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13 categories of disabilities Cohort 3 M2-A2-W3, Deafness-low incidence …

- - - - Other Health
        Impairment by Alecia Clarke
        
        Definition: OHI is defined by having limited strength, energy or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that are ultimately due to:
        
        Asthma
        
        ADHD
        
        Diabetes
        
        Leukemia
        
        Tourette syndrome
        
        Rheumatic fever
        
        Epilepsy
        
        ADD
        
        Sickle Cell Anemia
        
        Heart condition
        
        Hemophilia
        
        Lead Poisoning
        
        Nephritis
        
        Acquired head injury
        
        According to the US Dept. of Education, Other Health Impairments is considered to be of low incidence, as it represents 12% of the students having a classification in special education. Even though there are hundreds listed under the OHI, the highest listed condition is ADHD.
        
        Most OHI result from infections, genetic factors, prenatal influences and postnatal influences
        
        Accommodations
        Depending on the impairment, the accommodations will vary. Some accommodation styles that will be put in place are to help reduce background noise, adjust lighting and textures, or provide specific or full access.
        
        Seating child near teacher or role model
        
        Flipping classroom lights on/off to signify noise level is too high or prepare for transitioning
        
        Playing soft music for quiet activities
        
        Playing more upbeat music for more energetic group activities
        
        Arrange schedule depending on learner's personal needs (using a catheter, needing instructional assistant or nurse)
        
        **Teaching Strategies** May differ depending on the needs and impairment of the learner. Teaching differentiation and additional methods of technology will possibly differ.
        
        Check knowledge through verbal responses
        
        Modify assignments if needed
        
        Look at alternatives for excessive writing
        
        Mark/circle correct answers on worksheets rather than filling in the blanks
        
        Break tasks into small parts
        
        Reduce homework amount
        
        Extended time for testing
        
        Provide organized checklists; help with organizational skills
        
        Check notebooks, provide calculators
        
        Highlight important information
        
        [Teachers] have a clear understanding of the medication needs of the student, the type of medication, when it is administered, who administers it, and its effect on the student
        
        This is important, should the learner have the ability in the future to be able to care for self, to make a smooth transition from being primarily cared for to more independency and agency. [Link Title](https://www.youtube.com/watch?v=m8WNF5w0gJk
        
        Standing tables
        
        Specially designed desks
        
        Assistive Technology (based on ADHD) however it depends on the needs of the student that determines the appropriate assistive technology
        
        Low-tech devices
        
        Personal digital assistants
        
        Dictating machines
        (voice recording hand held device)
        
        Dividers
        
        Develop a communication link between all individuals involved with the student: parents, doctors, therapist, special and general education teachers, instructional assistants
        
        Resources
        
        https://sites.ed.gov/idea/regs/b/a/300.8/c
        
        https://www.nsta.org/other-health-impairments
        
        http://aasep.org/fileadmin/user_upload/Protected_Directory/BCSE_Course_Files/Course_5/Chapter-11-Special_Education_Eligibility.pdf
        
        https://www.swsc.org/domain/76
        
        https://sites.google.com/site/inclusionresourcenotebook/disability-areas/low-incidence-disabilities
        
        http://www.projectidealonline.org/v/health-impairments/
        
        http://www.projectidealonline.org/media/docs/disability-categories/health-impairments/ADHD_Teaching_Children.pdf
        
        [Link Title](https://www.youtube.com/watch?v=f2C8KxGCfTw
- - - - Assistive Technologies
        Items designed specifically to help visual impairment including blindness
        
        Screen readers for the blind individuals
        
        Screen Magnifiers for visual impairment students
        
        Reading and Writing for low vision
        
        Braille printers
        (AFB, 2020)
        
        Screen Magnifiers
        System enlarges text and graphics on computer screen.
        (AFB, 2020)
        
        Reading and Writing
        Reading glasses to prescription lenses, from large print books to hand-held magnifying glasses.
        Learning braille for the blind.
        (AFB, 2020)
        
        Braille Printers
        Braille printers receive data from computer devices and emboss the information in braille on paper.
        (AFB, 2020)
        
        Strategies contracted braille https://youtu.be/WXdDBAHh3eM
        
        Connection with cohort
        
        Screen Reader
        A software programs that allow visual impairments and blind students to read the text that is displayed on the computer school with a speech synthesizer or braille display.
        (AFB,2020)
        
        [Example of Classroom Tools for Visual Impairment] http://youtu.be/fi3dH_QnnWQ
      - Strategies to help visual impairments including blindness
        
        Always use their names, loud enough and clear
        
        Always verbalized, do not gestures
        
        Be specific in giving directions
        
        Be very sensitive about asking specific questions, for example, avoid asking, "If you can see something.."
        
        Read out loud written information
        
        Constantly identify where you are going, schedule, or which room we are at and what we are doing - loud and clear instructions
        
        Safety comes first - make sure students can touch table, chair, or wall - their surroundings.
        (NCBI,2013)
        
        Testing Accommodation
        
        Change material - bigger print, braille, audiotape electronic text, oral testing
        
        Change time requirement - change writing and reading speed, use adaptive equipment, give extra breaks
        
        Change settings - brighter room
        (Teaching visually impairments LLC, 2017)
    - - :red_flag:
        School determining if student need learning support or special education
        the process from U3A1
- - - - Accommodations and Modifications for Students with Disabilities
        https://www.youtube.com/watch?v=O0xdaCEqrU0
      - An example of helping Your Child with Multiple Disabilities Engage with the World Around Them
        https://www.youtube.com/watch?v=qkfhsr3gX90
  - - - DEAF-BLINDNESS
      - Language or verbal disabilities
  - - - May display an immature behavior inconsistent with chronological age
      - May exhibit an impulsive behavior and low frustration level
      - May have difficulty forming interpersonal relationships
        
        Social disabilities or interactions could be a charactor of MD
      - May have limited self-care skills and independent community living skills
      - Emotional disturbance could influnce on children's peer relationships and behaviours
    - - A variety of medical problems may accompany severe disabilities. Examples include seizures, sensory loss, hydrocephalus, and scoliosis.
        
        May be physically clumsy and awkward
        
        M
        
        May be unsuccessful in even their daily life activities and maybe dependent .
- - - - Gain the student's attention before speaking
      - Keep distractions to a minimum
      - Use peer note-takers
      - Teach in small groups
      - Schedule classes when student’s attention is best
      - Focus student’s attention with verbal and nonverbal cues
      - Allow student to have frequent breaks
      - Break complex tasks down into component parts
      - Provide frequent repetition of important tasks
      - Structure thinking processes graphically through outlines, graphs, flow charts and models
      - Facilitate note taking by providing outlines with major headings
      - Ask student to repeat information to confirm comprehension
      - Review daily routines with student
    - - Allow additional time to complete tests.
      - Provide a quiet, individual environment
      - Give short frequent quizzes, rather than all inclusive exams
      - Allow oral examinations and assist student in having responses scribed, as needed.
      - Assess knowledge using multiple-choice instead of open-ended questions.
      - Allow student to clarify and explain responses on exams
      - Permit the student to utilize a dictionary and thesaurus in writing test responses.
      - If two exams are scheduled on the same day, allow student to reschedule one for another day.
    - - Allow additional time to complete in-class assignments
      - Allow for extra or extended breaks
      - Allow student to audio record lectures for later playback
      - Provide both oral and written instructions
      - Provide preferential seating at or near the front of the classroom
      - Reduce quantity of work required, in favor of quality
      - Avoid placing student in high pressure situations
      - If necessary exempt student from reading aloud
  - - - Canes, walkers, crutches, or wheelchairs to aid in mobility
      - Calendar, memory notebook, or other memory aid for tracking appointments, planning, and organizing
      - A magnifying glass to assist with reading
      - Eye patches or prism glasses to help with vision problems
      - An alarm to remind the person when to take medications
      - Automatic page turners and book holders
      - A touch-fastener grip attached to a pen or fork for eating or writing
      - Braces or splints to support weak joints or to limit joint contractures
    - - Recording device
      - Speech-generating device
      - Speech-recognition software
      - Word prediction program
      - Screen enlargement software
      - Special telephone to help with speech and hearing problems
      - Medical alert bracelet or emergency call system to obtain immediate medical assistance
      - Light-weight wheelchairs for organized sports, such as basketball, tennis, and racing
      - Speech and language impairment can be a result of traumatic brain injury. The assistive technologies can be used for both
      - Students with Autism also use
        similar assitive technology
      - Both traumatic brain injury and neurodevelopmental disorder affect the brain, so the assistive technology and classroom accommodations are very similar.
- - - - Skill Development
        These include a large variety of software and apps that assist in learning speech or language skills. These can be used as a supplementary tool inside and outside of the classroom.
        (Project IDEAL, 2021)
      - Augmentative or Alternative Communication (AAC)
        ACC is the use of techniques, strategies, aids, and symbols to improve and ease the communication process. These come in many forms such as sign language, communication boards or even electronic systems that can utilize synthesized speech.
        (Project IDEAL, 2021)
- - - - Accomadation and strategies
        Accommodations are changes that remove barriers and provide your child with equal access to learning.
        These are the strategies found in Amanda Morin's research that might be relevant to students who suffer from emotional disturbance
        
        Presentation accommodations
        
        Work with fewer items per page or line
        
        Hear instructions spoken aloud
        
        Get a written list of instructions
        
        Response accommodations
        
        Give responses in a form (spoken or written) that’s easier for them
        
        Setting accommodations
        
        Work or take a test in a different setting, such as a quiet room with few distractions
        
        Sit where they learn best (for example, near the teacher)
        
        Take a test or finish a task in a small group setting(already mentioned in activity 1)
        
        Timing accommodations
        
        Take frequent breaks, such as after completing a worksheet
        
        Take more time to complete a task or a test
        
        Scheduling accommodations
        
        Take more time to complete a project
        
        Take a test in several timed sessions or over several days
        
        Take sections of a test in a different order
        
        Take sections of a test in a different order
        
        Take a test at a specific time of day
        
        Organization skills accommodations
        
        Use an alarm to help with time management
        
        Use a planner or organizer to help coordinate assignments
        
        Receive study skills instruction
        
        Modification and strategies
        Most schools have academic standards for what kids are expected to learn in each grade. Modifications change these expectations. They’re typically used when a child has trouble keeping up in school.
        In my opinion, emotional disturbance is not relevant to the students' intelligence or other physical ability connect with learning. In that case, students with emotional disturbance should not have modification of what they learn and expected.
        According to Amanda Morin's research, "here are lots of reasons kids may refuse to use accommodations, from feeling ashamed to just not needing them.". This means modification might cause more emotional problems to students, which might make emotional disturbance even worse.
        
        Assistive technology
        Assistive technology refers to the devices and services that are used to increase, maintain, or improve the capabilities of a student with a disability
        According to Gabrielle Young and Jeffrey MacCormack's research on assistive technology, the assistive technologies could be defined in high-tech, low-tech and mid-tech.
        Based on the reality of existing assistive techonologies, they primarily serve children with learning disabilities in the areas of reading, writing, listening, and math. There are currently no children who are well served by emotional disturbance. Therefore, children with most emotional disturbance do not yet have better access to assistive techonologies.
        
        Reference
        
        Gabrielle Young, Jeffrey MacCormack, 2014. Assistive Technology for Students with Learning Disabilities.
        https://www.ldatschool.ca/assistive-technology/
        
        The Understood Team, Understanding special education
        https://www.understood.org/en/school-learning/special-services/special-education-basics/understanding-special-education?_ul=1*tt03dn*domain_userid*YW1wLWc2dWRFNzNheGszaG04UWxJZmVWcHc.#What_are_accommodations
        
        Andrew M.I. Lee, Accommodations: What they are and how they work
        https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/accommodations-what-they-are-and-how-they-work
        
        Andrew M.I. Lee, Modifications: What You Need to Know
        https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/modifications-what-you-need-to-know
        
        Amanda Morin, Common accommodations and modifications in school
        https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/common-classroom-accommodations-and-modifications
        
        Amanda Morin, 9 Reasons Kids Might Refuse to Use Accommodations
        https://www.understood.org/en/friends-feelings/empowering-your-child/self-advocacy/9-reasons-kids-might-refuse-to-use-accommodations
        
        The Understood Team, Assistive technology for learning: What you need to know
        https://www.understood.org/en/school-learning/assistive-technology/assistive-technologies-basics/assistive-technology-what-it-is-and-how-it-works
        
        The Understood Team, Self-Control: What It Means for Kids
        https://www.understood.org/en/friends-feelings/common-challenges/self-control/self-control-what-it-means-for-kids
        
        Common Sense Media, 4 Apps to Help Tweens and Teens With Self-Control
        https://www.understood.org/en/school-learning/assistive-technology/finding-an-assistive-technology/4-apps-to-help-tweens-and-teens-with-self-control
        
        The only Symptom relevant to emotional disturbance that has already got assistive technology is self-control problems.
        The major assistive technologies for help students do better self control is APPs.
        Some major APPs used for enhancing students' self-control are: "Forest", "ReThink—Stop Cyberbullying", "Stop, Breathe & Think", "Pomodoro Apps".
- - - - Assistive Listening System at Schools
        The student and parents will have to make sure the hearing aid should be equipped with a telecoil. What is a telecoil? According to Hearing Loss Association of America (2021) The use of a telecoil in the hearing aid or the cochlear implant expands the usefulness thereof. This is particularly effective in environments where it is more difficult to hear due to many stimuli such as background noises whilst teaching is taking place. "T-coils are an essential component for anyone wishing to easily and directly access an assistive listening system." (Hearing Loss Association of America, 2021).
        If the student does not have a telecoil installed in the hearing aid or cochlear implant then they can make use of a hearing loop, infrared or even an FM frequency by means of using a receiver and headphones
        
        Hearing Loop
        There are three types of Assistive Listening Systems. As mentioned earlier, they are FM systems, Infrared systems and Hearing loops. The one system that would suit the school environment very well would have to be 'Hearing Loops'. This system is special as it "provides a magnetic, wireless signal that is picked up by the hearing aid when it is set to the telecoil setting" (Hearing Link 2021). The hearing loop would cut out any unwanted background noise plus it is cost effective. Multiple people can make use of the hearing loops so it is perfect for the classroom environment.
        Here are more reasons as to why a hearing loop would be perfect for the class room such as the fact that it connects directly to the hearing aid/cochlear implant. There is also no need to use a receiver or a headset (Hearing Link 2021) .
        
        Additional Sources:
        What is a Hearing Loop - https://www.youtube.com/watch?v=E47-_Yo9-1Q&t=1s - Source: Contacta
        
        How does a Hearing Loop work? - https://www.youtube.com/watch?v=pOHBhKu7pO8 - Source: Ampetronic
      - There are quite a few things that would assist students with hearing impairments such as the recording device that would record many things for them if they need to look at something a little later such as homework that they need to catch up on or something. There is also the special telephone that would help the students with their hearing impairment.
- - - - Specific Learning Disability
        
        <Definition>
        A neurodevelopmental disorder that begins during school-age, although may not be recognized until adulthood. Learning disabilities refers to ongoing issues in one of three areas; reading, writing and math, which are foundational to one’s ability to learn.
        (APA, 2018)
        
        <Incidence Rate>
        SLD is considered to be 'High Incidence,' which means "disabilities that are more commonly seen in regular education classrooms. Students with high incidence disabilities typically are able to participate in regular education with some additional learning and support."
        About 10-15% school-aged children have a learning disability
        (Burth, 2020)
        
        <Signs of Specific Learning Disabilities>
        
        Persistent difficulties in reading, writing, arithmetic, or mathematical reasoning
        
        Inaccurate or slow and arduous reading or writing
        
        Poorly written, thus unclear expression
        
        Difficulties remembering number facts
        
        Inaccurate mathematical reasoning
        
        Find out the student's specific diagnosis (dyslexia, dysgraphia, dyscalculia)
        
        Find an expert with ongoing professional education in learning disabilities as well as the student's learning subject area
        
        Support children as recommended by school and counselors
        
        Multisensory - When students are learning by hearing, seeing, and doing it increases the likelihood they will remember their learning better
        https://youtu.be/xxelwzL4HM0
        Chunking - a strategy where new information is given broken into key steps, or 'chunks'
        https://youtu.be/hydCdGLAh00
        Modeling ("I Do, We Do, You Do") - Teachers model the skill that they are expecting students to adopt. Then, the teacher may model it again so that the class does the strategy or the class could practice the strategy in small groups or partners. Finally, the students are encouraged to perform the task independently.
        https://youtu.be/IOMF06TJAO4
        Graphic Organizers - Graphic organizers help students with SLD process, make connections, and organize new material in a more efficient way
        https://youtu.be/uU0v8eFO53g
        Mnemonic Devices - Mnemoics benefit students with SLD by helping them associate information with key words or pictures.
        https://youtu.be/VoYOb2sPnqA
        
        <References>
        https://www.psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder
        https://www.churchillstl.org/learning-disability-resources/specific-learning-disabilities/
        https://www.oercommons.org/courseware/lesson/65711/overview
        https://child-testing.com/resource-center/accommodations-for-students-with-learning-disabilities/
        https://www.readingrockets.org/article/accommodations-students-ld
- - - - Send student material electronically
      - Provide ways to contact the teacher orally and over email
      - allow the student to audio-record the class
      - meet with student/parents to discuss specific needs
      - make sure the student is seated close to you for better listening or close to an electric outlet to assist any technology needed
    - - Charts, maps and illustrations will have to be transcribed or made into a more accessible format
      - Oral presentations instead of traditional tests can be an option
      - Let the student have extra time to finish
      - Allow for an interpreter if necessary
  - - - touch cues
      - object symbols
      - sign language
      - gestures
      - picture symbols
      - finger spelling
      - signed English
      - Braille
      - American Sign Language
      - Lip reading speech
      - large print
      - Tadoma method of speech reading
      - Pidgin Signed English
  - - - Students with many forms and combinations of disabilities benefit from the many services that speech-language pathologies provide, including therapies and assistive technology.
  - - - Braille translation software
      - Braille printer
      - Screen reader
      - Screen enlargement software
      - Refreshable Braille display
    - - Braille notetakers
      - Optical character reader
      - Electronic braillewriter
    - - TTD: small keyboard that includes braille
      - text messaging
- - - - Statistics
- - - - 100,000 students screened annually
  - - - Purpose of Puretone
        Evaluates the integrity of the complete auditory system
- - - - Telecoil
    - - Threshold Test
      - Impedance Testing
      - Puretone Screening
        
        Hearing Screening
- - - - Use same supports and tools at home as at school for ASD students
        
        ASD - Common Accommodations & Supports
        
        AssistiveTechnology
        
        Text to Speech
        
        Digital Books
        
        Pencil Grips : :pencil2:
        
        Speech to Text
        
        Choice Boards
        
        Homework/classwork modifications - extra time
        
        Behavior Charts & Reward Systems
        
        Organizational support
        
        Fidgets & Timers
        
        Teacher Tips with Autism Students :<3:
        
        Sensory Overload: smells, lights, noises can all be too much for autistic students https://youtu.be/T9j6rQ4rtQY
        
        Use Concrete Language - autistic students struggle with figurative language; teach the hidden meanings
        
        Social Skills: teach & model appropriate social behaviors and how that might make others feel
        
        Predictable Classroom: create routines & schedules to decrease potential for anxiety
        
        1 more item...
        
        Instead: calm colors, less is better, peace and quiet place/corner
        
        *Utilize Centers: :star:
        
        Link Title
        
        1 more item...
        
        Picture Schedules - a visual schedule/checklist
        
        Social Stories - social learning tool, supports the safe and meaningful exchange of information.
- - - - Matthew Williams demands equality and respect for individuals with intellectual disabilities, told from the perspective of a Special Olympics athlete. Recorded at TEDxVancouver at Rogers Arena on November 14, 2015.
        Video link https://youtu.be/BURbLmQL1BE