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Individuals with Disabilities Education Act, CERT 09/2021 COHORT 10,…
Individuals with Disabilities Education Act
Low Incidence
Visual Impairment (Lily) - 2%
:
The school could support a buddy-up system for the student. They could also provide mobility and orientation training for the student.
Students with visual impairments should be encouraged to make use of their visual aids, such as glasses and big-print books. Students should be sat closer to the board, preferable with the light coming from behind them to avoid glare from the desks and board.
Verbal instructions to students should be very clear as they may miss visual cues.
The materials used in class should have larger text. Writing sheets should be lined. Students should be encouraged to take breaks from writing/reading activities to give their eyes a chance to refocus and prevent the student from becoming fatigued.
Multiple Disabilities(Francois)
Multiple disabilities means simultaneous impairments, the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness
For babies and toddlers, early intervention services are available in every state and territory, as required by the Individuals with Disabilities Education Act (IDEA). These services may be provided on a sliding-fee basis. This means that the costs to the family will depend upon their income.
For children in school | IDEA also requires that special education and related services be made available to every eligible child with multiple disabilities. This includes preschoolers (ages 3-21). These services are specially designed to address the child’s individual needs associated with the disabilities. The services are provided at no cost to families.
For a child that cannot speak, or for whom physical movement is very difficult, there are quite a few available options:
Simple picture cards
Keyboards with specialised interfaces to support users with fine motor difficulties
*iPads and similar devices with apps designed for text-to-voice, picture selection, or other forms of communication
In addition to these, students with severe multiple handicaps may also benefit from a wide range of teaching tools such as:
Speech to text technology.
Educational apps that support the pre-writing and writing process.
*Curricula that offer differentiated options for students with different learning styles or abilities.
Traumatic Brain Injury
- 2%
Low Tech Assistive Technology
adaptive pencil grips
Good for students with TBI that have reduced motor functions
Daily planners
allow the student to be more proficient with planning out their day.
High Tech Assistive Technology
Voice recorders
Voice recorders can be used to remind those with TBI to carry out certain tasks. It can also be used to record thoughts or lessons.
Writing assistance tools
Various programs can be used to assist those with TBI to organize their thoughts, proof read their writing, speech to text, ext.
speech assistance tools
Video recorders
It can help the student with TBI to be able to record the lesson and play back later
Strategies
Extra time given to complete assignments
Students with TBI make need more time to organize their thoughts and complete assignments
Ability to choose
It can be beneficial when the student is able to choose how they can present the materials learned
Self measured progress
allowing students to self measure progress with rubrics allows them to guide their own learning
Getting support
A Link to a flowchart that can be used to get special help to struggling students can be found here:
https://drive.google.com/file/d/17O-SQMo95d1nZgvXKUZta6ioxeXPwIc_/view?usp=sharing
Autism (Alex)
11%
No Tech
Manipulatives
Tactile Toys that assist with sensory issues:
Counting beads/ sticks
Colored counters
Cubes
Visual Schedules
Enhance communication. Makes it easier for the student to know what to expect in their daily routine.
Low/ Mid Tech
Push Buzzers
Students can use it answer questions rather then raising their hands
Talking Calculators
Talking calculators can assist students who struggle writing math problems down, provides stimulation and reinforcement with the talking function
Timer
Time management tool - visual way to let students know when an activity has stated, and when time is almost up. This could be a light, or an actual timer.
High Tech
Augmentative and alternative communication (AAC)
a specific type of assistive technology that can benefit people with autism of all ages by promoting
independence
,
expanding communication
, and
increasing social interactions
.
E- Readers
Text to Speech
These can be called Speech Generating Devices (SGDs) or Voice Output Communication Aids (VOCAs)
iPad/ Tablet Apps
Examples: “Lamp”, “Compass”, “ProLoQuo2Go”, “Touch Chat”, and “SonoFlex”
ADHD
(Pranav)
ADHD
is one of the most common neurodevelopmental disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood.
Children with
ADHD
may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active.
To be diagnosed with
ADHD
, a child must have symptoms in at least two settings, like home and school. It’s normal for kids to be inattentive or hyperactive sometimes, so ADHD symptoms must last for at least six months. It’s also important to consider age. Kids who are young for their grade may get misdiagnosed with ADHD because they’re just not as mature as other kids in their class.
(Caroline Miller,
https://childmind.org/article/whats-adhd-and-whats-not-in-the-classroom/
)
ADHD
falls into 2 categories:
1. Inattentive symptoms
- such as getting distracted or forgetting things.
2. Hyperactive
and impulsive symptoms, like running around the room or shouting out answers in class.
Two common approaches
that are proven to work are:
Behavioral classroom management** where the teacher encourages a student’s positive behaviors. By implementing a reward systems and/or a daily report card and discouraging negative behaviors. Through micromanagement, this teacher led approach has been proven to influence student behavior in a positive manner, which has helped increase academic engagement.
Organizational Training
- This approach is critical in teaching children time management and planning skills, as they learn organizational skills which keeps them disciplined by optimizing student learning and reducing distractions.
Lastly: these strategies require the staff to be
properly trained
(teachers, counselors and/or school psychologists), who have devised a plan which follows health and safety standards, through positive behavior.
After getting the administration and educators up to speed some
Basic Tools
that can be utilized within the classroom are: **Sand-filled balloons, Fidgeting Spinners, Exercise ball (Bosu Ball) for students to sit on. Wiggle board (to write notes or play with their hands) White boards.
Advanced Technological Tools
An iPad with google calendar (to not down important dates and activities) and a voice recorder, so that the student can replay instructions. Cordless Headset (minimalizing distractions)
Orthopaedic Impairment (Boris) - 1%
IDEA requires schools to provide accessible transportation to and from school, as well as within and in between school buildings. Teachers, will want to keep in mind mobility devices (such as wheelchairs, walkers, crutches and canes) when arranging classroom furniture and assigning seats.
Considering the diversity in conditions that are embodied by the orthopaedic impairments category, educational challenges will differ case-by-case, and the strategies used in each case should focus on a student’s unique needs.
Accommodations
Individualised education program (IEP) can indicate that a student’s schedule should be arranged to eliminate excessive walking back and forth between classes.
Avoid barriers in the classroom.
Provide extra time for movement and transitions.
Monitor safety and health.
Adapt the materials you provide.
Assign a classroom helper, or give various students responsibilities helping the student.
Low tech
Wheelchairs
Specialised chairs, desks or tables
Canes or crutches
Weighted vests
Specialised exercise equipment
Writing aids (boards, special paper, pencil grips/holders etc.)
High tech
Academic software packages for students with disabilities
Speech-recognition software
Screen-reading software
Augmentative and alternative communication devices
Deafness (1%) - Diketseo
NO TECHNOLOGY
interpreters: people who can use sign language to interpret what teacher is saying
pen and paper
written texts: instructons or any for of communication or instruction written down on the black board
Seating arrangements. Make sure students are seted where they can see teacher, the board, materials shown and any other visual aid the teacher has
Plan and prepare : teacher can give students material before class so they can get use to it.
Visual Aids : visual aids such as posters , charts and objects
Give students time to process
picture boards
Tactile Instruction: teacher must communicate physically too through face and body even if it appears overly dramtic in order to ensure student understands the instruction. Teacher should demonstrate and model as much as possible
1 more item...
Create and implement an IEP
HIGH TECHNOLOGY
FM - Use radio signals to transmit amplified sounds. FM assistive listening devices are best used in situations like classrooms where an instructor can where a microphone and the sounds can be directly transmitted to the assistive listening device.
Inductive Loop Technology - Wide area loop systems utilize an electromagnetic field to transmit sound. Inductive loop technology is convenient for t-coil hearing aid wearers, as they do not require body worn receivers.
Infrared - Use infrared light to transmit amplified sounds.
Mobile Applications
DRAGON DICTATION APP: can be used to turn speech into text, as well as text to speech.
Sounds vests
The Roger Pen is a sophisticated technology that uses a microphone to transmit auditory information by radio wave to a receiver worn by the student
E-READERS: An e-reader is a device designed as a convenient way to read e-books
Videos with subtitles or any media that is captioned
Speakers : when playing audios, teachers can make sure it's loud enough to hear
TTS READER: This app is available through Google Play. It instantly reads out loud any text with natural sounding voices. You can either enter text or provide a website address that you want it to read.
DRAGON DICTATION APP: can be used to turn speech into text, as well as text to speech.
https://www.zenflowchart.com/docs/view/Yq1gK4oeEloMvd0ByxjX
High Incidences
Dyslexia and Dysgraphia 33%(Rufina)
High Tech
Speech Recognition Software
Spell Checkers
Smartpens
Word Recognition Software
Dictation Software
Computer Based Learning Programs
Tablets, smartphones and applications
Pen Scanners and digital scanning applications
Low Tech
Tinted Glasses and Lens
White Noise/Noise cancelling headphones
Pencil grips
Wide ruled notebooks
Audio tapes and CDs
Dictionary and Thesarus
Tachistoscopes(e.g., an index card with a cut-out showing a few words)
Colored Overlays
Accommodations
Help the student with organization, time management
Directions, stories, and specific lessons can be recorded on tape. The student can replay the tape to clarify understanding of directions or concepts.
Simplify or chunk down the assignments and directions
pre-teach the new concepts and vocabulary
Using large prints
Provide extra time for tests, to take notes, to copy information
Provide handouts with the most information(dates, tittle, name) filled(less copying from the board/computer).
Using non-verbal means of assessment or non-verbal aids to introduce a new topic
Emotional Disturbances (May)
Mid Tech
Music players- iPod, Mp3, phones to play music in the classroom to help students focus and calm
The talk-light - Its light flashes according to the noise in the classroom to help students self-monitoring while in class
Reminder devices /Calculators - Can help students focus on their behaviors
Low Tech
Behavior charts- It allows the student to track behavior changes and positive outcomes
Visual boards- It allows students to visually keep track of goals and reminders for appropriate behaviors
Points/Incentive sheets- It allows students to keep track of positive enforcements and good for a motivational tool
High Tech
Text-to-Speech (TTS) - It allows students to listen to computer or tablet reads to them
Voice Recognition Software - It allows students to say what they want to say by using a computer instead of writing down to avoid any frustration
Accommodations
Teachers should be aware of speech and non-verbal cues when talking to students
More time for testing and assignments
Play calming background music in the classroom
Praise positive behaviors
Provide private space for stress relieving
Remove environmental triggers
Following
this flowchart
could be useful in identifying early signs and hopefully establishing an effective IEP if needed.
Intellectual Disability 6% (Dave)
Low Tech
Highlighters
A highlighter can be an effective low tech tool to enable a student with an intellectual disability to only focus on what is important while ignoring any other distractions.
Flash Cards
Flash cards can be a great tool that is very effective to use with students with intellection disabilities.
Math Dictionary
Can be used to help children who have trouble with mathematical terms. They are explained in simplified terms to help these students.
High Tech
Graphic Organizers
Graphic organizers can be used to assist students with intellectual disabilities to organize their thoughts when doing writing assignments.
Special software
Special software such as Kurzweil 3000 can perform many functions to assist learning
Calculators / Math Software
The use of calculators can help to level the playing field for students with intellectual disabilities in math. Math programs can be a good way for students with disabilities to learn to solve questions.
Strategies
Teaching in small groups or one on one
Allowing breaks when needed
Providing visual and physical learning opportunities
Getting support
A Link to a flowchart that can be used to get special help to struggling students can be found here:
https://drive.google.com/file/d/17O-SQMo95d1nZgvXKUZta6ioxeXPwIc_/view?usp=sharing
Speech or Language Impairment - 19%(Robert)
Low tech
Pictures, logos, symbols for visual support
Video and audio recordings for presenting and allow students to use these tools to present information and engage
Mindmaps, infographics, organisers etc.
High tech
Speech recognition computer software
Text/speech software
Audio books
Reader pens
Literacy, word, spelling games on computers
Predictive software
Interactive whiteboards
Specialised settings on computers and tablets - font, keyboards, screen writing etc.
Writing programmes – specialised typing software
Ipads and computers readily available
No tech
Fit the language used by the teacher to the understanding ability of the students
Remove noise and distraction from the environment
Encourage clarifying questions, check understanding, be patient
Use eye contact, body language, face towards students when speaking
Provide explainers, overviews, recaps, summaries
Identify to students, important moments for listening carefully to explanations and instructions
Give students time to think and digest instructions
The teacher should display excellent active listening skills
Be patient and give time for students to answer a question or present information
Provide multiple diverse options for engagement and expressions
Offer visual support where possible
Model the correct and appropriate language to students, do not individually correct students
Explicit teach communication skills
Allow for private one on one communication and presentation time with the teacher
Develop the social community in the classroom, support social interaction and social groups
Work on developing and improving vocabulary over time
A speech-language therapy group can be set up at the school that can provide specialised expert support, used in the manner explained on this chart
https://coggle.it/diagram/YWAJv48N-0k7jaUL/t/responses-to-intervention
Hearing Imapirment (Cathal)
No Tech
Noise Management
Give student a copy of lesson in advance
interpreter
Seating arrangement - close to the speaker
Don't speak while writing on the board
Speak naturally and clearly
Signal the student's attention before speaking
Low Tech
Pictures
Large Writing Task Card
Graphic Organizers
High Tech
Telecommunications
TTY/TDD
Amplified Telephones
Video Chat
Visual Communication
Powerpoints
Digitalized Speech AAC Devices
Alerting Devices
Enhanced Listening
FM
Amplifies sounds are transmitted
through radio signals. Teacher can wear a microphone and sounds are transmitted to student's assistive
listening device
Inductive Loop Technology
-
sound is transmitteed through an
electromagnetic field
Infared
Sounds are transmitted through
infared light; can't pass through walls
Deaf-Blind (Cathal)
High Tech
Enhanced Visual
Combination of both can be used
Screeen Readers
Braille displays
FSTTY
Perkins Smart Brailler
Dictation
FaceToFace
Allows a deaf blind person wireslly communicate with a person who can has sight
Deaf Blind Communicator
electronic device with
braille keyboard and display
No Tech
Tactile sign language
Touch cues
Finger Spelling
Low Tech
Slate and stylus
Braille writing device
Teletouch consists of a keyboard and braille cell
Having an
Itinerant teacher
of deaf or hard of hearing (TODHH - Teacher of the Deaf and Hard of Hearing ) within a school is imperative
CERT 09/2021 COHORT 10
Deafness (Diketso)
LOW TECHNOLOGY