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IDEA Categories Cohort 6 - CERT 03/2021, A condition exhibiting one or…

- - - - . The Individuals with Disabilities Education Act (IDEA) defines TBI as “an acquired injury to the brain (open or closed head injury) caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance.”
        Impairments occur in one or more areas, including cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psycho-social behavior; physical functions; information processing; and speech.”
        https://www.specialeducationguide.com/disability-profiles/traumatic-brain-injury/
      - Traumatic Brain Injury DOES NOT APPLY to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma. https://www.specialeducationguide.com/disability-profiles/traumatic-brain-injury/
  - - - Create daily routine, post in writing on wall for easy access, and include what should happen if routine not followed.
      - Show student how to perform new tasks; Watch student execute new task.
      - Create daily daily activities list in a calendar format; Insure student call follow daily activities list.
      - Establish google site to effectively and easily communicate with parents regarding students progress, setbacks, contributions and needs.
    - - Each year 50,000 die.
        
        230,000 people are hospitalized and survive.
        
        Risk of TBI double for males
        
        80,000 to 90,000 people experience the onset of long-term disability.
        
        Currently, 5.3 million men, women, and children live with a permanent TBI-related disability in the United States today.
        
        Risk of sustaining a TBI is substantial among all age groups, the risk is highest among adolescents, young adults, and persons older than 75 years.
        
        Motor vehicle crashes–the leading cause of TBI resulting in hospitalization.
        
        Violence, especially suicidal behavior and assaults that involve firearms–the leading cause of TBI-related death. https://www.cdc.gov/traumaticbraininjury/pubs/tbi_report_to_congress.html
        
        Yearly, U.S. 1.5 million American sustain a Traumatic Brain Injury
- - - - According to Rodgers (1983), 5% to 10% of the population is considered to have dyslexia; however, because of the nature of the definitional issues (as described above), an estimate of prevalence is specific to a particular sample and to the definition used in a study.
    - - ADHD is the most common neurodevelopmental disorder of childhood. However, basic information about how the prevalence of ADHD varies by race/ethnicity, sex, age, and socio‐economic status remains poorly described. Prevalence estimates of ADHD are sensitive to who is asked what, and how information is combined. Recent systematic reviews report ADHD prevalence estimates as wide as 2%–18% (Rowland, Lesesne, & Abramowitz, 2002).
    - - Between 10% and 30% of children experience difficulty in writing, although the exact prevalence depends on the definition of dysgraphia (Kushki, Schwellnus, Ilyas, & Chau, 2011)
    - - As Haberstroh and Schulte-Körne (2019) stated, 3–7% of all children, adolescents, and adults suffer from dyscalculia. Severe, persistent difficulty performing arithmetical calculations leads to marked impairment in school, at work, and in everyday life and elevates the risk of comorbid mental disorders.
    - - Dyspraxis often goes undiagnosed and unrecognized, but it’s believed to be relatively common. An estimated six to 10 percent of children have some features of dyspraxia. It can go by many names, including developmental coordination disorder and motor learning difficulty.
        Link: https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dyspraxia/5-common-myths-about-dyspraxia
  - - - Computers, tape recorders, screen readers and speech recognition devices can be used to help the students with dyslexia. The computer can be especially useful, particularly if students learn to touch typing skills. Computers also have spell-checking programs, which are particularly helpful as dyslexics have poor spelling. Tape recorders can be useful for the child to record his or her ideas, which can then be transcribed later. Tape recorders can also be useful in classes and lectures because note-taking skills can be a problem for dyslexic individuals. Screen readers are devices that read aloud what is on the computer screen and can be very helpful for dyslexics. Books on tape can also be helpful. Speech recognition devices and programs are especially useful; the individual can talk into a microphone and see his or her words appear on the screen (Siegel, 2006).
    - - Extended time being particularly prevalent. However, most accommodations fail to show evidence of benefits that are specific to students with ADHD, and many of the more common accommodations have few or no experimental studies supporting them. An exception is read-aloud accommodations, which have two randomized experiments finding specific benefits for younger students with ADHD. Students and those who work with them often express ambivalence and dissatisfaction over the accommodations process (Lovett & Nelson, 2020).
    - - Providing assistance with assessing the educational curriculum may decrease the stress associated with writing. Special writing implements of larger size or with specialized grips may be provided or allowed. Young children with dysgraphia may try papers with raised lines to provide tactile feedback for staying within margins. Individuals with dysgraphia may benefit from the use of tape recorders and spell-checkers in the classroom environment. Additional time may be provided for written assignments, tests, and homework (Chung & Patel, 2015).
    - - Trott (2003) has provided a list of strategies that have been
        proven to help students who suffer from dyscalculia. The list is categorized into strategies for improving reading skills, improving mathematical problem solving skills, and some general instructional design (Michaelson, 2007)
        List link: https://files.eric.ed.gov/fulltext/EJ776577.pdf
    - - Visual approach (images), concept maps, and videos can benefit the learning outcomes of students with dyspraxia. (Kinnealey, Pfeiffer, Miller, Roan, Shoener, & Ellner, 2012).
  - - - Recording devices, text-to-speech softwares and concept-mapping tools in addition to a standard computer system may support the studies of students with Dyslexia (Draffan, Evans, & Blenkhorn, 2007).
    - - The technologies like ICTs, mobile learning and social media can be used to enhance learning outcomes of students with attention difficulties (Drigas, Loannidou, Kokkalia,
        & Lytras, 2014)
    - - Technology advances including voice-recognition software, computer keyboards, and touch-pad devices are attractive potential accommodations for individuals with dysgraphia. However, practice with written implements should not be completely abandoned in favor of these devices. Handwritten letters provide a greater stimulus to learning than printed letters (Chung & Patel, 2015).
    - - Audio-visual technologies, such as pictures, blackboard, graph paper, geo boards, abacus,
        geometry boxes etc. are crucial in creating joyful learning. Multimedia Instruction technology or computer-assisted instruction may facilitate the process of mathematical exploration in dyscalculic learners (Raja & Kumar, 2012)
    - - Here is a detailed list of strategies and possible used assistive technologies for facilitating the needs of students with dyspraxia: http://eshare.edgehill.ac.uk/11684/1/Implications_for_learners_and_possible_strategies_for_support(1)_(2).pdf
- - - - Special seating arrangements to develop useful posture and movements
      - Instruction focused on development of gross and fine motor skills
      - Securing suitable augmentative communication and other assistive devices
      - Awareness of medical condition and its affect on the student (such as getting tired quickly)
    - - Physical Therapists who work on gross motor skills (focusing on the legs, back, neck and torso)
      - Occupational Therapists who work on fine motor skills (focusing on the arms and hands as well as daily living activities such as dressing and bathing)
      - Speech-Language Pathologists who work with the student on problems with speech and language
      - Adapted Physical Education Teachers, who are specially trained PE teachers who work along with the OT and PT to develop an exercise program to help students with disabilities
      - Other Therapists (Massage Therapists, Music Therapists, etc.)
  - - - Devices to Access Information: These assistive technology devices focus on aiding the student to access the educational material. These devices include
        
        screen reading software
        
        speech recognition software;
        
        augmentative and alternative communication devices (such as communication boards)
        
        academic software packages for students with disabilities
      - Devices for Positioning and Mobility: These assistive technology devices focus on helping the student participate in educational activities. These devices include
        
        canes
        
        walkers
        
        crutches
        
        wheelchairs
        
        specialized exercise equipment
        
        specialized chairs, desks, and tables for proper posture development
- - - - To reduce the visual clutter in the classroom, educators should:
      - remove useless objects in general
      - reduce the number of objects in the immediate working area
      - use masking tape to improve the color/contrast on doorframes, tabletops, etc.
      - spot lights to highlight a particular area
      - maintain the place and all the school supplies well organized so the student can easily identify them
- - - - Determine how student will respond and wait for the student to respond
      - Work directlyand often with the student and their paraprofessionals
    - - Believe in the student!
    - - Make decisions based on student's communication skills
    - - Make decisions based on learning medium
- - - - Low-tech AAC - Any type of aid that does not require batteries or electricity. This includes things like a simple pen and paper to write messages on, as well as pictures boards, that can be carried to aid communication. On picture boards, users can point to images, words, pictures, drawings, or letters in order to communicate their message. The pointing might be done with the user's hands, other body parts, eye gaze, or a pointer held in the hands or mouth.
      - High-tech AAC - Any aid that requires electricity or batters. This includes specialized devices, software, smartphone applications, electronic communication boards, and keyboards. Many high-tech AAC devices are Speech Generating Devices, which means they can produce digitized speech when the user either types a message or presses on images, words, or letters.
      - Unaided communication systems – Rely on the user's body to convey messages. Examples include gestures, body language, and/or sign language. One advantage of unaided communication communication systems is that it does not require any technology beyond the person's body.
    - - Delayed Auditory Feedback (DAF)- Delayed Auditory Feedback devices play the user's voice back delayed by a fraction of a second. DAF devices may resemble hearing aids or headphones with a microphone. There are also apps that can use DAF on phone calls.
      - Frequency Altered Feedback (FAF)- Frequency Altered Feedback devices are similar to DAF but rather than delaying the user hearing their own voice, they change the pitch at which the user hears their own voice.
  - - - giving additional time to complete assignments or make up work
      - substituting written papers or projects for oral presentations, or allowing the student to demonstrate learning one-on-one with you
      - reviewing the IEP or 504, if the student has one, and working with the SLP to facilitate communication and learning in the classroom
  - - - There are many kinds of speech and language disorders that can affect children. According to IDEA, there are four major areas in which these impairments occur. These are the areas of:
      - 1. Articulation | speech impairments where the child produces sounds incorrectly (e.g., lisp, difficulty articulating certain sounds, such as “l” or “r”);
      - Fluency | speech impairments where a child’s flow of speech is disrupted by sounds, syllables, and words that are repeated, prolonged, or avoided and where there may be silent blocks or inappropriate inhalation, exhalation, or phonation patterns;
      - Voice | speech impairments where the child’s voice has an abnormal quality to its pitch, resonance, or loudness; and
      - Language | language impairments where the child has problems expressing needs, ideas, or information, and/or in understanding what others say.
- - - - Between 2014 and 2016, the prevalence of developmental disabilities among kids ages 3 to 17 increased from 5.76 percent to 6.99 percent, according to figures released Wednesday from the U.S. Centers for Disease Control and Prevention. (Nov. 29. 2017)
  - - - Physical development
      - Cognitive development
      - Communication development ( speech and language)
      - Social and emotional development
      - Adaptive behavior (Everyday skills for functioning) Developmental delay srategies
      - Interview of differentiation strategies
        
        Students do not all learn the same way, and by providing differentiated instruction, children are able to learn the best that they can. As a teacher, we may not even know what is the best way because the way a child learns one thing may not be the way that they learn the next thing. When students are given the opportunity to learn in different ways, it helps to avoid frustration. (kathryn Rosenbrock)
        
        This question makes me feel that I am not doing well enough. There are more than 50 students in my class, and it is difficult for me to differentiate teaching. I can only distinguish them when assigning homework and set them different goals from other students. ( Chen Sun)
  - - - For children from birth to age three (under IDEA Part C) and children from ages three through nine (under IDEA Part B), the term developmental delay, as defined by each State, means a delay in one or more of the following areas: physical development; cognitive development; communication; social or emotional development; or adaptive [behavioral] development.
      - Developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior areas. These conditions begin during the developmental period, may impact day-to-day functioning, and usually last throughout a person's lifetime.
- - - - Text-to-Speech Software. Behaviors tend to be more prominent when a child is faced with too much stress. ...
      - Reminder Devices. ...
      - Voice Recognition Software. ...
      - Talk Light.
- - - - Text to speech
      - Speech to text
      - Word prediction
    - - Graphic organizer
      - Audio recorder
      - Portable note taker
    - - Computer-assisted instruction provides students with dynamic feedback.
      - Computer-assisted instruction can help students practice spelling and multiplication drills.
      - In order to prevent the technology from being a distraction, students need to be taught how to use technology to support their learning
- - - - Amplification Options: :
      - Personal hearing device (hearing aid, cochlear implant, tactile device)
      - Personal FM system (hearing aid + FM)
      - FM system/auditory trainer (without personal hearing aid)
      - Walkman-style FM system
      - Sound-field FM system
      - Assistive Devices:
      - TDD-a teleprinter, an electronic device for text communication over a telephone line, that is designed for use by persons with hearing or speech difficulties.
      - TV captioned
  - - - Modify reading assignments (shorten length, adapt or eliminate phonics assignments)
      - Modify written assignments (shorten length, adjust evaluation criteria)
      - Pre-tutor vocabulary
      - Provide supplemental materials to reinforce concepts
      - Provide extra practice
      - Alternative curriculum
    - - Noise reduction (carpet & other sound absorption materials)
      - Specialized lighting
      - Room design modifications
      - Flashing fire alarm
    - - Noise reduction (carpet & other sound absorption materials)
      - Use of visual supplements (projected materials, whiteboard, charts, vocabulary lists, lecture outlines)
      - Captioning or scripts for announcements, television, videos, or movies
      - Speech-to-text translation captioning (i.e., computer on desk)
      - Educational interpreter (ASL, signed English, cued speech, oral)
      - Buddy system for notes, extra explanations/directions
      - Check for understanding of information
      - Down time / break from listening
      - Extra time to complete assignments
      - Step-by-step directions
      - Note taker
    - - Supplemental instruction (speech, language, pragmatic skills, auditory, speech reading skills)
      - Counseling
      - Sign language instruction
      - Transition / Vocational services
      - Family support
      - Deaf/Hard of Hearing role models
      - Recreational/Social opportunities
      - Financial assistance
      - Monitor progress periodically by a specialist in Deaf/Hard of Hearing
    - - Specialized seating arrangements
      - Obtain student’s attention prior to speaking
      - Reduce auditory distractions (background noise)
      - Reduce visual distractions
      - Enhance speech reading conditions (avoid hands in front of face, mustaches well-trimmed, no gum chewing)
      - Present information in simple structured, sequential manner
      - Clearly enunciate speech
      - Allow extra time for processing information
      - Repeat or rephrase information when necessary
      - Frequently check for understanding
    - - Reduce quantity of tests or test items
      - Use alternative tests
      - Provide reading assistance with tests
      - Allow extra time
  - - - Sensorineural hearing impairment is more common and has many possible causes. Usually the condition results in slow, gradual loss of the sound receptors and nerve endings. Patients may experience a lack of sensitivity to sound or a lack of interpretation or clarity of sound. Speech understanding is difficult when there is background noise, and hearing sensitivity is usually better for low tones than high-pitched sounds.
      - Conductive hearing loss can be caused by blockage of the external canal, perforation of the eardrum, infections and diseases of the middle ear, and disruption or fixation of the small hearing bones. A person with a conductive hearing loss may hear better in noise than in quiet and generally hears well over the telephone.
- - - - **
  - - - A person is considered deaf-blind if they have some combination of hearing loss and vision loss. While there are some people who are totally deaf and totally blind, the majority of deaf-blind people have some amount of residual hearing and/or vision. Some will have more vision than hearing; others will have more hearing than vision.
        It is important to note that if you see someone using a white cane or a guide dog, that does not mean they are totally blind. It means they have sufficient vision loss that having a dog or cane makes it easier and safer for them to navigate independently.
- - - - Check knowledge through verbal responses.
      - Modify assignments only as needed.
      - Arrange room to accommodate students’ equipment.
      - Look at alternatives for excessive writing.
      - Mark or circle correct answers on worksheets rather than filling in blanks.
      - Break tasks into small parts.
      - Assist with organization of materials and lesson.
      - Reduce homework amount, taking into consideration students’ physical ability to complete it in a timely fashion.
      - Maintain a communication link with all individuals involved with the student – parent(s), doctors, instructional assistant, therapists, special and general education teachers – to assure appropriate and coordinated instruction.
      - Make appropriate arrangements to accommodate the student’s schedule with regards to personal needs – catheterization, availability of instructional assistant or nurse, and toileting with dignity, i.e., private and as independent as possible.
      - Have a clear understanding of the medication needs of the student, type of medication, when it is administered, who administers it, and its effect on the student.