates" into a microphone, and his spoken words appear on the computer screen as text. This can help a user whose oral language ability is better than his writing skills.
        
        Optical character recognition
        This technology allows a user to scan printed material into a computer or handheld unit. The scanned text is then read aloud via a speech synthesis/screen reading system. Optical Character Recognition (OCR) is available as stand-alone units, computer software, and as portable, pocket-sized devices.
        
        Talking calculators
        A talking calculator has a built-in speech synthesizer that reads aloud each number, symbol, or operation key a user presses; it also vocalizes the answer to the problem. This auditory feedback may help him check the accuracy of the keys he presses and verify the answer before he transfers it to paper.
        
        The American Association on Intellectual and Developmental Disabilities (AAIDD) states that the there are many reasons to diagnose intellectual disabilities. The primary reasons are:
        
        Special education services
        
        Home and community-based waiver services
        
        Social Security Administration benefits
        
        Specific treatment within the criminal justice system
        
        AAIDD is a great resource. For more info go to their website: AAIDD.org
        
        AAIDD uses the Diagnostic Adaptive Behavior Scale (or DABS). This gives diagnostical information about exactly where an individual may experience significant limitations which may alert of an intellectual disability. DABS is focused on three important skill sets.
        
        Social skills: interpersonal skills, social responsibility, self-esteem, gullibility, naïveté (i.e., wariness), social problem solving, following rules, obeying laws, and avoiding being victimized
        
        Practical skills: activities of daily living (personal care), occupational skills, use of money, safety, health care, travel/transportation, schedules/routines, and use of the telephone
        
        Conceptual skills: literacy; self-direction; and concepts of number, money, and time
      - Challenges
        
        Keeping Students with ID on the same pace with the class
        
        Difficulty in developing social and communication skills.
        
        Increased time needed for cognitive processing of tasks or new learning materials.
        
        Difficulty understanding or comprehending concepts that are abstract in nature
        
        Difficulty processing information sequentially
      - Note: Because ID is a blanket term children with this disability can require higher levels of support and resources or none at all. With intellectual disabilities understood more than ever before when it comes to the needs and support of individuals with this disability, there is ample information for teachers and parents to provide them with insight into what an intellectual disability is.
        https://classful.com/students-with-an-intellectual-disability/
- - - - Signs of Hearing Impairment in Children
      - limited to poor speech, or no speech
        
        frequently inattentive
        
        difficulty learning
        
        fails to respond or responds inappropriately
        
        Requires turning up volume
        
        Withdraws or avoid from discussions
        
        frustrated with too much background noise
      - Challenges Students Face
        and What to do about it
        
        https://youtu.be/jylb7TDn2Tk
        
        3 Key Challenges Link here
    - - Use of Assistive Devices
        
        Low Tech
        
        Software voice programs
        
        Use subtitles when using media
        
        FM systems
        
        Video chat
        
        Telecommunication Devices
        
        Use of voice programs
        
        No Tech
        
        Sign Language
        
        Post-it notes
        
        Pen and Paper
        
        Color coding
        
        Classroom Acoustics
        
        Lighting
        
        ZPD
        
        Full Visual Access
        
        Use of color coding
        
        High Tech
        
        Assistance Listening Devices
        
        AAC
        
        Hearing Aids/Loop
        
        iCOmmunicator (turns voice to text)
        
        Personal alerts and amplifiers
        
        Cochlear Implants
        
        Use of hearing assistive devices
        
        AAC can be used for Speech and Language Impairment as well.
      - Extra Support
        
        IDEA
        
        Interpreter
        
        Speech Therapy
        
        Lip Reading
        
        ASL
        
        Classroom ZPD
- - - - 5 Areas
        
        pragmatic difficulties
        
        syntactical deficits
        
        semantic disorder
        
        morphological disorder
        
        phonological disorders
    - - 3 categories
        
        Articulation disorders
        
        Voice disorders
        
        Fluency disorders
  - - - Graphic organizers are useful in helping students organize and understand various language concepts. (Smith & Tyler, 2014)
      - Use as many hands-on experiences as possible. (Eggleston & Larson, 2007)
      - Use tactic and visual cues (e.g. pictures, 3-D objects). (Do2Learn.com, 2013)
      - Work at the student's pace. (Do2Learn.com, 2013)
      - Present only one concept at a time. (Do2Learn.com, 2013)
      - Ask open-ended questions. (Do2Learn.com, 2013)
      - Ensure student has a way to appropriately express wants and needs. (Do2Learn.com, 2013)
      - Do not assume understanding of spoken instructions. (education.qld.gov.au, 2015)
      - Pre-teach words/ideas before using them in a real situation. (www.fentress.k12tn.net)
      - Provide SLP with spelling/vocabulary lists. (www.fentress.k12tn.net)
      - Allow use of adaptive technologies. (www.fentress.k12tn.net)
      - Provide a private location for testing. (www.fentress.k12tn.net)
      - Modify the length of assignments. (www.fentress.k12tn.net)
      - Allow extended time for assignments and tests. (www.fentress.k12tn.net)
      - Give assignments both orally and written. (www.fentress.k12tn.net)
      - Provide copy of class notes. (www.fentress.k12tn.net)
      - Minimize classroom noises and distractions. (www.fentress.k12tn.net)
      - Provide the student with information on topics prior to going over them in class. (www.fentress.k12tn.net)
      - Students are greatly benefited by receiving language therapy from a speech-language therapist (SLP). (Smith & Tyler, 2014)
    - - Reduce unnecessary classroom noise as much as possible. (education.qld.gov.au, 2015)
      - Be a good speech model and speak directly to the student. (education.qld.gov.au, 2015)
      - Develop a procedure for the student to ask for help. (Do2Learn.com, 2013)
      - Allow the use of assistive technologies. (www.fentress.k12tn.net)
      - Provide the speech language pathologist (SLP) with spelling/vocabulary lists. (www.fentress.k12tn.net)
      - Allow the student time to express themselves. Do no interrupt a slow speaker. (www.fentress.k12tn.net)
      - Modify grading based on speech impairment. (www.fentress.k12tn.net)
      - Based on speech severity, allow the student to substitute oral assignments with written papers or use other available technologies. (www.fentress.k12tn.net)
      - The most effective support for students with speech impairments is to receive speech therapy given by a speech-language pathologist (SLP). (Smith & Tyler, 2014)
    - - • Be specific when giving directions.
      - • Provide preferential or optimal seating.
      - • When working with multi-step projects, provide written directions to help guide them.
    - - • Provide small group activities where possible.
      - • Allow opportunities to support appropriate social interactions
      - • Visual schedules
    - - • Substitute oral assignments
      - • Provide a private location for testing
      - • Allow the student to write answers instead of verbally answering
      - • Do not penalize for speech errors
      - • Familiar listener for testing
    - - • Repeat directs using different words.
      - • Use visual cues
      - • Give spelling/vocabulary lists prior to beginning a new unit
      - • Allow extended time for assignments and tests
      - • Provide a copy of class notes
      - • Allow use of adaptive technologies
      - • Provide a private location for testing
      - • Modify the length of assignments
      - • Allow the student to write answers instead of verbally answering
  - - - 20% of students with disabilities #
  - - - use of symbols, aids, strategies, and techniques to enhance the communication process
        
        communication boards
        
        Sign language
- - - - Causes:
        The exact cause of dyslexia is unknown, but there appears to be difference in how the brain functions and processes information. It often runs in families appears to be hereditary
  - - - Associated Learning Disorders
        Dyscalculia: difficulty with math
        Dysgraphia: difficulty writing
        Left-right disorder: trouble telling left from right
  - - - Clarify and simplify written directions
        
        Use color coding to differentiate
      - Repeat instruction using visual, oral, written, and other formats
- - - - Issues with reading :
        
        Phonological awareness and alphabetic understanding.
        Link Title
        
        Reading Software
        1.The Tech Matrix
        2.National Center for Accessible Media
        3.Curriculum Software Search
        
        Speech-to-Text
        Link Title
      - Struggles with math, particularly in relation to organization and the memorization of numbers, as well as counting.
        
        Technology-Supported Math Instruction for Students with Disabilities
        Link Title
      - Problems writing, especially when aiming to form letters and words. Spelling is often a challenge, as well as writing coherence, and writing consistency.
        
        Handwriting club format
        
        Handwriting strategies physical strategies
        
        External stimulants
        
        Types of Assistive Technology Tools for Writing
        1.Handwriting tools
        2.Keyboards and touchscreens
        3.Dictation (speech-to-text)
        4.Word prediction
        5.Spellcheck and grammar check
        https://www.understood.org/en/school-learning/assistive-technology/assistive-technologies-basics/assistive-technology-for-writing
    - - Visual and spatial awareness
      - Higher-Order Comprehension
      - Social Communication
      - Math Concepts
      - Executive Functions
      - Classroom Accommodations for NLD
        Link Title :
        
        Classroom Schedules and Routines
        
        Create a daily class routine
        
        Post class schedules, rules, and expectations
        
        Give the student plenty of time to preview and prepare for new activities
        
        Introducing New Concepts
        
        Use simple, concrete and clear language
        
        Break down abstract concepts and rephrase if needed
        
        Give a short review or connection to a previous lesson before teaching new ideas.
        
        Providing Instructions and Materials
        
        Provide a rubric & guided notes
        
        Shorten assignments
        
        Adapt worksheets to cut down on handwriting
        
        Use organizers and mind-mapping software
        
        Building Self-Regulation and Social Skills
        
        Identify a calming zone at school where the student can go to regroup and relax.
        
        Proactively identify signs of overstimulation or frustration
        
        Teach social rules
  - - - A visual processing disorder is a condition that makes it difficult to interpret visual information. Children with this condition may have trouble reading or distinguishing the difference between two shapes. This condition is also often associated with hand-eye coordination problems.
      - Signs of VPD
        1.Difficulty distinguishing between similar letters, shapes or objects.
        2.Difficulty distinguishing a figure from its background
        3.Tendency to skip lines when reading, or read the same line over and over
        4.Trouble writing within the lines, copying from a book or bumping into things when walking
        5.Trouble remembering what they’ve seen or read
        6.Difficulty determining how close objects are to each other
        7.Difficulty identifying an object when only parts of the object are showing
        8.Frequent reversal of numbers, letters or words
        9.Organization problems
        10.Untidy handwriting
        11.Poor retention of visual classroom material
        Link Title
      - "Classroom accommodations"
        1.Repeat information in different modalities.
        2.Provide thickly lined or dotted paper for writing.
        3.Set tasks that require multi-sensory feedback.
        4.Make use of tablets and other screens that can be enlarged.
        5.Teach them how to touch-type on a computer.
        6.Encourage using an object to guide the eyes during reading.
        7.Practice reading books with large print.
        8.Give students a break.
        9.Set them up with a note-taking buddy.
        
        TTRS is a multi-sensory course that teaches touch-typing to help children and adults improve their reading and spelling skills.
      - https://www.youtube.com/watch?v=V9Mru-0rbk8
    - - Also known as central auditory processing disorder (CAPD), makes it difficult for children to process what others are saying, especially the subtle differences between sounds in words. Children with APD often misunderstand verbal commands, struggle to comprehend language in noisy environments, and mix up similar words, making daily life challenging.
        Link Title
      - Signs of CAPD
        1.Has trouble following conversations.
        2.Doesn’t enjoy listening to music.
        3.Finds it hard to understand people in crowded environments.
        4.Has difficulty remembering spoken instructions.
        5.Finds it difficult to learn songs or nursery rhymes.
        6.Is unable to pinpoint the source of a sound.
      - "Classroom accommodations"
        1.Provide a quiet area for independent work.
        2.Let the student sit near the teacher and away from auditory distractions, like doors and windows.
        3.Provide an assistive listening device to make it easier to distinguish the teacher’s voice.
        4.Give extra time for testing.
        Link Title
      - "Assistive Technology"
        1.Personal listening devices (PLD).
        2.Sound field systems.
        3.Noise-canceling headphones.
        4.Audio recorders.
        5.Captioning.
        6.Text-to-speech (TTS) software.
        Link Title
      - https://www.youtube.com/watch?v=Kq4EXctw-wc
    - - A sensory processing disorder can manifest itself in a variety of ways with our students. The basic characteristic of SPD is that a student’s body will have trouble processing information, depending on which sense is being interacted with.
        Link Title
        
        Signs of SPD
        https://www.youtube.com/watch?v=rwTMIbR7Y0E
      - SPD treatment-occupational therapist
        
        "Sensory Diet"
        1.Physical therapy
        2.Vision therapy
        3.Listening therapy
        4.Psychotherapy
        5.Speech and language therapy
        Link Title
      - "Assistive Technology"
        Link Title
        
        Sight:
        1.Teachers can try to adjust brightness, color and/or size of text, and the style of font.
        2.Use larger monitor or bigger laptop compared to a Chromebook or iPad.
        
        Hearing: use headphones
        
        Touch:
        1.Flat glass tablet screen
        
        Physical keyboard
        3.Touch board
- - - - • Recording Devices
      - • Fidget Spinners
      - • Break Box
      - • Sound reducing headphones
      - • Sensory bottles
    - - Computer based learning programs
        
        Distance learning for students who may not be able to attend school due to hospitalization or illness that confines them to the home
        
        Ability to provide a separate place for a student to learn in order to avoid over stimulation
      - Diagnostic software that allows professionals to diagnose specific conditions and triggers.
      - Medical devices that allow the student to monitor/treat their health conditions in class
- - - - Since this category is broad with a wide range of conditions that affect students in many different ways it is important that educators and the school board implement comprehensive staff training and have a open mind when dealing with less common coditions
    - - Even though some of the disorders are high assurance some of the diseases and disabilities in this category are rare. Parents may need to work with health care professionals and the school board to help create an individualized plan for their child.