13 IDEA Categories of Disabilities
Definition : Individuals with significantly subaverage intellectual functioning (IQ < 70-75), existing concurrently with deficits in adaptive behaviour and manifested during the developmental period, that adversely affects a child's educational performance.
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Deafblindness is the lowest incidence disability ❗
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by Cohort 7
Definition: 'an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance', (IDEA, 2017)
Assistive technologies
Accommodations
Incidence = Low (Cohort 70% Low 30%)
References
Advancement Courses. (2018). Maximizing Learning Through Effective Classroom Seating Arrangements. Retrieved from https://blog.advancementcourses.com/articles/maximizing-learning-through-effective-classroom-seating-arrangements/
Australian Disability Clearing House (n.d.). Deaf and Hard of Hearing. Retrieved March 11, 2021 from https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-hearing-impaired
Inclusion Resource Notebook (n.d.). Disability Categories Under IDEA. Retrieved March 11, 2021 from https://sites.google.com/site/inclusionresourcenotebook/disability-areas
Therapy Travelers. (2017). STRATEGIES FOR TEACHING HEARING-IMPAIRED AND DEAF STUDENTS. Retrieved from https://therapytravelers.com/strategies-teaching-hearing-impaired-deaf-students/
U.S. Department of Education. (2007). IDEA Individuals with Disabilities Act. Sec. 300.8 (c). Retrieved from https://sites.ed.gov/idea/regs/b/a/300.8/c
Notepads - colour coding, other students take notes
tablets/laptops
Speech to text software, voice recognition
Pre-load electronic copies of class material, student can review before class or load on to a device for convenient listening/reading during the class
Teach how to use tech effectively so as not to be a distraction
teachers need training on how best to use all of these ⚠
Individualize
Make changes to classroom environment
Assessments, curriculum and expectations
It happens when a person's brain was affected by an external force
How is the student affected? "impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behaviour; physical functions; information processing; and speech." (IDEA, 2018)
Assistive technologies they can use
Interactive metronome: clapping hand/ tapping feet. A computer tries to strength the brain-body connection by counting the milliseconds you take to clap/tap at the same time you hear the sound.
"Small voice recorders on keychains or message recorders can be pre-recorded with reminder messages including appointments, telephone numbers, grocery lists, or prescription refills." (BrainLine, 2011)
Gotalks transforms text into speech
TASCAM DR-05X Portable Digital Recorder and Sony ICD-UX530 Series Voice Recorder audio recordings
Dragon NaturallySpeaking and Co:Writer Universal transform speech into text
Other accomodations
BIG printed calendars to have in mind the daily routine. 
Don't use analog watches or clocks at home/school. USE DIGITAL its easier to read.
Cheklists. Make sure they know what they did or have to do next
Labeling. This will help them remember what is what or what is inside of it.
References:
IDEA. (2018). Section 300.8. Retrieved from https://sites.ed.gov/idea/regs/b/a/300.8/c.
Frank, N. (2017, September 1). Can football and its players recover from the concussion crisis? wtop news.
BrainLine. (2011, April). Assistive Technology for Individuals with Traumatic Brain Injury. Retrieved from BrainLine: https://www.brainline.org/article/assistive-technology-individuals-traumatic-brain-injury
Library, I. (2020, September). Traumatic Brain Injury (TBI): Common Assistive Technologies. Retrieved from Illinois Library: https://guides.library.illinois.edu/c.php?g=497977&p=3409451
eliminate background noise
use only captioned media
provide written materials for everything, preferably in advance
speak at a regular pace
move the student to where they can lip read easily
make sure the student's stronger ear is in your direction
learn some sign language
auto-captioning
circle/horseshoe arrangement
hearing aids and induction loops
use a hands-free microphone :
wear a transparent mask, avoid covering your mouth
provide extra time in exams
be flexible with deadlines
design assessments to take into account language ability
use lots of graphics, clear visuals ✅
language focused lessons
Definition
These skills might be the ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of intellectual disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage.
Specific learning disability means a disorder in one or more of the basic psychological processes that may manifest itself in the imperfect ability of certain skills.
8 Academic Domains of SLD
Oral Expression
Listening Comprehension
Written Expression
Basic Reading Skill
Reading Fluency Skills
Reading Comprehension
Mathematical Calculation
Mathematical Problem Solving
Dysgraphia
Dyslexia
Dyscalculia
Treatment
Writing aids (pencil grips)
Writing with lines/grids
Typed response
Voice-to-text input
Extra time during written tasks
Providing summaries & bold facing keywords
More reading time
Experience Dyslexia!
http://geon.github.io/programming/2016/03/03/dsxyliea
Text-to-speech
Multimedia resource: video, graph, audio book
More time on tasks
Allow the use of calculators
Scaffold the process
Extra support on fundamental math
Supplemental activities with hands-on projects/computer simulations
A picture is worth 1000 words
Types
Bigger, clearer fonts
Reference
Auditory Processing Disorder
Close the window/door
Sit closer to teacher
Written instruction/subtitles
Rephrasing into simpler terms
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Extra time
Change oral task to written
Though there is no “cure,” specific learning disorder can be successfully managed throughout one’s life. People with specific learning disorder can go on to become skilled learners and may be able to build on strengths that often are associated with their learning differences.
Accommodations & Interventions
Incidence rate 10% (2013)
Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).
Colorado Department of Education. (2020). Specific Learning Disability (SLD) | CDE. https://www.cde.state.co.us/cdesped/sd-sld
American Psychiatric Association. (2018). What Is Specific Learning Disorder? https://www.psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder
ADDitude. (2020). Learning Disabilities. https://www.additudemag.com/category/adhd-add/related-conditions/learning-disabilities/
University College London. (2013, April 18). Learning disabilities affect up to 10 percent of children. ScienceDaily. Retrieved March 12, 2021 from https://www.sciencedaily.com/releases/2013/04/130418142309.htm
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Incidence rate
2% (2018-2019)
Definition
according to IDEA, "Concomitant impairments...the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments."
Does not include deaf-blindness, which is its own category
The disabilities may be two of the 13 IDEA categories, or other disabilities.
autism & orthopedic impairment
epilepsy & speech impediment
intellectual disability & blindness
Some Examples
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Low Incidence (1.1%)
Incidence Rate
Definition
The IDEA's Special Education Categories: Orthopedic Impairment
Assistive Technologies
Augmentative & Alternative Communication (AAC) devices supplement or replace speech and writing
Text-to-speech (TTS) tools allow students with visual impairments or reading difficulties to communicate
Accommodations
Having personalized support staff on hand to assist students in learning content and helping with everyday tasks
Individualize instruction by adjusting curriculum to fit the student's needs and abilities
Embedded instruction gives students opportunities to learn and practice skills throughout the lesson of a general education classroom
Birth defects, injury, severe burns that cause contractures, cerebral palsy, poliomyelitis, bone tuberculosis, fractures and amputations.
Causes of Orthopedic Impairement
Definition
Impairment of a persons vision, even with corrective tools such as glasses or contact lenses the individual vision cannot be corrected to normal.
Hearing assistive tools may be used for hearing impaired students
Sip-and-Puff systems allow mobility-challenged students to control electronic devices with the mouth
Assistive Technologies
Augmentative communication devices are more advanced. These allow the child to communicate with others through voice synthesises.
Devices to access educational material can also assist. Students can make use of screen reading software as well as academic software packages for students with disabilities.
For communication assistance students can make use of something as simple as "Communication Boards", these have pictures, words, letters and symbols.
Various math tools that help students visualize problems or record them via speech-recognition help in dyscalculia, as well as those with blindness and fine motor challenges
There are different levels and types of visual impairment.
Near Vision - individual has difficulty seeing things and reading in a range of 12 - 16 inches.
Far Vision - allows the individual to perform visual tasks, but with less speed and accuracy. Students or individuals may also have difficulty distinguishing between colors and depth perception.
See assistive technologies in other categories for more examples that would apply for a student with multiple disabilities!
Types of Visual impairment: There are a number of different types of visual impairment each with its own unique characteristics. For the purpose of this assignment we have only listed 6 types of visual impairment:
There are also apps that allow students who are unable to write to turn their words/thoughts into text and others that can assist students to read and speak, by highlighting each word as the student reads it.
Accommodations
Amblyopia - is also known as “Lazy eye.” It is a functional defect which is characterised by decreased vision in one or both eyes without detectable anatomic damage to the retina or visual pathways.
School needs to ensure a safe environment by having wider hallways, installing lifts, ensure floors are never slippery, ramps and bathrooms are wheelchair friendly
Aniridia - is a congenital anomaly. It is commonly diagnosed by the incomplete formation of the iris.
Anophthalmos - Also know as Anophthalmia is the absence of a true eyeball.
Personal handheld computers with a touch screen give students independence in assignments and communication
Classrooms need to be arranged to accommodate all learners. Have students who use walkers, canes and wheelchairs closer to the door/exit
Aphakia - The absence of the lens of the eye usually is due to surgery for cataract. In rare cases it is a part of the abnormally small eye.
Achromatopsia - is a congenital defect. The individual has an inability to distinguish colors due to cone malformation and partial or total absence of cones. It is a hereditary condition that is non-progressive.
For transportation, ensure there are parking spaces close to the building
Albinism - is a congenital defect. Characterized by a lack of pigment in the eyes, hair and skin. Usually associated with decreased visual acuity, nystagmus (rhythmic side-to-side eye movements) and photophobia (light sensitivity).
Teaching Strategies
Ensure theres enough space to move around for group activities. Making sure that students who needs specialised chairs or table get them.
Be aware that special equipment might be needed for classes like PE, art and music
Classroom management: make sure the student is seated in the best possible position so that they can see the chalk board, projector, etc.
Use the assistive technologies to help students with note taking etc and allow for extra time for students to complete assignments and tests as they may tire easily
Avoid glare from windows and mirrors, this may adversely affect the students sight.
If they are using adaptive equipment ensure that the student or individual has sufficient space.
Allow student extra time to complete assessments, worksheet and class tasks.
Support from other professionals:
Physical Therapists to assist with student mobility
Alternate visual learning, auditory learning and motor activities during teaching so that fatigue does not set in.
Occupational Therapists
Speech - Language therapist
Alternative textbooks in audio, braille, etc. format to accommodate various needs
Psychologist
References
Project Ideal. (2013). Orthopedic Impairment. Retrieved from http://www.projectidealonline.org/v/orthopedic-impairments/
Be sure to verbalize words and sentences when writing on the board and make to sure that the student understands or is able to see.
Give clear and specific instructions and remain consistent with your class rules.
Verbalise feedback to student when doing tasks and activities as non-verbal cues might be lost.
Orthopedic Impairments | Special Ed. Info for Parents & Instructors. (2013, August 10). Special Education Guide. https://www.specialeducationguide.com/disability-profiles/orthopedic-impairments/
Incidence
Near or distance vision impairment globally affects 2.2 billion people. In most of these cases vision impairment could have been prevented or has yet to be addressed.
The leading causes of vision impairment and blindness are uncorrected refractive errors and cataracts.
Young, G., & MacCormack, J. (2018, May 4). Assistive Technology for Students with Learning Disabilities. Retrieved from https://www.ldatschool.ca/assistive-technology/
Center for Parent Information & Resources. (2017, February 8). Supports, Modifications, and Accommodations for Students. Retrieved from https://www.parentcenterhub.org/accommodations/
References
Waack, S. (2015, October 27). Hattie effect size list - 256 Influences Related To Achievement. VISIBLE LEARNING. https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
Mandal, A. (2019, June 5). What is visual impairment? News-Medical.Net. https://www.news-medical.net/health/What-is-visual-impairment.aspx
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Writers, S. (2020, November 24). Helping Students with Visual Disabilities. Accredited Schools Online: Find Top-Rated Accredited Programs Online. https://www.accreditedschoolsonline.org/resources/helping-blind-low-vision-students/
Heick, T. (2020, May 7). 13 Ways Education Could Change In The Next 13 Years. TeachThought. https://www.teachthought.com/the-future-of-learning/13-likely-realities-the-future-learning/
Micro-switches allow for simple responses to questions, both academic and social, for the motor-impaired
Assisted technology
Basic Visual Disabilities - Accessible calculator
- features from larger buttons and Braille displays to adjustable displays and speech output functions.
Pocket magnifier - allows individuals or students to magnify reading materials. Some are illuminated, while others can be converted from handheld to a stand magnifier.
Legally Blind - CCTV magnification systems allows blind or low vision individuals to project magnified images of any print material onto a video monitor or television screen using a hand-held or stand-mounted camera.
Braille translation software -
software that can convert any document into a Braille file that can then be sent to a personal reading device or Braille display.
Screen readers - are a form of software that allow individuals with visual disabilities to read the text on a computer screen through a braille display or speech synthesizer.
Adjust the wait time between addressing questions and receiving responses
Peer tutoring has been shown to be beneficial for students with multiple disabilities--effort should be taken to make sure it is both-ways
Create a sensory station for those that need to minimize sensory distractions
Take frequent breaks after completing activities, to give students time to adjust and process information
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The student may benefit from physical and/or occupational therapy.
Causes
Having multiple disabilities may be caused by numerous factors, however it is most commonly a result of congenital conditions or accidents.
See other categories for additional accommodation suggestions applicable to multiple disabilities!
References
Snell, M. E. (2021). Severe and Education of individuals With Multiple Disabilities - Definition and Types of Severe and Multiple Disabilities. Students, Mental, Retardation, and Services - StateUniversity.Com. https://education.stateuniversity.com/pages/2415/Severe-Multiple-Disabilities-Education-individuals-With.html
Staff, T. (2020, May 22). 15 Assistive Technology Tools & Resources For Students With Disabilities. TeachThought. https://www.teachthought.com/technology/15-assistive-technology-tools-resources-for-students-with-disabilities/
SIP/PUFF Switch with Headset. (2021). Denver Regional Council of Governments. https://denverregion.co.networkofcare.org/veterans/assistive/detail.aspx?id=8400&cid=1084&cn=Pneumatic%20Switches&org=
Teaching Students with Multiple Disabilities. (2021). Teaching Students with Visual Impairments. https://www.teachingvisuallyimpaired.com/students-with-multiple-disabilities.html
Sec. 300.8 (c) (7). (2018, April 25). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/regs/b/a/300.8/c/7
Understanding “Multiple Disabilities” | A Guide to the IDEA. (2016, July 2). Special Education Guide. https://www.specialeducationguide.com/disability-profiles/multiple-disabilities/
Rogers, W., & Johnson, N. (2018). Strategies to Include Students with Severe/Multiple Disabilities within the General Education Classroom. Physical Disabilities: Education and Related Services, 37(2), 1–12. https://doi.org/10.14434/pders.v37i2.24881
The Condition of Education - Preprimary, Elementary, and Secondary Education - Elementary and Secondary Enrollment - Students With Disabilities - Indicator May (2020). (2020, April). National Center for Education Statistics. https://nces.ed.gov/programs/coe/indicator_cgg.asp
Multiple Disabilities. (2013). Project IDEAL. http://www.projectidealonline.org/v/multiple-disabilities/
the IDEA, defines “deaf-blindness” as:
…means concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
The National Consortium on Deaf-Blindness observes that the “key feature of deaf-blindness is that the combination of losses limits access to auditory and visual information.” This can severely limit an individual’s natural opportunities to learn and communicate with others.
Accomodations
References
Assistive technologies they can use
hand-held magnifier
Devices with refreshable Braille displays
Alerting devices, to support communication, orientation and mobility, participation in content-area instruction, and life skills.
Incidence : Low
Global % - 1 to 3 (about 200 mil people worldwide)
Most common developmental disability.
More common in low income countries.
Systematic instructional approaches
Touch cues are a tactile form of communication
Child-guided approaches
Deaf-Blindness. (2013). Project Ideal. http://www.projectidealonline.org/v/deaf-blindness/
Challenges of teaching the deaf-blind learner in an education setting in Johannesburg: Experiences of educators and assistant educators. (2020). Pmc. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7343947/
21 Deaf Blindness. (2015). Granite State College. https://granite.pressbooks.pub/understanding-and-supporting-learners-with-disabilities/chapter/deaf-blindness/
Causes
brain injury
severe cases of early childhood illness, such as whooping cough, measles, or meningitis
severe malnutrition or other dietary issues
lead or mercury poisoning
chromosome abnormalities, such as Down syndrome
inherited disorders, such as phenylketonuria (PKU) or Tay-Sachs disease
trauma during birth, such as oxygen deprivation or premature delivery
trauma before birth, such as an infection or exposure to alcohol, drugs, or other toxins
Caring
Color coding
Classroom Accommodation
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Assistive Technology
Simplified mobile phones
Customised Habituation training programmes
sign language presented in a tactual form
Tangible representations
Orthopedic impairment means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease and impairments from other causes .
TBI is a LOW incidence special education.
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
Physiopedia. (n.d.). Epidemiology of Traumatic Brain Injury. Retrieved from Physiopedia: https://www.physio-pedia.com/Epidemiology_of_Traumatic_Brain_Injury
Teaching Strategies
Touch cues
Object symbols
Sign language
Gestures
Picture symbols
Fingerspelling
Signed English
Braille
American Sign Language
Lip-reading speech
Pidgin Signed English
Tadoma method of speech reading
Large print
Orthopedic Impairment
Gender
Definition
As defined by The American Psychiatric Association: Autism spectrum disorder (ASD) is a complex developmental condition that involves persistent challenges in social interaction, speech and nonverbal communication, and restricted/repetitive behaviours. The effects of ASD and the severity of symptoms are different in each person.
Signs
Early childhood
Toddlerhood
Adolescence (Signs of Autism in Older Children and Teenagers, 2021)
Adulthood
Incidence
According to the Centre for Disease Control: 1 in 54 children are on the Autism Spectrum (as of 2016)
Boys
Girls
ASD is 3 to 4 times more likely to occur in boys.
ASD is 3 to 4 times less likely to occur in girls.
Girls exhibit less obvious signs of ASD than boys.
Characteristics
Symptoms and needs and highly variable from individual to individual.
Social Interaction & Communication Challenges
Restricted and Repetitive Patterns
Symptoms range from mild to severe, change over time, and present differently in every individual.
Stopped learning new skills.
Lost skills they had previously mastered.
Difficulties with two-way conversation.
Reduced interest in sharing interests and/or emotions.
Exhibiting intense interests atypical of chlidren their age. Adults tend to launch into long speeches on subjects they are passionate about, and find it difficult to gauge the other party's interest level.
Difficulty understanding and responding to social cues: eye contact, facial expressions
Difficulty developing, understanding, maintaining relationships: friendship or romantic relationships.
Repetitive Motions: hand flapping, toe walking, etc
Stim: Self stimulation is a coping mechanism for sensory overload.
Unique Speech Patterns: speaking in unusual ways, switching pitch in unusual places, "scripting" or repeating long parts of dialogue from favourite movies.
Displaying a deep need for consistency, structure, an routine. Typically getting frustrated and upset when routines are disrupted or plans are cancelled or modified.
Severity
High Functioning
Low Functioning
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Includes anxiety disorders, depression, bipolar disorder, conduct disorders, eating disorders, obsessive-compulsive disorder (OCD) and psychotic disorders such as schitozophrenia.
IDEA Definition: "Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. C) Inappropriate types of behavior or feelings under normal circumstances. D) A general pervasive mood of unhappiness or depression. E) A tendency to develop physical symptoms or fears associated with personal or school problems. Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under paragraph (c)(4)(i) of this section."
Accommodations
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Plan short review lessons or readiness activities to help orient the student to a particular learning task
IEP plan should include accommodations that address the side effects of medication
Follow low-interest activities with high interest activities so that students get breaks from difficult or less interesting activities
Reduce the number of practice items that a student must complete once mastery is demonstrated
IEP plan should include accommodations that address impairments in concentration and memory
Break down assignments into smaller components
Support the student's inclusion in the classroom, but allow for additional break time as needed
Extend the amount of time that a student is given to complete a particular task
Set clear behavioral rules and expectations for the entire class
Encourage organization and routine
Identify and reduce triggers in the classroom
IEP plan should include accommodations that address behavioral unpredictability
References
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Parette, Jr, H.P., Crowley, E.P., Wojcik, B.W. (2007). Reducing overload in students with learning and behavioral disorders: The role of assistive technology. TEACHING Exceptional Children Plus, 4(1) Article 4. Retrieved from https://files.eric.ed.gov/fulltext/EJ967467.pdf
Lynch, M. (2018, May 27). Assistive technology to help students with behavioral disabilities succeed academically. The Advocate. Retrieved March 11, 2021, from https://www.theedadvocate.org/assistive-technology-to-help-students-with-behavioral-disabilities-succeed-academically/
Küpper, L. (n.d.). Teaching students with emotional disturbances: 8 tips for teachers. National Dissemination for Children with Disabilities. Retrieved March 11, 2021, from http://www.myschoolpsychology.com/wp-content/uploads/2014/02/nichcy.org-Teaching_Students_with_Emotional_Disturbances_8_Tips_for_Teachers.pdf
Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).
Assistive technologies
Software that allows students to self-graph their progress in regard to on-task behavior, social performance, and/or academic performance using visual data
Handheld devices (e.g. iPads, tablets) that can assist by providing reminders, prompts, or simplified instructions such as the steps needed to be followed in order to complete an assignment
Software that promotes social behavior such as digital Power Cards or Social Stories
Apps that assist with stress management such as Stop, Breathe & Think
Sensory management technology that monitors classroom noise such as the Talk Light device
Text-to-speech software to lessen stress induced by reading
Graphic organizer software to assist with the organization of thoughts, concepts, and ideas
Voice recognition or talking word processing software to lessen stress induced by writing
Self-monitoring devices such as vibrating watches to assist students with staying on task without direct teacher intervention
Calculation software or specialized calculators to lessens stress induced by math by simplifying math problems into visuals, breaking down formulas, etc.
Incidence Rate: 13%
High incidence
Definition
“a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.” reference
Characteristics
Speech Impairments
Language Impairments
Phonological disorders
Morphological disorders
Difficulties with morphological inflections (inflections on nouns, verbs, and adjectives that signal different kinds of meanings)
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Syntactic deficits
Difficulty in acquiring the rules that govern word order and others aspects of grammar such as subject-verb agreement.
Semantic disorders
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Poor vocabulary development
Inappropriate use of word meanings
Inability to comprehend word definitions
Pragmatic difficulties
Difficulty understanding and using language in social contexts
Lack social cues such as making eye contact, introducing topics, respecting personal space, and requesting information.
Articulation disorders
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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 quality of one’s voice resulting from disorders in the larynx.
.Characterized by abnormal production and/or absences of vocal quality, pitch, loudness, resonance, and/or duration.
Classroom Strategies
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Experiment different ways of interactive communication
and be mindful of students’ communication style
Use linguistic scaffolding techniques
Help students with word order and sequencing
Insert oral assignments and presentations in the classroom
Self-esteem boosting activities
Use technologies for language enhancement
Use sound discrimination exercises such as multi sensory activities like stomping syllables or color-coding different groups of phonemes. Other examples include: rhyming bingo and card games to match the same sounds.
Encouraging students to use their visual memory
Traumatic Brain Injury
Visual Impairment
Assistive Technology
Augmentative and alternative communication (AAC) devices
Low tech
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Causes of Visual Impairment
Visual impairment is caused due to multiple reasons. These could be damage to the eye/s, failure of the brain to receive and read the visual cues sent by the eyes. It can also be caused by trauma, brain and nerve disorders.
Mid tech
High tech
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Word prediction softwares
Speech generating devices
Audiobook
Voice amplification
Graphic organizer
Adaptive Pen and paper
Pictures, words, drawings, letters to communicate message
Autism
(Autistic Spectrum Disorder)
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Electronic devices and apps
Portable word processor
Speech to text
Text to speech
Smart board
Keyboards
Other Health Impairment
Reference
Deaf-Blindness
Hearing Impairment
Emotional Disturbance
Intellectual Disability
Multiple Disabilities
Specific Learning Disability
Speech/Language Impairment
Significant deficit in speech production or perception
Hard to understand due to quality of pronunciation
Apraxia of speech
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Symptoms
inability to lead a fully independent life due to challenges communicating, taking care of themselves, or interacting with others
IQ below 70
learning difficulties
lack of curiosity
childish behavior inconsistent with the child’s age
inability to understand the consequences of actions
problems learning to talk or trouble speaking clearly
sitting, crawling, or walking later than other children
failure to meet intellectual milestones
Difficulty with problem-solving or logical thinking
Behavior problems such as explosive tantrums
Difficulty remembering things
Slow to master things like potty training, dressing, and feeding themselves
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Sources
Assistive Technologies
Hearing aids
Screen readers
Prosthetic limbs
LibGuides: Autism Spectrum Disorders (ASD): Common Assistive Technologies. (2020, September 8). Illinois University Library. https://guides.library.illinois.edu/c.php?g=515793&p=3526329
Electrically powered wheelchairs
Text to Speech and Speech to text softwares
Math tools
Definition
What Is Autism Spectrum Disorder? (2021). American Psychiatric Association. https://www.psychiatry.org/patients-families/autism/what-is-autism-spectrum-disorder#:%7E:text=Autism%20spectrum%20disorder%20(ASD)%20is,are%20different%20in%20each%20person.
Hands on teaching
Use of visuals and charts with direct and immediate feedback
break tasks into simple small steps
Definition
The World Health Organization defines deafness as, "complete loss of the ability to hear from one or both ears; this is profound hearing impairment, 81 dB or greater hearing threshold, averaged at frequencies 0.5, 1, 2, 4 kHz".
References
“Facts about Deafness.” World Health Organization, World Health Organization, 21 Nov. 2017, www.who.int/pbd/deafness/facts/en/.
Childrens Choice for Hearing and Talking Sacramento. “Assistive Technology for Children with Hearing Impairment in the Classroom: CCHAT Sacramento.” RSS, Childrens Choice for Hearing and Talking Sacramento, 12 Nov. 2020, www.cchatsacramento.org/blog-and-events/assistive-technology-for-children-with-hearing-impairment-in-classroom.
“Deaf and Hard of Hearing.” ADCET, Australian Government Department of Education, Skills and Employment, www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-hearing-impaired.
Low Incidence
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Accommodations
Extra Exam Time
Sit towards front of classroom as to have an unobstructed line of vision.
Offer Alternative Assignments
Permit Use of Thesaurus/Dictionary During Exams
Allow Recording of Lessons
Provide Written Materials to Supplement Lectures
Give Information as Handouts
Repeat Clearly
Background Noise Minimized
Assistive Technology
Communication Real-Time Translation
Voice to Text Software
Telecommunications Device for the Deaf
Teletypewriter
Captioning
Soundfield Systems
Personal FM Systems
Seated in a place that is the least distracting and least noisy
Scheduling - extra time to finish assignments / tests
Give students taped lectures / teacher notes
Reference
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no social smiling by 6 months
no one-word communications by 16 months
no two-word phrases by 24 months
no babbling, pointing, or meaningful gestures by 12 months
poor eye contact
not showing items or sharing interests
unusual attachment to one particular toy or object
not responding to sounds, voices, or name
loss of skills at any time
Signs
The [adult] may have extremely rigid ideas about time, travel, daily routines, feeding, dressing routines, and placement of objects at home and in the classroom. (National Autism Institute at Mat Center, 2020
Difficulty maintaining relationships.
Difficulty sharing conversation space.
Developing relationships
Repetitive Behaviour
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prefer to spend time on their own, rather than with their peers
need other children to play by their rules and get upset if their rules aren’t followed
have trouble understanding the social rules of friendship
have difficulty making friends and have few or no real friends
have trouble relating to children their own age and prefer to play with younger children or adults
have difficulty adjusting their behaviour in different social situations
invade personal space by getting too close to people.
have unusual interests or obsessions – for example, they might collect sticks or memorise football statistics but not really be interested in the game
have compulsive behaviour – for example, they might line things up or need to close all the doors in the house
have an unusual attachment to objects – for example, they might carry toys around, or collect unusual items like chip packets or shoelaces
be easily upset by change and like to follow routines – for example, they might like to sit in the same seat for every meal or have a special order for getting ready in the morning
repeat body movements or have unusual body movements, like hand-flapping or rocking
make repetitive noises – for example, grunts, throat-clearing or squealing.
Sensory Sensitivities
be sensitive to sensory experiences – for example, they might be easily upset by certain sounds or uncomfortable clothes, or eat only foods with a certain texture
seek sensory stimulation – for example, they might like deep pressure, seek vibrating objects like washing machines, or flutter fingers to the sides of their eyes to watch the light flicker
be less responsive to pain than other children.
Deafness
Signs of autism in older children and teenagers. (2021, February 15). Raising Children Network. https://raisingchildren.net.au/autism/learning-about-autism/assessment-diagnosis/signs-of-asd-in-teens#:%7E:text=have%20trouble%20understanding%20the%20social,behaviour%20in%20different%20social%20situations
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Used to describe any impairments that may cause limited strength, vitality, or focus...mainly involves ADHD
Link to my mind map for identifying and helping students with difficulties like this one Link Title
Incidence = High. (2.2%)
Potential negative impact
poor frustration tolerance
classroom disruption
poor academic performance
Indications
difficulty paying attention for extended periods (main symptom)
impulsivity (in some)
hyperactivity (in some)
Assistive technologies
Distraction-reducing apps & extensions
distraction-free youtube; content blockers
Apps for note-taking & organization
Timers & planners
Text-to-speech
FIdget toys
Modifications
removing certain questions/reducing question #, replacing longer writing assignments with shorter ones
Accommodations
differentiated learning: incorporate movement
limit distractions in classroom
teach in a more concrete way
use sticky notes to hint they'll be called on (rather than cold calling)
check organization of students' notebooks; help fill in gaps
detailed rubrics
provide outline of notes, lessons
repeat directions; provide written and verbal
break down tasks into smaller parts
frequent check-ins to see if the student is comprehending
provide extra copies of tasks
sit student closer to teacher
Appropriate response
targeted accommodations & modifications
focus on things like diet and sleep
medication or psychotherapy (in some cases)
behavior plans & positive reinforcement
behavioral intervention (classroom & home)
Teaching Strategies
Student to Teacher Feedback Mechanisms
Childcare Worker, Teaching Assistant, Special Needs Educator
This is first and best way to support a student on the Autism Spectrum, if your school provides this option.
Assistive Technologies
Both High & Low Functioning
Daily Life Skills 🏡
Life Skills Winner is an application that allows users to score points while learning daily living tasks in an interactive setting.
Recreational Skills 🏅
Organization Skills 🗄
Hygiene 🛁
Social Skills 😃
Facial expression practice for children, adolescents, and adults.
Low Functioning ASD
Reading Challenges 📖
AAC for non-verbal communication.
Text to Speech function.
Assistive learning games for children and adults
Non-Verbal / Speech delay 🔇
AAC: Augmentative & Alternative Communication Tools
Picture books for pointing at images students have collected to communicate what they want
iPads, Smartphones, etc. with Speech Generating apps
GoTalks
Writing Challenges ✍
Speech to Text apps (on iPads or smartphones, etc)
Help with fine motor skills: Computers for writing tests, inclined writing surfaces, bigger spaced lined notebooks.
High Functioning ASD
Second Language Learning 🗨
Headphones for Listening Activities
Quiet Space: A place where they are allowed to leave the classroom and go to when they are feeling over stimulated, or are getting upset, and need time and space to ease their frustration.
Personalized Rewards
Goal Setting
Chunking: breaking material down into manageable chunks.
Visual Progress Markers
Routine: Consistency in daily schedule.
Classroom Environment
Allow the student to choose where they are most comfortable in the classroom. Maintain and enforce a seating arrangement.
Simple Concrete Language
Give Limited, Clear Choices
Be Gentle in Criticism
Applied Behaviour 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
If the seating arrangement must be changed, give the student a few days notice so they can mentally prepare themselves for a change in their routine.
Bullying Prevention
Try to have conversations about individual accommodations or extra tools in private.
Try not to bring extra attention to the student with ASD to avoid feelings of favouritism, pity, or jealously among their peers.
Try to normalize access to technology, use of signals, differentiated instruction or expression as to take the spotlight off of the student with special education needs.
What it feels like to have Autism
What is Intellectual Disability? (2020, March 23). SpecialOlympics.Org. https://www.specialolympics.org/about/intellectual-disabilities/what-is-intellectual-disability#:%7E:text=Approximately%201%20%E2%80%93%203%20percent%20of,common%20in%20low%2Dincome%20countries.
Byrd, F. (2011, January 5). Intellectual Disability. WebMD. https://www.webmd.com/parenting/baby/intellectual-disability-mental-retardation#1
Boot, F. H., Dinsmore, J., Khasnabis, C., & Machachlam, M. (2017, February 22). Intellectual Disability and Assistive Technology: Opening the GATE Wider. PubMed Central (PMC). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5319964/
Strategies for Teaching Students with Intellectual Disabilities. (2021, January 3). TherapyTravelers. https://therapytravelers.com/strategies-teaching-students-intellectual-disabilities/
Students with an Intellectual Disability (5 Methods to Help). (2019, April 18). Classful. https://classful.com/students-with-an-intellectual-disability/
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Be Flexible on Group Work and Group Sizes
High-Medium Incidence
Individuals with intellectual disability as employees
According to WHO 1 in 160 children worldwide have ASD
Autism spectrum disorders. (2019, November 7). World Health Organization. https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders#:%7E:text=Epidemiology,figures%20that%20are%20substantially%20higher.Early Signs « National Autism Center. (2020). National Autism Center at May Institute. https://www.nationalautismcenter.org/autism/early-signs/Jones, K. (2020, May 17). Top 5 Assistive Technology Apps for Autism. Ability Unlimited. https://abilityunlimited.net/top-5-assistive-technology-apps-for-autism/LibGuides: Autism Spectrum Disorders (ASD): Common Assistive Technologies. (2020, September 8). Illinois University Library. https://guides.library.illinois.edu/c.php?g=515793&p=3526329Signs of autism in older children and teenagers. (2021, February 15). Raising Children Network. https://raisingchildren.net.au/autism/learning-about-autism/assessment-diagnosis/signs-of-asd-in-teens#:%7E:text=have%20trouble%20understanding%20the%20social,behaviour%20in%20different%20social%20situationsTechniques for Teaching Students with Autism Spectrum Disorder. (2020, February 23). Saint Joseph’s University Online. https://online.sju.edu/graduate/masters-special-education/resources/articles/techniques-for-teaching-students-with-autism-spectrum-disorderTips for Using Assistive Technology Devices. (2021). Autism Speaks. https://www.autismspeaks.org/tips-using-assistive-technology-devicesWhat Is Autism Spectrum Disorder? (2021). American Psychiatric Association. https://www.psychiatry.org/patients-families/autism/what-is-autism-spectrum-disorder#:%7E:text=Autism%20spectrum%20disorder%20(ASD)%20is,are%20different%20in%20each%20person.
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Speech and Language Impairment. (n.d.). Retrieved March 12, 2021, from https://www.teachingenglish.org.uk/article/speech-language-impairment
Speech Or Language Impairments. (n.d.). Project IDEAL. Retrieved December 3, 2021, from
http://www.projectidealonline.org/v/speech-language-impairments/
LibGuides: Speech Disorders: Common Assistive Technologies. (n.d.). Illinoise Library. Retrieved December 3, 2021, from
https://guides.library.illinois.edu/c.php?g=613892&p=4265891
Do2Learn: Educational Resources for Special Needs. (n.d.). Do2Learn. Retrieved March 12, 2021, from https://do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Strategies.html
Scheduling ⏲
:
Writing: Essays, Projects, Presentations 🖊
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Check in regularly to see if your strategies are helping, hindering, or having no effect. Encourage suggestions from the student.
Cohort Consensus for Incidence: 20% Low & 80% High
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Persons with ID
The condition manifests itself before the age of 18
There are significant limitations in two or more adaptive areas (skills that are needed to live, work, and play in the community, such as communication or self-care)
IQ is below 70-75
Intellectual Disability
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