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IDEA Disabilities, Specific Learning Disability by Treasure :<3:,…

- - - - :red_flag: Delayed motor skills development (e.g. sitting, crawling, walking)
      - :red_flag: Delayed speech development and trouble with talking
      - :red_flag: Difficulties with day-to-day activities (e.g. get dressed, washing self)
      - :red_flag: Poor social and behavioral skills
      - :red_flag: Difficulties or delays in learning
      - :red_flag: Difficulties with logical thinking and problem-solving
      - :red_flag: Difficulties with memory and remembering
    - - Assistive Technologies that can assist a student's writing, reading, listening, speaking , reasoning, math, & receptive skills.
        
        Laptops/Tablets
        
        Word Processor :check:
        
        Text-to-Speech :check:
        
        Speech-to-Text :check:
        
        Computer-assisted Instruction :check:
        
        Graphic Organizers :check:
        
        Visual Data :check:
        
        Pentop Computers
        
        Calculators
        
        Math Software :check:
        
        Pencil Grip/Computerized Pens
        
        Cue Cards
      - Teaching Strategies that can assist a student's academic and behavioral skills.
        
        Seating Arrangement :check:
        
        Practice Adaptive Skills :check:
        
        Practice Social Skills :check:
        
        Scaffolding :check:
        
        Chaining :check:
        
        Group Learning :check:
        
        Hands-on Learning :check:
        
        Positive Reinforcement :check:
    - - Students with ID suffer from significant limitations to their academic skills (writing, speaking, reading, listening, reasoning, etc.) and behavioral skills (social, practical, conceptual, etc.). Generally, a person with ID has an IQ of around 70.
  - - - Language impairment
        
        Difficulty in expressing oneself
        
        Difficulty in listening to others
        
        Difficulty comprehending words properly
      - Voice impairment
        
        Difficulty voicing words
      - Impaired articulation
        
        Challenges in pronouncing specific sounds
      - Fluency disorder
        
        Hesitant speech
        
        Unusual word repetition
        
        Stuttering
    - - Educational Challenges:
        
        Difficulty in communication with teachers and other students.
        
        Difficulty sequencing events.
        
        Avoids oral presentation.
        
        Avoids participation in class discussion.
        
        Have short attention span.
      - Employment Challenges
      - Relationships challenges:
        Difficulty forming and maintaining relations.
      - Mental Health and Wellbeing:
        Anxiety and depression
      - Personal Development:
        Low self-esteem
    - - Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.
    - - Out of 6.1 million children with disabilities who received special education under IDEA in public schools in 2005-2006, more than 1.1 million were served under the category of speech or language impairment.
        
        High Incidence
    - - Low Tech
        
        Pen and paper
        
        Picture boards
      - High Tech
        
        Text to speech softwares:
        
        Texthelp
        
        TextAloud 3
        
        Electronic Fluency Devices: https://youtu.be/NWaie89yVHw
        
        Touch-screen communication boards
  - - - Any significant lag in a child's physical, cognitive, behavioral, emotional, or social development, in comparison with norms.
        (Encyclopedia of Children's Health, 2021)
        
        To see developmental milestones: https://www.parentcenterhub.org/milestones/
        
        Signs of development delay https://www.youtube.com/watch?v=pDmRpaxmQr4
      - A permanent developmental delay was previously referred to as mental retardation, which is now called an intellectual disability. For more information on ID, see Odin's contribution.
    - - Developmental delays are common
        10%–15% of preschool children
        
        (As cited in Choo, Y. Y., Agarwal, P., How, C. H., & Yeleswarapu, S. P., 2019)
      - Global developmental delays are less common
        1%–3% of preschool children
        (As cited in Choo, Y. Y., Agarwal, P., How, C. H., & Yeleswarapu, S. P., 2019).
        
        https://www.youtube.com/watch?v=Gre_pGOpCd0
    - - Teaching Strategies
        
        Differentiated Instruction
        
        Total Physical Response (TPR)
        
        Provide vocab prior to lesson
        
        Hands-on activities
        
        Adjust pacing
      - Assistive Technologies
        
        Google calendar: provides a visual and audio reminder to keep students with memory problems or pacing issues to stay on track. Was found to be more effective than a paper to-do list or calendar.
        (Baldwin & Powell, 2015)
        
        Audiobooks
        
        Text to speech/ speech to text
      - Curriculum Overhaul
        
        Universal Design for Learning (UDL)
        Inclusive Learning
        
        Social model: disability is not an affliction needing cure.
        
        Accommodations are perceived as expensive, unnecessary
        
        Offer students multiple methods through different formats (digital, audiobooks, music)
        
        Multiple means of expressing what they know: performance, website design, film production
        
        Using one approach is unfair and privileges one type of learner
        
        https://www.youtube.com/watch?v=CtRY_1mZWWg
        
        There is no correct way to "see" "hear" and "know"
        
        The distinction between "able-bodied", fit, capable, intelligent and beautiful and disabled
    - - Prenatal Causes
        
        Genetic disorders (down syndrome, fragile X)
        
        Drugs & toxins (drugs & alcohol)
        
        Infections (HIV, malaria)
      - Postnatal Causes
        
        Trauma (accidental or non-accidental head injury)
        
        Stroke
        
        Infections (meningitis)
      - Others Causes
        
        Malnutrition
        
        Social (severe understimulation, maltreatment)
      - For more details on causes: https://www.youtube.com/watch?v=LyegmibM6v8
- - - - Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.
        
        The number of people with visual disability in the US.
        
        Have a closer look :smiley:
        
        Low Incidence
        
        Reflects in students that make up 20% of all students with disabilities.
        
        0.43%
    - - :woman-gesturing-ok: Scaffolding for a high level of independence
        
        :female-teacher::skin-tone-4:Keep instructions brief and uncomplicated as much as possible.
        
        :female-teacher::skin-tone-4:When appropriate, ask for a sighted volunteer to team up with a vision-impaired student for in-class assignments.
        
        :female-teacher::skin-tone-4:Keep a front row seat open for a student with a vision impairment. A corner seat is especially convenient for a student with a dog guide.
        
        :female-teacher::skin-tone-4:Be aware of the effect of lighting and reflections on white-boards.
        
        :male-teacher::skin-tone-2: Changing the depth of information and the way this information is presented.
        
        My MindMap
        
        It might be useful in addition to these teaching strategies! :star:
      - https://www.youtube.com/watch?v=X34jC73JihY
  - - - "'Deaf people mostly have profound hearing loss, which implies very little or no hearing. They often use sign language for communication." (WHO, 2021)
      - A student is classed as deaf when they cannot get an understanding of speech through listening. This is the case even when the level of noise is increased through amplification. (Felman, 2018)
    - - Adding captions to videos used in the classroom (Newton & Dell, 2009).
      - Multimedia Approaches
        
        Powerpoint/ Google Slides Presentations
        
        Interactive Whiteboards
        
        Highlighting important/key points in a different colour or make these points bold
        
        iPad and Tablet Applications
        
        Nearpod
        
        My Smart Hands
        
        Speech Transcription
        
        Google Live Transcribe
        
        AVA
        
        Rogervoice
      - Graphic Novels
        (Smetana et al., 2009).
    - - Educational Interpreters utilizing sign language (Newton & Dell, 2009).
      - For students who are speech reading/ reading sign language...
        
        Teacher to ensure lips are visible. No large facial beards.
        
        Classroom seating
        
        Placement at the front of the classroom, away from other visual distractions
        
        Seats in a horseshoe shape for lip readers
      - Other ways for teacher to convey the message...
        
        Gestures
        
        Body Language
        
        Expressions
      - Pre-teach relevant vocabulary to deaf students before the lesson unit.
        
        Semantic mapping
    - - Research shows that deaf students may not be able to comprehend as much from interpreted lessons as what is believed (Marschark et al., 2006).
      - It has been noted that deaf students have a three year delay in language skills and the average deaf high school student can be compared to the reading age of a grade three student who can hear (Cawthon, 2001).
- - - - Auditory processing disorder
      - Learning disabilities in English Language Learners
- - - - Intrinsic learning difficulties or differences often related to problems in phonological processing that impact their word identification skills
      - •ELLs usually can learn to read normally in their native language, but they lack sufficient exposure to both spoken and written English, which can adversely affect their development of English literacy.
  - - - Interventions include explicit phonemic awareness instruction, structured and systematic phonics instruction, explicit instruction in comprehension strategies, and peer-assisted learning.
        
        Sheltered English techniques are the use of visual aids, such as props, pictures, gestures, and facial expressions, to help convey meaning; encouraging children to expand and elaborate their responses to help develop oral expression abilities; and structuring oral input based on the level of understanding that children have.
  - - - For many ELLs, repetition and practice are necessary in the classroom. Audio recorders can be used to record and play back oral explanations of new material taught in class.
      - Pocket translators are electronic devices or mobile apps that translate words or phrases between multiple languages.
      - https://www.youtube.com/watch?v=jMKNiGhudBg&t=554s
- - - - From personal experience: Echolalia (repeating words and/or sounds), so-called "stimming" (e.g. hand-flapping), and oversensitivity to sensory stimuli (e.g. loud noises, bright lights), can also be hallmark signs of ASD.
        
        Note: In DSM-4, autism, Asperger's disorder, childhood disintegrative disorder, and pervasive developmental disorder (PDD), were all separate diagnoses, but with the release of the DSM-5 in 2013, they all have been subsumed under the single diagnosis of ASD, hence the word "spectrum" in the name. More than names or labels, I think it is important to remember that ASD comes in many forms and can look quite different from person to person.
- - - - These systems enable communication through the use of visual aids. Although they don't possess the image-to-speech capabilities of Speech-Generating Devices, they are a solid alternative in their absence. Another application of PECS is in visually representing the student's daily schedule. With sensitivity to change and dependence on routines being common characteristics of ASDs, having the structure of their day represented visually helps mitigate anxiety.
        
        Visual Schedule
    - - Fixed Display: The symbols and graphics are "physical" buttons that don't change. What you see is what you get. These have essentially been rendered obsolete by digital devices, but are still in use in some places.
      - Dynamic Display: Basically digital touch screen devices. While there are tablets specifically made as SGDs, iPads can function as SGDs just as well. You just need to download an SGD-type application.
      - Since verbal communication and expression present significant challenges to people with ASD, SGDs help reduce cognitive load by concretizing abstract thoughts through graphics and symbols that represent a variety of different concepts. Upon pressing the symbol, the device says the corresponding message through the device's speaker.
- - - - With the help of technology, these students can learn and perform as well as any other person. :female-technologist::skin-tone-2::
        
        Assistive technology :male-technologist::skin-tone-2::
        
        For Reading and Writing :fountain_pen:
        
        Handheld magnifiers (a low-tech)
        
        Audiobooks
        
        High-contrast themes
        
        2 more items...
        
        For Computer Access :computer:
        
        Adaptive hardware
        
        WAI-ARIA
        
        Keyboard navigation
        
        ](https://www.youtube.com/watch?v=g9Qff0b-lHk)
- - - - :red_cross: Affect mobility, can slow reading speed as a result of seeing only a few words at a time.
    - - :red_cross: Out of focus, even with the best conventional spectacle correction possible.
    - - :red_cross:Difficult to read, recognize faces and distinguish most details in the distance.
    - - :red_cross:Suffer pain or discomfort from relatively normal levels of illumination.
    - - :red_cross: Inability to see outside at night under starlight or moonlight or in dimly lighted interior areas such as movie theatres or restaurants.
    - - :red_cross:Causes the sensation of a film or glare that may extend over the entire viewing field.