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13 Disabilities Identified by IDEA By, (Cohort 9 - 06/2021), Flowcharts,…

- - - - • Use preferential seating to reduce auditory distractions and place student in a position to hear the teacher better.
      - • Use an FM system.
      - • Reduce background noise (tennis balls on chair legs, close classroom doors, etc).
      - • Develop a pre-planned response for emergency evacuation.
      - • Post a visual schedule.
      - • Ensure adequate lighting.
      - • Keep in mind that facial hair(mustache/beards) can reduce the ability to lip read.
    - - • Provide choice for assignments (oral and written presentations).
      - • Check that the student understands the test questions.
      - • Provide additional time.
      - • Allow use of assertive technology.
      - • Provide written instructions.
    - - • Implement strategies recommended by a teacher of the deaf, audiologist and/or speech and language pathologist, who may work directly with the student.
      - • Develop and implement modified (i.e. language) and alternative programming expectation as part of the student’s Individual Education Plan (IEP), involving comprehension, oral language, self-advocacy, learning sign, speech, etc.
      - • Use FM system (microphone that a teacher wears for students with some hearing) and Sound Field system.
      - • Pair oral instructions with visual (written or pictures) and gestures.
      - • Face the student when speaking (do not talk when writing on the board).
      - • Frequently check with the student for understanding.
      - • Allow additional time for the student to speak.
      - • Allow additional time for the student to process information, especially if the information is new.
      - • Select closed captioning whenever available on DVDs and/or computer options.
      - • Pre-teach new vocabulary.
      - • Use clear and concise language.
      - • Use assistive technology and computer options.
      - • Use sign language, if the student uses it.
      - • Provide copies of notes.
      - • Use visual cues for getting the attention of the class and for instruction.
      - • speak slower.
      - • Don't turn away when talking. Face the child so he/she can maximize on the information received.
      - • Use visual supports whenever possible.
  - - - Low-Incidence Disabilities - Inclusion Resource. (n.d.). Inclusion Resource. Retrieved July 8, 2021, from https://sites.google.com/site/inclusionresourcenotebook/disability-areas/low-incidence-disabilities
  - - - Approximately 3 of every 1,000 children in the United States are born with a detectable hearing loss in one or both ears. Most children in the U.S. receive newborn hearing screening
        
        An estimated 12.5% of children and adolescents aged 6–19 years have suffered permanent damage to their hearing from excessive exposure to noise, according to the CDC.
- - - - Section 300.8 (c) (2018, May 25) Individuals with Disabilities Education Act. https://sites.ed.gov/idea/regs/b/a/300.8/c
  - - - Speak Slower
      - Be Supportive of Struggles
        
        Listen with Interest
        
        Encouragement
        
        Manage Teasing/Bullying
        
        Have Patience
      - https://www.youtube.com/watch?v=wDd3PfH_JJI
    - - Allow more time on Speaking Assignments/Discussion
      - More Speaking in Class to Allow for More Practice
      - Paraphrasing/Vocabulary
      - Slower Pace
  - - - High-Incidence Disabilities - Inclusion Resource. (n.d.). Inclusion Resource. Retrieved July 12, 2021, from https://sites.google.com/site/inclusionresourcenotebook/disability-areas/high-incidence-disabilities
      - Nearly 1 in 12 (7.7 percent) U.S. children ages 3-17 has had a disorder related to voice, speech, language, or swallowing.
- - - - A visual guide to how students can engage in games and social activities:
        A laminated POWER CARD with the steps to play a game
        
        Games should be fun for everyone. 2. If you win a game you can; smile, give a high five, or say, "yea!" 3. If you lose a game you can: Take a deep breath, say, "good job" to your friend or "maybe next time.
        
        Source:
        Parette Jr., Howard P., et al. “Reducing Overload in Students with Learning and Behavioral Disorders: The Role of Assistive Technology.” TEACHING Exceptional Children Plus, vol. 4, no. 1, Sept. 2007.
    - - Sensory Issues
        Simple tools for reducing anxiety and increasing focus, such as stress balls, worry beads, weighted vests, and standing desks.
      - Social skills cards and games: Many specialized companies have created cards and games to help build social skills. There are social skills games similar to Chutes and Ladders created to reinforce empathy; Uno cards focused on feelings; and dice games that are intended to reinforce social communication skills.
      - "Social stories: These short, simple, visual stories were first developed by Carol Gray and are used to prepare people with autism to think and behave appropriately in any situation. "
    - - Video modeling
        Model Me Kids are dedicated to creating videos to teach everything from polite greetings to joining a conversation.
      - https://www.ixl.com/math/
        IXL
      - text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking)
      - WordQ:https://www.quillsoft.ca/
        Word prediction assistance
      - Braining Camp:
        
        Teachers can provide individualized guidance – ensuring efficient instructional time& are given a unique opportunity to formatively assess student work in real-time & can quickly scaffold instruction for all learners
        
        Students feel supported with direct and live guidance& feel safe in sharing their work – which is only viewable by their teacher
- - - - Low-incidence disabilities - Inclusion resource. (n.d.). Google Sites.
        https://sites.google.com/site/inclusionresourcenotebook/disability-areas/low-incidence-disabilities
  - - - • speech recognition software
        • screen reading software
        • augmentative and alternative communication devices
        • academic software packages for students with disabilities
    - - • canes walkers• crutches• wheelchairs• specialized exercise equipment• specialized chairs, desks, and tables for proper posture development
    - - • Alternative grip tools• Heavy weighted pens • Ergonomic pens• Fatter pens• Ring pen • rubber grips• Push down table scissors• Push down mounted scissors• The Wanchick Hand-Based Writer
        
        AT tools for physical needs Meredith Chen. (n.d.). Assistive Technology.
        https://assistedtechnology.weebly.com/at-tools-for-physical-needs-meredith-chen.html
        
        BOOK STANDS& SLANT BOARDS
        
        E BOOKS
  - - - Sec. 300.8 (c) (8) (2017,May 2) Individuals with Disabilities Education Act https://sites.ed.gov/idea/regs/b/a/300.8/c/8
  - - - Physical Therapists ,Occupational Therapists, Speech-Language Pathologists, Adapted Physical Education Teachers, Other Therapists(massage, music etc)
    - -  Learning environment- I made every effort to make sure that she felt included with others when forming groups, so I’d pair her up with students who were more empathetic, willing to aid her without criticizing or making her feel different.
      -  Content: She experienced challenges with cutting and gluing, struggled to complete table to work in allotted time. I’d set up stations with different table activities some involved activities that did not require cutting, a puzzle game or an origami piece on a tablet. So she was able choose where she wanted to participate.
      -  Process: Since she struggled with tripod pencil hold, I made sure that variety of materials were offered during phonics and number tracing practice. Sand trays or shaving cream would also be amongst the resources to assist her with tracing, using one hand only.
      - Product: The school holds portfolio presentations, containing samples of the student’s printed work. I differentiated the portfolio by using realia (real objects from used to teach the specific vocabulary) as well as her work so the students were able to play and describe what we learnt in the classroom at the same time
      - Challenges-
        
        Teacher expectations – My biggest challenge was to overcome my expectations of what I might except from this very intelligent student due to missing a limb. It is important to avoid making quick judgments about these students to ensure that presumptions are not being made concerning a student’s intelligence and ability.
- - - - Low-Incidence Disabilities - Inclusion Resource. (n.d.). Inclusion Resource. Retrieved July 8, 2021, from https://sites.google.com/site/inclusionresourcenotebook/disability-areas/low-incidence-disabilities
  - - - Copies of overhead projector/smartboard activities to be viewed at his/her desk as needed.
      - The teacher or presenter should verbalize all information as it is written on the board or overhead.
      - Information presented on the board should be in a high contrast color.
      - Use a slant-board to position papers appropriately for reduced visual strain and to avoid glare.
      - The computer screen should be eye level and tilted to avoid glare.
      - Use recorded text as needed.
      - Classroom recording of lectures/instruction by the student.
      - Large Print textbooks/materials.
      - Braille textbooks/materials.
      - Clear, dark copies of worksheets.
      - Use of a reading guide to assist in keeping place while reading and completing worksheets.
      - Present materials against a plain background
      - Use a good contrast background and present on a contrasting tray or mat.
    - - Time and a half or double time
      - Consideration for the student's reading/writing speed
      - Consideration for the time needed to use adaptive equipment
      - Consideration for eye fatigue and scanning ability
    - - Modified assignments (when appropriate and needed) to accommodate visual fatigue (extended time and/or shortened amount of assignments).
      - Avoid activities requiring extensive visual scanning.
      - Avoid visually cluttered materials.
      - Allow students to use (bold marker, 20/20 pen, mechanical pencil, or another unique writing tool) to complete assignments.
      - Use of bold line paper.
      - Use of raised line paper.
      - Abbreviated homework assignment (includes all concepts, just fewer items).
      - Shorter written assignment.
      - Oral testing.
    - - preferential seating in the classroom for all films, assemblies and demonstration lessons.
      - seated facing away from windows.
      - permission to move about the room as needed to see information presented away from his/her desk.
    - - Reducing assignments so a student only completes the easiest problems;
      - Altering assignments to make them easier;
      - Requiring a student to learn fewer materials that are required by the State's academic content standards;
      - Providing help to a student via hints or clues to the correct answers on assignments and tests.
  - - - Lighting
      - Positioning
      - Glare
      - Contrast
      - Increasing Access to Print
        
        Optical Aids
        
        Eyeglasses
        
        Magnifiers
        
        Telescopes
        
        CCTV
        
        Braille Systems
        
        Slate & Stylus
        
        Perkins Brailler
        
        Portable Notetaker
        
        Auditory
        
        Recordings
        Talking Calculators, dictionaries, etc.
        
        Tactile Graphics
        
        Maps
        
        Graphs
        
        Diagrams
        
        Pictures
        
        Computer Access
- - - - Sec. 300.8 (C) (3). (2017, May 2). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/regs/b/a/300.8/c/3
  - - - Quick statistics about hearing. (2021, March 25). NIDCD. https://www.nidcd.nih.gov/health/statistics/quick-statistics-hearing
    - - Inclusion Resource. (n.d.). Low-incidence disabilities - Inclusion resource. Retrieved from https://sites.google.com/site/inclusionresourcenotebook/disability-areas/low-incidence-disabilities
  - - - Northampton County Council. (n.d.). Sensory Impairment Service Support for Deaf Children in Education Settings. Northamptonshire County Council - Countywide services. https://www.northamptonshire.gov.uk/councilservices/children-families-education/SEND/local-offer/Documents/NCC%20Sensory%20Impairment%20Service%20-%20Support%20for%20Deaf%20Children%20in%20Education%20Settings%20(PDF%20110KB).pdf
    - - Finch, M. (2021, March 19). How to support a child with a hearing impairment in school. Engage Education. https://engage-education.com/blog/how-to-support-a-child-with-a-hearing-impairment-in-school/
  - - - Cochlear Implants
        
        FM Systems
        
        Loop Systems
        
        Accessible Telephones/Videophones
        
        Visual Alert Systems
        
        National Deaf Center. (2021). Topic: Assistive technology. https://www.nationaldeafcenter.org/topics/assistive-technology
- - - - Learn more about assistive technologies at the Padlet link.
        
        Assistive technology examples
        
        Software that can read text aloud
        
        Phones with pictures instead of written names
        
        Phones with bigger buttons than usual
        
        Safety devices such as automatic stove turn off
        
        Specific Strategies & Accomodations
        
        Modified learning objectives
        
        Instruction in practical life skills such as basic hygiene and doing laundry
        
        Special Education Department Resources
        
        Paraprofessional
        
        Software that can convert speech to text
      - https://www.youtube.com/watch?v=zQNASuTNtVw
        
        Learn more about intellectual disabilities by watching this youtube video.
      - https://coggle.it/diagram/YOkUs2SrMDdcbvDN/t/identifying-and-helping-special-my-classroom-eric-snow
        
        Mindmap: Identifying and helping special education students
- - - - Assistive Technologies and Accommodations
        
        Writing
        
        Word Processors -
        
        – helpful to kids who have trouble writing by hand. Easier to edit and correct mistakes.
        
        Abbreviation expanders - helps child with frequently used words and phrases. They can use when needed to write faster with fewer spelling mistakes.
        
        Alternative keyboards - modifications can be made to help with keyboarding.
        
        When first starting out, stickers with letters can be placed on each finger so they can see which finger controls each letter. (since letters get covered up when fingers are placed on them)
        
        Put a crooked line down the middle of keyboard to distinghish left from right. This will give a visual cue to help students remember which hand to use for which letters when learning touch typing.
    - - There are more sub-categories in this disability identified by IDEA than any others. Above is a video summary with a brief description of each.
- - - - The leading causes of TBI-related ED visits, hospitalizations, and deaths for those 0-14 years of age were unintentional falls and being struck by or against an object
      - For those 15-24 years of age, the leading causes were motor vehicle crashes and falls
      - Another common cause of TBI is sports and recreational activities which accounted for an estimated 325,000 TBI-related ED visits among children and teens in 2012
      - https://www.cdc.gov/traumaticbraininjury/pdf/reportstocongress/managementoftbiinchildren/TBI-ReporttoCongress-508.pdf
  - - - Sroke
      - Infection
      - Toxins
      - Internal Pressure
      - Tumor
  - - - Headaches
      - Nausea
      - Confusion
      - Memory Loss
      - 15% still have symptoms 1 year after
    - - All of the above, but more acute and longer lasting
      - Fatigue
      - Seizures
      - Speech Impairment
      - Sensitivity to Light
    - - All of the above, but more acute and longer lasting
      - Paralysis
      - Death
  - - - Irritability
      - Reduced Stress Tolerance
      - Sluggishness
      - Flattened or Heightened Emotional Responses
      - https://www.webmd.com/brain/brain-damage-symptoms-causes-treatments
    - - Section 504 accommodations
        
        Preferential seating
        
        Extended time on tests and assignments
        
        Reduced homework or classwork
        
        Verbal, visual, or technology aids
        
        Behavior management support
        
        Verbal testing
        
        https://kidshealth.org/en/parents/504-plans.html
  - - - Recent research examining the point of entry in a large healthcare network found that among pediatric patients with mild TBI (mTBI), 82% initially visited primary care, 5% visited specialty care, and 12% visited an ED.102 This information suggests that incidence estimates of pediatric TBI based solely on ED visit data are significant undercounts.
- - - - http://aasep.org/fileadmin/user_upload/Protected_Directory/BCSE_Course_Files/Course_5/Chapter-3-Special_Education_Eligibility.pdf
  - - - Orally (or tactually) responding to questions
      - Modifying course handouts to include Braille
      - Use of bold line paper and raised line paper
      - Give student hints or clues for assignments or assessments
      - Print and copy assignments in large font
      - Print and copy assignments with clear, large photos
  - - - The importance of braille for deaf-blind users
        Braille machines are used by people who are blind or deafblind. It is critically important to be able to read and write in modern society. Braille opens the door to literacy, intellectual freedom, equal opportunity, and personal security for visually impaired people. For some deaf-blind people, braille is the only way they can read, while for others, braille is the fastest way to read (taking into account the level of the visual impairment).
        
        How Do Deaf-Blind People Use Technology. Help People with DeafBlindness Condition. (n.d.). https://deafblindness-help.org/how-do-deaf-blind-use-technology.
- - - - Examples being intellectual disability + blindness or orthopedic impairment + intellectual disability.
        
        Does not include deaf-blindness
      - Sec. 300.8 (c) (7). Individuals with Disabilities Education Act. (2018, May 25). https://sites.ed.gov/idea/regs/b/a/300.8/c/7.
      - Types of Impairments that qualify
        
        Intellectual
        
        Orthopedic
        
        Visual (including blindness)
        
        Hearing (including deafness)
        
        Speech or Language
        
        1 more item...
        
        Multiple Disabilities. CDE. (2019, August). https://www.cde.state.co.us/cdesped/sd-multiple.
  - - - occupational therapist, speech therapist, physical therapist, psychotherapists
  - - - High Tech Devices
        
        power mobility devices, communication devices (augmentative communication systems)
        
        Handheld personal computer
        
        Visual Assistant Software
      - Low Tech Devices
        
        Special adaptive writing utensils, adaptive desks, special chairs
  - - - 2.2% of students receiving special education services in 2003-2004 school year were diagnosed with MD.
        
        Multiple Disabilities. Project IDEAL. (2013). http://www.projectidealonline.org/v/multiple-disabilities/.
- - - - Heredity
      - Early life/ in-utero infections
      - Trauma
      - Malnourishment
  - - - Fine/Gross Motor Delay
        
        Occupational therapy
      - Language/Speech
        
        Referral to a language/speech pathologist
      - Social Skills
        
        Group/individual social skills coaching
  - - - Engagement
      - Communication
      - Management of behavior
      - Play and home routine
      - Adaptive behavior
      - Caregiver self-care and continuing practice
    - - Hebach NR, Caro P, Martin-Giacalone BA, Lupo PJ, Marbach F, Choukair D, Schaaf CP. A retrospective analysis of growth hormone therapy in children with Schaaf-Yang syndrome. Clin Genet. 2021 May 20. doi: 10.1111/cge.14000. Epub ahead of print. PMID: 34013972.
- - - - Definition Link
      - 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.
      - An inability to learn that cannot be explained by intellectual, sensory, or health factors.
        
        An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
        
        Inappropriate types of behavior or feelings 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.
  - - - Bipolar disorder
        
        Conduct disorders
        
        Eating disorders
        
        Obsessive-compulsive disorder (OCD)
        
        Psychotic disorders
        
        [Emotional Disturbance Types
        
        Link](https://www.parentcenterhub.org/emotionaldisturbance/)
  - - - Review and preview lessons
        
        Mnemonic Instruction by relating previous knowledge
        
        Adjust task difficulty
        
        Personalise and break down instruction into smaller pieces
        
        Adjust interval duration while reading
        
        Life space interviewing to make them reflect on choices
        
        1 more item...
    - - Consistent Consequences
        
        Engaging Lessons
        
        Relationship Building
        
        Appropriate Conflict Resolution
        
        Self-Monitoring
        
        https://www.youtube.com/watch?v=wKDjfPMek3k
        
        1 more item...
    - - Special Needs and Differentiation in my Classroom
  - - - Stop Watches
        
        Hand-Held Calculators
        
        Palm-based devices
        
        Tracking and recording behavior software
        
        Visual/ Auditory Prompts
        
        Self-graphing (visual information regarding student performance)
        
        1 more item...
    - - Text to Speech Software
    - - Talking Word Processors
        
        Graphic Organizers
        
        Speech Recognition Software
    - - Calculators
- - - - ADHD
        
        ADHD is one of the most common conditions that result in referral for special education services as an OHI
      - Heart condition
      - Diabetes
      - Tourettes Syndrome
      - Epilepsy
      - Asthma
      - Some of these conditions can be managed with medication and are less likely to have a substantial impact on learning ability. The designation only applies when the student's ability to progress in a typical classroom is affected by their debility.1
        This designation allows the student to get access to the special education services they need.
        
        Logsdan, A. (2020, September 17). Other Health Impairment Disability Category in IDEA. Very Well Family. https://www.verywellfamily.com/other-health-impairments-2162517.
      - Leukemia
      - Sickle cell anemia
      - Rheumatic Fever
      - Hemophilia
      - A child with another health impairment (one not listed in IDEA’s definition) may be found eligible for special services and assistance. What’s central to all the disabilities falling under “Other Health Impairment” is that the child must have limited strength, vitality, or alertness due to chronic health problems and an educational performance that is negatively affected as a result
        
        Lombardi, P. (n.d.). UNDERSTANDING AND SUPPORTING LEARNERS WITH DISABILITIES. https://granite.pressbooks.pub/understanding-and-supporting-learners-with-disabilities/chapter/other-health-impairments/.
      - Strategies
        
        It is important that modifications be no more restrictive than absolutely necessary so that the student's school experiences can be as normal as possible. While it is necessary to stress the importance of avoiding overprotection of students with physical or health impairments, it is also important to permit students with disabilities to take risks just as their able-bodied cohorts do.
        
        Recent advances in technology have helped to make life more nearly normal for students with physical disabilities. For example, students with cerebral palsy can use computer terminals to aid in communication.
        
        Modifying the environment may mean providing special adaptive equipment such as specially designed desks, positioning devices, wedges, or standing tables. Adaptations also may include establishing procedures for dealing with medical emergencies when students have serious medical problems.
        
        Comprehensive Overview of Other Health Impairments. The National Association of Special Education Teachers (NASET). (n.d.). https://www.naset.org/.
        
        Differentiated learning
        
        Individualized learning
        
        IEP/Accomodation Plan
    - - In 2010-2011, 11% of special education students were classified under Other Health Impairments. By 2018-2019, the number of special education students under this classification grew to 15%.
        
        National Center for Education Statistics. Children and Youth With Disabilities. Updated January 2013.