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Assisting Students with Disabilities in a Classroom Cohort 12, Deafness…

- - - - # Cognition & Memory assistance.
        Students need help remembering, thinking, and processing information.
        
        Alerts and alarms
        
        Prompts and reminders
        
        Displays, signs, and schedules
        
        Recording and playback
        
        Electric Brain
      - Communication assistance.
        Students need help producing
        and processing language.
        #
        
        Producing language
        
        Understanding language
      - Sensory & Motor assistance.
        Students need help sensing and
        moving in the environment
        
        Mobility devices
        
        #
        
        Safety equipment
        
        Text/speech conversion
      - Emotion & Behavior assistance.
        Issues can be caused directly by damage to the brain,
        or indirectly as student responds to their situation. #
        
        Growth Mindset
        
        Behavior Management systems
        
        Peer support #
        
        Counseling & support
- - - - Exellent memory for facts and figures
      - Specialised areas of interest and knowledge
      - Reliability and honesty
      - Ability to follow rules and regulations
      - Visual thinking and learning
    - - Sensory regulation
      - Verbal communication
      - Abstrct thinking
      - Social interaction
      - Coping with change
  - - - Identification of students with ASD
        
        exhibit different behaviors (acting out or withdraw) due to frustration with reading or handwritten assignments
        
        ......
        
        avoid answering questions, reading independently or reading aloud
        
        exhibit attention deficit in the classroom but can work on the computer (or video games) for extended periods of time
        
        Learning anxiety
- - - - What can we provide to help?
        
        Wheel Chair accessible ramps
        
        Railings
        
        Padding for tables
        
        Differentiated schedules to allow students with disabilities to not need to move around as often or a time to move when there are less students or obstacles in the hallways.
        
        Cultivate a policy of respect for diversity.
        
        Providing the option for assistance while respecting autonomy or special access to facilities or equipment i.e. teacher's elevator.
        
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        Establishing teams for children with disabilities, or making accommodations for these children to play with children without disabilities.
        
        https://youtu.be/FcUjQbmcQGw
- - - - Signs of central loss
        
        Difficulty reading or recognizing pictures
        
        Blurriness or distorted vision
        
        Difficulty recognizing faces
      - What accommodations exist to help students with central loss?
        
        Technologies
        
        Low-vision devices
        
        Screen-reading software
        
        Stand magnifier
        
        Specialized glasses such as prism-base glasses
        
        Environmental adaptations
        
        High-contrast environments
        
        Well-lit rooms
        
        Allowing students to sit where they like
        
        Alternative techniques for performing life skills
        
        Orientation and mobility travel training
        
        Use of a cane
    - - Signs of peripheral loss
        
        Bumping into or tripping over objects in the lower field of vision
        
        Trouble navigating stairs
        
        Turning or tilting head while reading
        
        Placing a finger on the text to maintain focus while reading
        
        Surprise when approached from the side
      - What accommodations can help students with peripheral vision loss?
        
        Use a cane to improve mobility
        
        Use a multi-sensory approach to gather information
        
        Avoid extreme changes in lighting
    - - Sign of reduced visual acuity
        
        Needing to hold books up close, even with glasses
        
        Difficulty judging distances
        
        Difficulty copying from the board
      - What accommodations can help with reduced visual acuity?
        
        Magnification
        
        High-contrast materials
        
        Sitting closer to the blackboard
- - - - Help students establish positive peer relationships.
        
        Teach behavior management skills.
        
        Identify and deal with depression
        
        Help students cope with stress.
        
        Make learning relevant.
        
        Provide accommodations
        
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    - - Characteristics https://youtu.be/gGas-E7x2F8
      - hyperactivity (short attention span, impulsiveness)
      - aggression/self-injurious behavior (acting out, fighting)
      - withdrawal (failure to initiate interaction with others; retreat from exchanges of social
        interaction, excessive fear or anxiety)
      - immaturity (inappropriate crying, temper tantrums, poor coping skills)
      - learning difficulties (academically performing below grade level)
      - an inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
      - a tendency to develop physical symptoms or fears associated with personal or school problems.
      - low self-esteem and poor social skills.
      - often use inappropriate ways to get attention, such as talking back to adults, refusing to do work,
        or making jokes.
      - learning difficulties (academically performing below grade level).
      - difficulty adapting to home, school, and community environments.
      - difficulty trusting adults and peers. These students require consistent and fair rules and
        consequences
- - - - Moderate
      - Severe
      - Mild 85% High Incidence
    - - Social – empathy, social judgment, communication skills, the ability follow rules and the ability to make and keep friendships
      - Practical – independence in areas such as personal care, job responsibilities, managing money, recreation and organizing school and work tasks
      - Conceptual – language, reading, writing, math, reasoning, knowledge, memory
    - - Specific learning disorder
      - Social communication disorder
      - Autism spectrum disorder
      - Attention-deficit/hyperactivity disorder
  - - - Simplified Mobile Phones
      - Literacy suites
      - Text to speech
      - Audio book
      - Organization system
      - Notes taking tool
      - Study and productivity aid
    - - Hearing aids
      - Screen readers
    - - Electronic worksheets
      - Phonetic spelling software
      - Calculators
      - Variable speed recorders
      - Videotaped social skills
- - - - Note taking - one can focus on hearing while someone else takes notes.
      - Sign language - in case of severe hearing impairment #
      - Picture Boards - Can be carried to aid communication # #
    - - HATS - devices that can help hear in loud or busy places.
      - One-to-One Communicators - this lets one talk to someone without shouting. #
      - Speech recognition programs - these change speech into text that one can read.
    - - Infrared System - use light waves to send sounds across a room
      - Induction Loop System - hearing aid picks up the signal so to hear the speaker better.
      - FM system - a Frequency Modulation system is like a tiny radio station with its own frequency.
- - - - Specific Assistive Technology
        
        Frequency Altered Feedback (F AF) (change the pitch at which the user hears their own voice)Link Title
        
        Delayed Auditory feedback (DAF) (plays the user's voice back delayed by a fraction of a second) Link Title
        
        Fluency devices (Speak Easy, Fluency Master, Pocket Fluency system)
      - Specific Teaching Strategies
        
        Acknowledge a student's Trouble with Stuttering
    - - Specific Teaching Strategies
        
        Focus on the prop
        
        Warm up time
        
        Nonverbal communication
    - - Specific Assistive Technology
        
        See Scape
    - - Specific Assistive Technology
        
        Adaptive Keyboard (no reliable muscle control in hands) Link Title
        
        Mouth stick (someone with no use of the hands to type or use a trackball mouse)
        
        Eye Tracking
    - - Specific Assistive Technology
        
        Apraxia Ville (game-like app which combines stimulating visual with sound windows to show students how to articulate the sounds)
  - - - Support speech intonation and melody (singing songs with target sound)
      - Visual pictures with words
      - Choral reading
    - - Slow down when speaking, use words like "first, next, finally"; pause frequently
      - Repeat or Paraphrase
    - - Focus on one particular sound
  - - - Digital
      - Picture books Communication Boards
- - - - Wax
      - Foreign object
      - Excess mucus
      - Ear ubfections
    - - Heredity disorders
      - Genetic disorders
      - Prenatal exposure to disease
      - Noise
      - Trauma
      - Disease
      - Other casuses include Meniere's disease & Tinnitus
  - - - Determine the nature of deafness
        
        Measures to rehabilitate people with hearing loss (deafness)
        
        Use of hearing technologies
        
        Use of sign language and other means of sensory substitution
        
        Rehabilitative therapy
        
        Use of hearing assistive technology and services
    - - New-born babies and infants
      - Preschool and school-age children
      - People exposed to noise or chemicals at work
      - People receiving ototoxic medicine
      - Older adults
- - - - believed caused by interaction of genetic and environmental factors. Some cases run in families.
        
        Most common learning disability, 3–7% of the population
        
        symptoms include delayed onset of speech and a lack of phonological awareness.
        
        common myth associates dyslexia with mirror writing and reading letters or words backwards, seen in many children as they learn to read and write
        
        Through the use of compensation strategies, therapy and educational support, individuals with dyslexia can learn to read and write.
  - - - biologically based disorder with genetic and brain problems with working memory.
        
        often intellectually gifted, possess rich vocabulary and strong comprehension of language when speaking or reading
        
        types
        
        dyslexic-dysgraphia
        
        motor
        
        spatial
        
        symptoms include: impaired handwriting, orthographic coding, and finger sequencing
        
        treatment varies, may include treatment for motor disorders to help control writing movement, and occupational therapy for impaired memory
  - - - associated with dysfunction in the region around the intraparietal sulcus and potentially also the frontal lobe.
        
        Found in 3% to 6% of population
        
        Common symptoms are, having difficulty with mental math, trouble analyzing time and reading an analog clock, struggle with motor sequencing that involves numbers, and often they will count on their fingers when adding numbers,
        
        Resolution Flowchart
        
        Very few interventions have been developed for dyscalculia. Concrete manipulation activities have been used to train basic number concepts for remediation purposes. Software intended to remediate dyscalculia has been developed. Games such as The Number Race and Graphogame-math can improve performance on number comparison tasks in children with generalized math learning difficulties.
- - - - can be used as a conversation aid for individuals who have limited verbal communication skills.
    - - Pointing to an object or a picture to make a choice enables a child to communicate his or her wants and needs.
    - - For children with multiple disabilities, learning to recognize objects in their daily routines is an early step toward literacy.
  - - - Adaptive Desks
      - Writing Utilities
      - Limb braces
    - - Motorized wheelchair
      - Service animals
    - - Smart boards
      - Vocalizers
      - Eye tracking
      - Speech translated or generated by breath or facial muscle
      - Computer-assisted skeletal braces
- - - - Least restrictive enviornment. This can differ for any student but it's not uncommon to have an ADHD student somewhere quiet where they can focus
        
        Study room https://chadd.org/for-educators/classroom-accommodations/
      - Extra time on assignments
        
        Segmentation of assignments (Shorten the assignment temporarily
      - Make sure all assignments are in clear writing rather than just giving the instructions outloud
    - - Allow the use of a laptop computer for notes (College, High School)
        
        Extra time on assignments
        
        Assign a note taker
        
        Use slant board
        
        Pencil Grip
- - - - Class notes on Transparency (Outdated unless school still uses overhead projectors) Sent to google document, printed out, or even take a picture of the notes and send them to the student from a document camera.