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Cohort 13 Differentiation Strategies for Learning Impairments - Coggle…

- - - - 3 main subclassifications means a variety of impacts and needs
        
        Degenerative (such as muscular dystrophy) Various diseases that affect motor development.
        
        Teaching strategies
        
        Assistive Technology
        
        Low Tech
        
        Pencil grips
        
        Slant Boards
        
        High Tech
        
        Devices to access information
        
        4 more items...
        
        Devices for positioning and mobility
        
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        Teacher support
        
        Awareness of medical condition and how affects student ( for example tiredness medicine side effects). Allow for breaks if needed.
        
        Accessibility of building and classroom
        
        Extended time for note taking and/or use of buddy system
        
        Seating arrangement allowing for movement and optimal posture
        
        Involvement of specialist staff as needed
        
        Specialists may include ; Occupational therapist, physical therapist, speech-language pathologist ,adapted physical education techers.
        
        When speech is affected allow appropriate time for response or vary ways reponses and presentations can be given. This will be different for each child.
        
        Musculoskeletal ( such as juvenile rheumatoid arthristis) - leads to varying levels of physical limitations.
        
        Neuromotor (such as cerebral palsy and spina bifida) - Damage to brain, spinal cord and nervous system that sends impulses to muscles. Can result in impairments that affect several body systems.
        
        Many students with orthodpedic impairments do not have cognitive deficits so emphasis is on using technology to ensure access to general curriculum and classroom activities
- - - - A language based learning disability
        
        Cluster of symptoms
        
        Writing
        
        Pronouncing words
        
        Reading
        
        Spelling
      - What is Dyslexia?https://www.youtube.com/watch?v=zafiGBrFkRM
      - Considered a disability because it can make it difficult for students to succeed in a typical academic environment
    - - Estimated range of 5-20% of population has a form of dyslexia
      - Of people who have reading difficulties, 70-80% are likely to have a form of dyslexia
      - High rate of undiagnosed cases
    - - Assistive Technologies
        
        Graphic Organizers
        
        Allows for students to map out their ideas in an organized manner and discover the connection between topics/ideas
        
        Speech to text software
        
        Dragon Naturally Speaking https://www.youtube.com/watch?v=cfhBP4v0s-g
        
        Educational Gaming Software
        
        Word Shark
        
        Introduces new phonograms
        
        Uses visual and auditory stimuli that is engaging in order to reinforce the learning taking place
        
        Teaches reading and spelling
      - Develop a reading guide:
        Highlight the main ideas to take away from the assignment in order to help guide their learning and retain the most important aspects
      - Use of audio recording device:
        Can read their assignment while listening to a recording at the same time
      - Clarify or simplify written directions:
        Underline or highlight the significant parts of the instructions
- - - - High Incidence
      - https://www.youtube.com/watch?v=Lowwt88QZ7M
      - Characteristics
        
        Stereotyped or repetitive motor movements, use of objects, or speech
        
        Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior
        
        Highly restricted, fixated interests that are abnormal in intensity or focus
        
        Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment
      - teaching strategies
        
        teaching techniques
        
        Applied Behavior Analysis (ABA)
        
        Intervention designed by a trained behavior analyst
        
        Development of treatment goals that emphasize achieving greater independence for the student both now and in the future
        
        Training for parents and caregivers so ABA can be continued in the home
        
        Abundant positive reinforcement for desired behaviors
        
        An absence of reinforcement for behaviors that impede learning or may lead to harm
        
        Discrete Trial Teaching (DTT)
        
        Identification of the component parts of a particular skill or behavior
        
        Instructing the student in those component parts until each individual part is mastered
        
        Intensive training sessions
        
        The use of prompts early on in the intervention and the decreasing use of prompts as the student learns
        
        Utilization of positive reinforcement to increase retention of component parts and skills
        
        teaching support
        
        https://www.youtube.com/watch?v=cnWQWa7U29s
      - assistive technology
        
        Low-Tech
        
        color-coded schedules
        
        Cuisenaire rods
        
        alphabet blocks
        
        Mid-Tech
        
        watches with alarms
        
        sound-blocking headphones
        
        calculators
        
        audiobooks and recordings
        
        High-Tech
        
        mind mapping software
        
        Lucidchart
        
        Speech to text software
        
        LiveScribe
        
        and Dragon Home
        
        https://www.youtube.com/watch?v=1s2Xc4Xlo8M
- - - - (i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and (ii) Adversely affects a child’s educational performance. [§300.8(c
        
        Early intervention services are for children under the age of 3. Known as Part C of IDEA, the early intervention program exists in every state and includes free evaluation of the baby or toddler to see what the problem is, identifying the needs of the child (and family) based on the child’s disability or developmental delay, and designing and delivering an individualized family service plan (IFSP) to address the child’s unique needs.
        
        AD/HD
        Diabetes
        Epilepsy
        Heart Conditions
        Hemophilia
        Lead Poisoning
        Leukemia
        Nephritis
        Rheumatic Fever
        Sickle Cell Anemia
        Tourette Syndrome
        
        medical services, which are provided for diagnostic and evaluative purposes only, and which are defined as “…services provided by a licensed physician to determine a child’s medically related disability that results in the child’s need for special education and related services.” [34 CFR §300.34(c)(5)]
        
        school health services and school nurse services, which are defined by IDEA as “…health services that are designed to enable a child with a disability to receive FAPE as described in the child’s IEP. School nurse services are services provided by a qualified school nurse. School health services are services that may be provided by either a qualified school nurse or other qualified person.” [34 CFR §300.34(c)(13)]
        
        Teacher Strategies
        
        Teacher Support
        
        5 more items...
        
        Assistive Technology
        
        4 more items...
        
        Other Health Impairments Youtube Video
        
        Special education and related services are for children from 3 to 21, sometimes older. These services include specially designed instruction and a wide range of supports to address the student’s individual needs that result from his or her disability. Special education and related services are available to eligible children, free of charge, through the public school system. This includes a comprehensive and individual evaluation of the child to determine his or her eligibility, unique needs, and what types of services and supports are needed by the child to address those needs.
      - High Incidence
- - - - High-Incidence Disability
        
        . Approximately 20% of children receiving special education services are receiving services for speech and language disorders
      - Characteristics
        
        Speech Impairments
        
        articulation disorders
        
        Omissions: (bo for boat)
        
        Substitutions: (wabbit for rabbit)
        
        Distortions: (shlip for sip)
        
        fluency disorders
        
        Stuttering: rapid-fire repetitions of consonant or vowel sounds especially at the beginning of words, prolongations, hesitations, interjections, and complete verbal blocks
        
        Cluttering: excessively fast and jerky speech
        
        voice disorders
        
        problems with the quality or use of one's voice resulting from disorders in the larynx. Voice disorders are characterized by abnormal production and/or absences of vocal quality, pitch, loudness, resonance, and/or duration.
        
        https://youtu.be/bdgBQtDXB88
        
        Language Impairments
        
        phonological disorders,
        
        abnormal organization of the phonological system, or a significant deficit in speech production or perception
        
        morphological disorders,
        
        defined as difficulties with morphological inflections (inflections on nouns, verbs, and adjectives that signal different kinds of meanings).
        
        semantic disorders
        
        characterized by poor vocabulary development, inappropriate use of word meanings, and/or inability to comprehend word meanings
        
        syntactical deficits
        
        characterized by difficulty in acquiring the rules that govern word order and others aspects of grammar such as subject-verb agreement.
        
        pragmatic difficulties
        
        students may lack an understanding of the rules for making eye contact, respecting personal space, requesting information, and introducing topics.
        
        https://youtu.be/KtYR1UpEYoY
      - Assistive Technologies
        
        Computer Software
        
        Example: First Words -- a language program that has a number of applications for teaching those who are developing or reacquiring language functions. The program uses graphic presentations combined with synthesized speech to teach high-frequency nouns, and is one of many software packages that can help develop both speech and language.
        
        https://youtu.be/accTgqJ9jTo
        
        Augmentative / Alternative Communication (AAC)
        
        https://youtu.be/vXBzAGtsG-w
        
        AACis the use of symbols, aids, strategies, and techniques to enhance the communication process. This includes sign language and various communication boards, both manual and electronic, that are used by individuals with impaired oral motor skills.
        
        https://youtu.be/g95TO20hnmo
      - Teaching Support
        
        Speech-language pathologists
        
        Helping children who stutter to speak more fluently
        
        Assisting children with voice disorders to improve their voice quality
        
        Helping individuals with aphasia to relearn speech and language skills
        
        Assisting individuals who have difficulty swallowing as a result of illness, surgery, stroke, or injury
        
        Evaluating, selecting, and developing augmentative and alternative communication systems
        
        Enhancing communication effectiveness
        
        Helping children with articulation disorders to learn proper production of speech sounds
        
        https://youtu.be/bNJCTlXMShw
        
        General education teacher
        
        helping with speech and language exercises
        
        providing the student with immediate feedback when the speech-language pathologist is not present
        
        work with the speech-language pathologist to incorporate strategies to help the student generalize strategies mastered in speech therapy
- - - - Psychiatric Disorders
        
        Anxiety Disorder
        
        Bipolar Disorder
        
        Eating Disorder
        
        Obsessive-Compulsive Disorder
        
        Psychotic Disorder
        
        Teaching Strategies
        
        Rules and Routines
        
        Clear, simple rules established at the beginning of the year
        
        Reviewing visual schedule of daily activities
        
        Tools for rewarding positive behavior (Classroom Behavior Charts, Positive Peer Review,etc.)
        
        Assistive Technologies
        
        Text-to-Speech Software (best for students who become overwhelmed by stress and hard assignments, i.e. reading)
        
        Reminder Devices (device that gently keeps students minds from wandering, i.e. a vibrating watch - creates room for student independence)
        
        Voice Recognition Software (for students who struggle with the physical task of writing or typing)
        
        Talk Light (device that monitors noise levels in the room that may be too much for sensitive students who get overstimulated
        
        BrainPop (interactive website for students to study and play learning games)
      - Behavioral Disabilites
        
        Oppositional Defiant Disorder (nonviolent)
        
        Conduct Disorder (violent)
      - https://www.youtube.com/watch?v=FtQRiBxubSU
- - - - Deafblindness refers to a combination of both hearing and vision loss. Most students who are deaf and blind are not completely deaf or blind, but have some degree of hearing and vision loss. https://www.youtube.com/watch?v=DWbORwRuMOc
        
        Strategies
        
        Technology-This would depend on the students situation and levels of hearing and sight
        
        Use smell and touch sensory tools and toys!
        
        High Pitch Sounds technology
        
        high contrast visual tools
        
        Teacher support
        
        Its okay to use reference as sight
        
        Examine your own beliefs
        
        1 more item...
- - - - Assisted Technologies
        
        Hearing Aids
        
        Cochlear Implant
        
        https://www.youtube.com/watch?v=8QYiVSltL6s
        
        Personal FM Systems
        
        Teletypewriter
        
        Voice to Text Software
        
        https://www.youtube.com/watch?v=PWUphO5KMBk
        
        CART Communication Real-Time Translation
        
        https://www.youtube.com/watch?v=qn4B0gyDosA
      - Sign Language Interpretation
        
        Bridging the Gaps for Deaf/Hard of Hearing Studentshttps://www.youtube.com/watch?v=6Cs_ItSgiOU)
      - How to deal with mild hearing loss?https://www.youtube.com/watch?v=jylb7TDn2Tk
- - - - Assistive Technologies
        
        High Tech
        
        Speech to text software
        
        Math software (help with memorization and attention)
        
        Text to speech software
        
        Communication boards
        
        Low Tech
        
        Planners/Notebooks (write down everything)
        
        Pencil grips
        
        Manipulative math tools
        
        Wheel chair accessibility
        
        Behavior charts
      - Teacher Support
        
        Routines
        
        One step at a time/break the work into chunks
        
        Patience
        
        Visual aids
        
        Timers
        
        Provide a quiet corner
        
        Provide warning for loud noises (i.e. bells, fire drills)
- - - - Assistive Technologies Jessica Cahill
        https://www.youtube.com/watch?v=IcUNnnwFm4g
        
        Optical
        
        Magnifiers (hand-held, stand)
        
        Monocular telescopes
        
        Eyeglasses
        
        Non optical
        
        Lamps
        
        Bold-line paper and felt-tip pens
        
        Reading stand
        
        Writing guide
        
        Electronic mobility aids
        
        Canes
        
        Guide dogs
        
        Electronic magnification
        
        Closed-circuit television (CCTV)
        
        Computer screen magnification
        
        Devices to aid access to print materials
        
        Braille
        
        Perkins brailler
        
        Braille note taker with tactile (or speech) output
        
        Braille watch
        
        Braille printer and Braille translation software
        
        Slate and stylus
        
        Refreshable braille display
        
        Audible/Speech
        
        Optical Character Recognition (OCR) with speech output
        
        Braille note taker with tactile (or speech) output
        
        Talking calculator
        
        Computer with speech output
        
        Talking watch
        
        Tape recorder and cassettes
        
        Voice organizer and recorder: Parrot Voice Mate
        
        Kurzweil printed text to speech software
      - Seat the student appropriately in the classroom (e.g. in the middle towards the front).
      - Make sure lighting is suitable.
      - If possible ensure lights are coming from behind or to the side of the student.
      - Avoid italic or ornate script. Remember that lower-case letters are easier to read than capital letters because they have a greater number of ascenders and descenders, making them more visually distinctive.
      - Supplement visual material with clear verbal explanation.
      - Require less copying from the board or elsewhere.
      - Increase oral activities and provide oral testing.
      - Allow more time to complete tasks and provide breaks to combat fatigue.
      - Arrange for other students to act as buddies and use peer tutoring. Peer-groups should be encouraged to include and support the student.
      - Use concrete material and hands-on experience whenever possible.
      - Verbalize information while writing on board or going through slides.
      - Don't gesture, verbalize instead
- - - - Communication. This includes verbal and non-verbal communication
      - Physical mobility
      - Remembering skills over time
      - Life activities. Including leisure, domestic, community use, vocational, etc.
  - - - communication
      - functional skill development
      - social skills (age-appropriate)
    - - Speech Language Pathologies
      - Audiologists
      - Occupational therapists
      - TEACHERS
      - Parents, of course!!
      - Physical therapists
      - Medical specialists
      - Assistive technology teachers
  - - - Teachers must realize students with MD must have specific:
        
        Medication
        
        IEPs (of course)
        
        Special diets
        
        Seating
    - - Be understanding and accepting that goals will change, but try and make a one-year plan.
      - COMMUNICATING WITH THE STUDENT AND PARENTS IS NUMBER ONE.
      - Working with his/her peers that do not have disabilities
      - ASSISTIVE TEACHNOLOGY resource #1 resource #2 (here are just a few)
        
        Accessible textbooks
        
        Communication boards
        
        Handheld personal computers
        
        Speech Generating devices
- - - - Intellectual disability means significantly sub - average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.
      - Intellectual Disability https://www.youtube.com/watch?v=K6WmGhY8Q4I
    - - Diagnosing Intellectual disability is identified by problems in both intellectual and adaptive functioning.
        Intellectual functioning is assessed with an exam by a doctor and through standardized testing. .
    - - Text-To-Speech Assistive Tools: software is designed to help children who have difficulties reading standard print.Resource
      - Teaching everyday life skills through a virtual world Resource
      - Interactive Toys for engaged teaching in the classroom
      - Web - based software designed to teach reading and comprehension: aims to help teach students with moderate intellectual disabilities. Resource
    - - Teach everyday functional Skills
      - Break down content step by step provide support and encouragement
      - Teach concepts 1 at a time
- - - - Not responding to someone out of view
      - Unusually low academic performance for cognitive ability
      - Delays in speech or verbal communication
      - Seeming suprised after calling name several times, with increasing volume
      - Not responding to loud sounds
      - Sitting close to the television or radio or turning volume up louder than others
      - Saying "Huh" or "What?" frequently in conversation
      - Watching others and mimicking behaviors
    - - Screening Schedule
        
        If a child has any concerns from the one month hearing screening, they are advised to have a full hearing test done at 3 months.
        
        Children who are at risk for acquired, progressive, or delayed-onset hearing loss are recommended to have at least one hearing test by 2 to 2 1/2 years of age.
        
        All babies are recommended to have a hearing screening before one month of age
        
        Screening are recommended at any time a student displays any of the common indicators of hearing loss.
      - Auditory Brainstem Response (ABR) or Brainstem Auditory Evoked Response (BAER) : checks the brain responses to sounds. This test is not behavioral. The patient may be asleep during testing.
      - Otoacoustic Emissions (OAE) checks inner ear responses to sounds. This test also does not observe behavior, so a patient may be asleep during testing.
      - Behavioral Audiometry Evaluation observes how a person responds to sounds. This tests looks at the functionality of all parts of the ear. The person undergoing testing must be awake because it is important to actively respond to sounds heard during the test.
    - - https://youtu.be/jylb7TDn2Tk
      - Visual Differentiation
        
        Get student's attention physically before speaking to them.
        
        Ask for sign language interpretation if the student uses sign language to communicate
        
        Always face the student when speaking or giving instructions
        
        Use visual mediators for classroom rules and expectations for younger chidren
        
        For older children write all instructions on the board or individual instruction sheets
        
        For students who can read, provide a written outline of notes or lecture
        
        Seat student with a clear line of sight, close to speaker
        
        Include visual aids such as charts, graphs, diagrams, or illustrations to add meaning to verbal instruction
      - Peer Supports
        
        Learn basic ASL as a class
        
        Teach interpersonal skills such as modeling getting attention before speaking, moving to a quiet area to speak at length, using simple clear instructions and facing the person you are speaking to.
        
        Pair a student with mild to moderate hearing loss with a learning buddy or friend
      - Audible Differentiation
        
        Repeat instructions exactly, no paraphrasing
        
        Repeat questions and comments by classmates
        
        Use simple and clear words
        
        Reduce background noise as much as possible such as closing windows if there is mowing or leaf blowing, turning off music, fans, loud air conditioners during direct instruction or class discussion times
      - Cognitive Differentiation
        
        Allow multiple types of responses to projects such as written report, diorama, oral presentation, illustrated timeline, etc.
        
        Provide adequate time and quiet environment for student to work
    - - https://youtu.be/RrrLA0GLfo8
        
        Closed Captioning
        
        Use media with closed captioning along with environmental supports such as unimpeded view.
        
        Consider the student's language when providing closed captioning. A hard of hearing SEL student may benefit from closed captioning in their first language.
        
        Hearing Aids, Cochlear Implants and Assistive Listening Devices
        
        Hearing aids may not filter background noise, continue to be aware of excess sounds in the environment
        
        Be aware that certain types of hearing aid may cause unpleasant feedback depending on the background noise.
        
        Assisted Hearing Devices
        
        Hearing Loop or Induction Loop systems can connect a student's hearing aid directly to a microphone, helping overcome background noises
        
        Frequency Modulated or FM systems can use radio signals to transmit speech from a microphone directly to a hearing aid.
        
        Augmentive and Alternative Communication Devices
        
        Devices that use technology such as keyboards and touch or display screens, especially those that face outward or can be used by two or more people simultaneously can encourage effective communication between the hearing and hearing impaired.
        
        Using clear text, fonts and visual aids may help instruction be more easily understood
        
        Alerting Devices
        
        These devices adapt sounds to other types of information.
        
        Fire alarms or loud noises may be communicated as a bright flashing light
        
        Speech Recognition Software
        
        May translate speech to text
        
        Can help with recognizing different speakers in a classroom setting
        
        Helps understand what is happening in a group discussion and supports student participation in a large or small group
        
        Speech Recognition Software paired with AI technology
        
        Can become more effective with use
        
        May be utilized by schools to create interactive transcripts that include closed captioning of speaker and multimedia resources embedded in presentation
        
        Becomes more cost effective with use, allowing schools to create accurate real time transcripts to support student learning
        
        Useful for differentiation for multiple types of learning disabilities!