IDEA
Autism (1) by Amanda Hunt
Specific learning disability (10) by Jessica Delgado
Deaf-blindness (2) by Amanda Hunt
Orthopedic impairment (8) by John-Henry McGilligan
Traumatic Brain Injury (12) - Josh Dean
Traumatic brain injury means an acquired injury to the brain 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 include:
cognition
language
memory
attention
reasoning
abstract thinking
judgment
problem-solving
sensory, perceptual, and motor abilities
psychosocial behavior
physical functions
information processing
speech
Intellectual Disability (6) by Sruthi Muralidharan
Visual Impairment (13) - Josh Dean
Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child’s educational performance.
Hearing impairment (5) by Madison Conger
Speech or Language impairment (11) by Sruthi Muralidharan
Deafness (3) by Madison Conger
Definition: An impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of "deafness."
Definition: A hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance.
Incidence Occurrence (LOW): " Approximately 5% of the world’s population – or 430 million people – require rehabilitation to address their ‘disabling’ hearing loss (432 million adults and 34 million children). "
Assistive Technologies:
1. Assistive Listening Devices: Hearing Loop Systems, FM Systems, Infrared Systems, Personal Amplifiers
2. Augmentative and Alternative Communication Devices: Picture Boards, Touch Screens, Spelling and Word Prediction Software
3. Alerting Devices: Alarms, Visual Alert Signalers and Monitors, Vibrating Pagers and Devices
Other Accommodations: Sign Language Interpreters, Speech to Text Devices, Captioning for Audio/Visual Materials, Oral Transliteration Services.
Definition: According to CPIR (2017) 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 (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures). Ref:https://www.parentcenterhub.org/categories/
Incidence Occurrence:Orthopedic Impairment is considered having low incidence occurrence. According to NCES (2019), the number of students ages 3–21 who received special education services under the Individuals with Disabilities Education Act (IDEA) was around 1% percent of all public-school students. Ref:https://nces.ed.gov/programs/coe/indicator/cgg
Assistive Technologies
Devices to aid mobility and reading.
Other Accommodations
Audiotaped, Brailled, or electronically formatted lecture notes, handouts, and texts
Braille lab signs and labels
Computers with assistive technologies
Raised-line drawings and tactile models of graphic materials
Extra time to complete assignments and tests
Modified assignments
Preferential seating in the classroom
Minimal classroom furnishing
Incidence - Low
Visual impairment accounts for less than 0.5%,
or 36,500 students, served under IDEA.
REFERENCE: See Digest of Education Statistics 2020, table [204.30.]
Other Accommodations
Allow additional time to complete in-class assignments and tests
Allow student to audio record lectures and accompanying scribes
Provide both oral and written instructions; clarify instructions
Provide student with an outline or study guide when available
Reduce quantity of work required, in favor of quality.
Reduce distractions
Teach compensatory strategies for increasing memory
Provide repetition and consistency
Assistive Technologies
The following provide support for memory, cognition, communication, and access to information.
Incidence - Low
Traumatic brain injury accounts for less than 0.5%,
or 36,500 students, served under IDEA..
REFERENCE: See Digest of Education Statistics 2020, table [204.30.]
Presented by Cohort 9
Other Accommodations
Information from personal and professional experience.
Assistive Technologies: Information found at Autism Speaks** https://www.autismspeaks.org/sites/default/files/2018-08/Augmentative%20Communications%20Road%20Map%20%281%29.pdf
Incidence Occurrence-HIGH: Information found on at the National Center for Education page on the Institution of Education Sciences site: https://nces.ed.gov/programs/coe/indicator/cgg
Incidence Occurrence- Low: Information found at Sense International in an article titled "First global report on deafblindness". https://senseinternational.org.uk/about-deafblindness/first-global-report-deafblindness
Assistive Technologies-
Information found at Living with Deafblindness https://www.deafblindinformation.org.au/living-with-deafblindness/equipment-assistive-devices/
Other Accommodations
Incidence Occurrence (LOW): "About 2 to 4 of every 1,000 people in the United States are "functionally deaf," though more than half became deaf relatively late in life; fewer than 1 out of every 1,000 people in the United States became deaf before 18 years of age." .
Incidence Occurence: According to the National Center for Education Statistics, ID has high incidence encompassing 6% of all students receiving special education services.
Incidence Occurrence: According to the National Center for Education Statistics, SLD is considered the most common category of disability under IDEA. In other words, it has a high incidence occurence. SLD represents 67% of all children with disabilities.
Incidence Occurence: According to the National Center for Education Statistics, SLI is the second most common category of disability under IDEA encompassing 19% of all students receiving special education services.
Assistive Technologies
- Picture Prompts allow students with intellectual disabilities to learn to initiate and complete multi-step tasks. Picture prompts can be a series of pictures to break down a project into visual cues for each step. Visual schedules are also examples of picture prompts.
- Real-life manipulatives. Students with ID often have difficulty making connections between imaginary play and real life, so they benefit from use of real-life manipulatives, like real coins to learn about money.
(Source)
Assistive Technologies
Assistive Technologies : Augmentative and alternative communication systems (AAC) are viable options great options for students in this disability category.
- ASL : Exposure to American Sign language can allow for students with speech impairments to express their ideas even without oral expression.
- PECS boards: Picture Exchange Communication systems are low-tech AAC, that allow students to communicate by selecting pictures.
- High-tech AAC: Electronic communication boards and iPads with AAC apps can be used to communicate by clicking on or directing eye-gaze at specific pictures. (Source)
Other Accommodations: Seat deaf students at the front of the classroom, Always face the class when speaking, Allow students to record lectures, Reduce background noise, Allow alternative criteria for assignments (especially ones that require interviews or groupwork) and be flexible with deadlines.
Other Accommodations
- Modify lessons and learning materials: Break down lesson into its simplest, most vital components so students with ID can develop the same understanding as their peers.
- Music can be a powerful motivator for students with IS, and using music alongside academic concepts can boost retention of information.(Source)
Other Accommodations 1. Special seating arrangements may be needed for students to develop useful posture and movements. 2. Teaching instructions focused on development of gross and fine motor skills. 3. Awareness of medical condition and its effect on the student, such as getting tired quickly. 4. other specialists may have to be involved in developing and implementing an appropriate educational program for the student.
Ref: http://www.projectidealonline.org/v/orthopedic-impairments/
Other health impairment (9) by John-Henry McGilligan
Assistive Technologies:
Incidence Occurrence: OHI is considered having high incidence occurrence. According to NCES (2019), the number of students ages 3–21 who received special education services under the Individuals with Disabilities Education Act (IDEA) was 7.3 million, or 14 percent of all public-school students. Ref: http://aasep.org/fileadmin/user_upload/Protected_Directory/BCSE_Course_Files/Course_5/Chapter-11-Special_Education_Eligibility.pdf
Other Accommodations:
- Check knowledge through verbal responses. 2. Modify assignments as needed. 3. Arrange the classroom to accommodate students’ needs and equipment. 4. Look at alternative ideals for excessive writing. 5. Help the student with organization of materials and lesson. 6. Have reduced homework, while considering the students’ physical ability to complete it in a timely fashion. 7. Maintain contact with all individuals involved with the student to ensure everyone is working together for the best of the student. 8. As much as possible, accommodate the student’s schedule with regards to personal needs. 9. 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.
Ref: https://www.nsta.org/other-health-impairments
Other Accommodations: 1. Provide extra examples when teaching new vocabulary/concepts. 2. Give students extended time to complete assignments. 3. Explain directions and give concrete examples. 4. Provide visual cues and guides. 5. Provide sentence stems and outlines for essays. Highlight key sections of complex texts. 6. When given assessments, special education teacher must read entire tests/quizzes orally. 7. Check in with students regularly. 8. Provide extra response time. 9. Modify assessments and assignments.
Definition: Information found on the US Department of Education site at https://sites.ed.gov/idea/regs/b/a/300.8/c
- "Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences."
- "Autism does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (c)(4) of this section."
- "A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in paragraph (c)(1)(i) of this section are satisfied."
According to the National Center for Educational Statistics, Autism occurs in 11 percent of distribution of students served under the IDEA.
I would consider this to be an average to high incidence of occurrence compared to other disabilities listed under the IDEA which range anywhere from 1-33 percent.
Definition: Information found on the US Department of Education site at https://sites.ed.gov/idea/regs/b/a/300.8/c
"Deaf-blindness means concomitant 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."
According to the information found at Sense International, 0.2 percent of the world population is considered to have a severe form of deaf-blindness. In addition, 2.0 percent of the worlds populations is considered to have a milder case of deaf-blindness. I would consider this to be a low incidence occurrence.
Definition:The U.S. Department of Education defines Specific Learning Disability (SLD) as a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations.
Assistive Technologies: An alternative keyboard is considered a very useful assistive technology tool for students with a specific learning disability.
The following assistive technologies can help students with a specific learning disability improve their reading and speaking skills:
- Text to Speech Software called Kurzweil 3000.
- Storyline Online.
- Audiobooks.
- Don Johnston software.
- Electronic dictionaries.
The following assistive technologies can help students improve their writing skills:
- Proofreading software such as Grammarly, Ginger, Ghotit, Don Johnston, etc.
- Word prediction programs.
- Online graphic organizers and outlining.
The following assistive technologies can help students with a specific learning disability improve their math skills:
- IXL program
- Talking calculators
- Math Talk.
Closed captions can help students with a specific learning disability to improve their vocabulary and writing skills as well. Lastly, voice recorders can help students with a specific learning disability to improve their listening skills.
Reference: https://sites.ed.gov/idea/regs/b/a/300.8/c
Emotional Disturbance (4)
by Ana-Rosa Duncan
Incidence Occurence-LOW
According to the National Center for Education Stadistic, students with emotional disturbance accounted 5% of the students served by IDEA during the school year 2019-20.
Source: https://nces.ed.gov/programs/coe/indicator/cgg
Other Accomodations
- Access to portable devices (on site) and apps wit text-to-speech and word prediction software.
- Extended completion time.
- Positive reinforcement when demonstrating on-task behavior.
- Allow student to check-in with a trusted adult if she is experiencing frustration.
5.Frequent checks for understanding.
Low Tech- Some examples would be communication boards, picture communication devices, etc.
Image from https://saltillo.com/chatcorner/content/29
- Mid Tech- Speech generating fixed display device.
Image from https://www.communicationcommunity.com/aacfileshightech/
- High Tech- Speech generating dynamic display device.
Image from https://mouse4all.com/en/articles/communication-devices-for-cerebral-palsy/
Other classroom accommodations can include but are not limited to: small group instruction, individualized instruction, noise canceling headphones, a quite place to work, sensory breaks and access to sensory tools, preferential seating, alternative seating, clear/posted instructions, visual schedules, visual expectations, prepare for transitions and changes, use of timers, access to technology, etc.
- Alerting Devices- A device to alert the user that something is happening such as pagers, watches that vibrate for alarms, etc.
- Listening Systems- A device that can increase clarity and volume such as: FM listening system, Bellman audio maxi, wireless headphones, etc.
Devices to Access Information: These assistive technology devices focus on aiding the student to access the educational material. These devices include speech recognition software such as Windows 10 Speech Recognition, screen reading software such as Kurzweil 3000, augmentative and alternative communication devices (such as communication boards), and academic software packages for students with disabilities. Ref:https://granite.pressbooks.pub/understanding-and-supporting-learners-with-disabilities/chapter/orthopedic-impairments/
Definition: Other Health Impairment (OHI), is defined as having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment that is linked to one of numerous diseases and adversely affects a child’s educational performance (IDEA, 2004). Ref:https://sites.ed.gov/idea/regs/b/a/300.8
Medical conditions that fall under OHI: ADD and AH/HD, Diabetes, Epilepsy, Heart conditions, Hemophilia, Lead poisoning, Leukemia, Nephritis, Rheumatic fever, Sickle cell anemia, and Tourette syndrome. There are other medical conditions that fall under OHI, but these are the most common conditions (IDEA, 2004). Ref:https://sites.ed.gov/idea/regs/b/a/300.8
- Classworks - Classworks is a web-based instructional software for kindergarten, elementary, middle, and secondary school students that provides interactive lessons, customized learning and assessment in Math, Reading, and Language Arts.
2;English Talking Dictionary - This software can be used to look up any word, hear the word spoken aloud and also find the definitions/meaning of the word. The software also allows students to hear the work spoken aloud in a sentence, allowing for a better understanding of the meaning.
- Kurzweil 3000 - It is a reading, writing and learning software that can be used for any struggling reader, including individuals with learning difficulties.
- Communication Device- A device that allows for two way communication to be done through a brail and a phone.
There are many devices available to help assist with deafblindness. Please see the reference for more devices.
Other accommodations may include but are not limited to: small group instruction, individualized instruction, minimize sensory stimulation, use of timers, assistive technology communication devices, large lined paper, writing guides, speech to text, access to and instruction with brail, effective use of classroom space to increase mobility, magnifiers, tactile accommodation, etc.
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, and specialized chairs, desks, and tables for proper posture development. Ref:https://granite.pressbooks.pub/understanding-and-supporting-learners-with-disabilities/chapter/orthopedic-impairments/
Communication Boards Ref:https://shop.autismclassroomresources.com/products/classroom-communication-boards
Example devices for positioning and Mobility Ref:https://kidshealth.org/Nemours/en/parents/assistive-devices-positioners.html
Ref: Individuals with Disabilities Education Act. (2018). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/regs/b/a/300.8/c
Ref: World Health Organization. (2021, April 1). Deafness and Hearing Loss. Who.int; World Health Organization: WHO. https://www.who.int/news-room/fact-sheets/detail/deafness-and-hearing-loss
Ref: Topic: Assistive Technology. (n.d.). National Deaf Center. https://www.nationaldeafcenter.org/topics/assistive-technology
Ref: Topic: Assistive Technology. (n.d.). National Deaf Center. https://www.nationaldeafcenter.org/topics/assistive-technology
Ref: Demographics. (n.d.). Gallaudet University. https://www.gallaudet.edu/office-of-international-affairs/demographics/deaf-employment-reports/
Ref: Individuals with Disabilities Education Act. (2018). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/regs/b/a/300.8/c
Assistive Technologies: Hearing aids, Tablet computer applications, Captioning, Telephone devices, Sign Language Interpreting devices
Ref: ADCET. (n.d.). Inclusive Teaching: Deaf and Hard of Hearing - ADCET. Www.adcet.edu.au. https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-hearing-impaired
Smartphones and Computers
These devices are a multitool for the suffers of TBI for memory, organization, communication and social integration. Apps are available specifically for those with impairment from TBI. The ubiquity of smartphones and their multiple functionalities are taking over the use of other Assistive Technology for Cognition devices like PDAs.
Communication and Speech Devices
Dysarthria is characterized by poor articulation of phonemes cause by a lack of speeh-motor control after brain injury. Text-to-speech software, speech-generating devices (SGD), and augmentative and alternative communication (AAC) devices all offer degrees of communication.
Writing Assistance
TBI can affect fine motor skills impacting a person's ability to write. Speech recognition software helps those who are unable to perform writing tasks accomplish them with ease. Writing devices, like the Livescribe pen, also serve as a memory aid by referencing audio of lectures or meetings at the time a note was taken.
Alternative Keyboard
Electronic Dictionary
Definition: 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. Ref
Other Accommodations
- Articulation Accommodations : Familiar listener for testing, written answers, substitution of oral assignments.
- Language Accommodations: Use adaptive technologies, Give spelling/vocabulary lists prior to beginning a new unit; use visual cues.
3.Social Accommodations: Visual schedules, supported social interactions, small group activities. - Speech and Language pathologist support to work towards speech and articulation goals.
(Source)
Definition: Intellectual disability means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.
Positioning and Mobility
These include braces, crutches, and wheelchairs, among other supporting devices.
Examples of AAC
- Proloquo2go is an Ipad app for AAC
- PECS systems are low-tech and low-cost and can be implemented at elementary level.
Assistive Technologies
For reading: Optical Character Recognition allows EBD students to scan printed material into a computer or handheld unit. The scanned text is then read aloud via a speech synthesis/screen reading system
For writing: Abreviation Expander Used with word processing, these software programs allow a user to create, store, and re-use abbreviations for frequently-used words or phrases.
For Math: A talking calculator has a built-in speech synthesizer that reads aloud each number, symbol, or operation key a user presses; it also vocalizes the answer to the problem.
Sources:
https://gatfl.gatech.edu/assistive.php
https://www.greatschools.org/gk/articles/math-tools/
Definition:
IDEA defines emotional disturbance as follows:
- An inability to learn that cannot be explained by intellectual, sensory, or health factors.
- An inability to build and maintain satisfactory interpersonal relationship with peers and teachers.
- Inapropiate types of behavior or feeling under normal circumstances.
- A general pervasive mood of unhappiness or depression.
- A tendency to develop physical symptoms or fears associated with personal or school problems. The term "emotional disturbance" includes schizophrenia. It not apply to students who are socially maladjusted, unless it determined that they have an emotional disturbance.
Source:https://dphhs.mt.gov/schoolhealth/chronichealth/developmentaldisabilities/emotionaldisturbance
Characteristic
- Hyperactivity (short attention span, impulsiveness)
- Aggression or self-injurious behavior (acting out, fighting)
- Withdrawal (not interacting socially with others, excessive fear or anxiety)
- Immaturity (inappropriate crying, temper tantrums, poor coping skills);
5.Learning difficulties (academically performing below grade level)
Source:https://www.parentcenterhub.org/emotionaldisturbance/#char
Person's ability affected areas
Reading
Speaking
Writing
Listening
Mathematic
Low-Tech Assistive Tech:
Any item or piece of equipment that is used to increase, maintain or improve the functional capabilities of individuals with disabilities in all aspects of life, including at school, at work, at home and in the community. For example: pencils, canes, crayons, magnifier, paper, grabber, etc.
High-Tech:
The most complex devices or equipment, that have digital or electronic components, may be computerized, will likely require training and effort to learn how to use and cost the most. Examples include: digital hearing aids, computer with specialized software, voice activated phone, Bluetooth integration, etc
Middle-Tech:
Complex features, maybe electronic or battery operated, may require some training to learn how to use. Some examples include: electronic organizer, talking spell checkers, manual wheelchair, books on CD, environmental control units, etc.
Multiple Disabilities (7)
by Ana Rosa Duncan
Definition:
IDEA defines Multiple disabilities as a concomitant impairments (such as intellectual disability-blindness or intellectual disability-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf-blindness.
Source: https://coggle.it/diagram/YLcKcmxg746GxX2O/t/idea
Assistive Technology
1.Sound-Field Systems benefit not only children that have hearing loss, but those that have other auditory and learning problems, such as language delays, central auditory processing disorder, articulation disorders and development delays.
- Assistive Listening Systems can be used to enhance the reach and effectiveness of hearing aids and cochlear implants, or by children who do not need those tools but still need help hearing.
- Text-To-Speech Assistive Tools works by scanning and then reading the words to the student in a synthesized voice, using a large number of speech sounds that make up words in any given context.
- MathTalk students can perform math problems by speaking into a microphone on their computer.
- Spech-to-text, kids can write words by speaking them aloud. Dictation is sometimes called “speech-to-text,” “voice-to-text” or “speech recognition” technology.
Source: https://www.teachthought.com/technology/15-assistive-technology-tools-resources-for-students-with-disabilities/
Accommodation - Change how student access to the information
Adjusting the amount of work the students need to complete.
Allowing extra time.
Adapting assignment.
Providing extra assistant.
Changing the physical setting.
Characteristic:
May exhibit a wide range of characteristics, depending on the combination and severity of disabilities, and the person's age. There are, however, some traits they may share, including:
Limited speech or communication;
Difficulty in basic physical mobility;
Tendency to forget skills through disuse;
Trouble generalizing skills from one situation to another; and/or
A need for support in major life activities (e.g., domestic, leisure, community use, vocational).
Source: https://www.ocecd.org/MultipleDisabilitiesResources.aspx
![download]
Strategies and Modifications - Curriculum Change
- Involvement of the appropriate professionals, i.e. occupational therapists, speech/language therapists, physiotherapists, etc.
- Integration among their peers is important to assist these students with social development.
- An Individual Education Plan will need to be carefully planned out and adjusted on a regular basis and will need to be aligned to the needs of the individual child.
- Care needs to be given in your expectations of this student to ensure the child doesn't become frustrated.
Source: https://www.thoughtco.com/multiple-disabilities-3111125
Incidence Occurrence - LOW
According to the National Center for Education Stadistic, students with multiple disabilities accounted 2% of the students served by IDEA during the school year 2019-20.
Source: https://nces.ed.gov/programs/coe/indicator/cgg
Smart Canes
Object detection from a distance with ultrasound and other technologies.
Electronic Handheld Magnifiers