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Cohort 12 IDEA Mind Map !, Planning and Placement Team Worksheet to…

- - - - Specific Learning Disability (dyslexia & dysgraphia) (Derek Gore)
        
        Accommodationsmanagement of dyslexia. https://en.wikipedia.org/wiki/Management_of_dyslexia
        
        allowing dictated homework
        
        increased letter spacing
        
        grading on content and not spelling
        
        kinetic learning
        
        oral testing
        
        occupational therapy
        
        plain text
        
        Adaptive Technologymanagement of dyslexia. https://en.wikipedia.org/wiki/Management_of_dyslexia
        
        audiobooks (human-read &synthetic-read)
        
        computers for typing instead of writing
        
        accessible publishing
        
        High Incidence about 33% of those with a disability type, Dyslexia and dysgraphia are usually comorbid. (https://nces.ed.gov/programs/coe/indicator/cgg)
      - ADHD
        
        Students have difficulty paying attention and staying on task. Affects 6.4 million children (9.4%). https://youtu.be/5l2RIOhDXvU
        
        Assistive Technologies https://dl.acm.org/doi/abs/10.1145/2838739.2838815
        
        Behavioral Therapies
        
        Medication
        
        Graphic Organizers
        
        Egg Timers
      - Diabetes
        
        In 2018, 34.2 million Americans, or 10.5% of the population had diabetes, of which 90%-95% were Type 2 primarily caused by obesity and an inactive lifestyle. https://youtu.be/XfyGv-xwjlI
        
        Assistive Technologies
        
        Talking blood glucose meters
        
        Talking blood pressure cuffs
        
        Large print blood sugar log
        
        Syringe magnifier
        
        Wearable health monitoring devices
      - Asthma
      - A heart condition
      - Hemophilia
      - Leukemia
      - Nephritis
      - Rheumatic fever
      - Sickle cell anemia
      - Tourette syndrome
      - Epilepsy
- - - - Statistics and % per state: In SY 2018-19, the percentage of students with disabilities identified with emotional disturbance is 5.45%. States report a range from 1.65% to 17.36% of students with disabilities identified with Emotional Disturbance. https://sites.ed.gov/idea/osep-fast-facts-children-IDed-Emotional-Disturbance-20
- - - - • Provide flexible spaces like a reading corner to support different types of learning.
      - • Position furniture to ensure smooth transitions.
      - • Organize materials in safe and accessible ways.
      - • Seat students near peers who model appropriate behavior and who can ignore inappropriate behavior.
      - • Seat students near you so you can use strategies like active supervision and pre-correction.
    - - With your students, co-create classroom expectations that are observable, measurable, positive, and understandable.
        Limit expectations to three to five statements.
    - - Plan, teach, and practice expected behaviors.
      - Plan, teach, and practice routines and procedures.
      - Reinforce and re-teach routines, procedures, and expectations throughout the year.
      - Establish ways to monitor your classroom and frequently check in with students.
    - - Acknowledge positive behavior when you see it. Research suggests making five positive comments for every correction.
      - Provide rewards (when appropriate) for demonstrating positive behavior.
      - Collect data to look at the causes of inappropriate behavior.
      - Collaborate with specialists to use data to create supports for individual students.
      - Explicitly teach and reinforce new skills aligned to appropriate behavior.
      - Set competence anchors for students.
    - - Gather information about students from families and caregivers.
      - Engage the family when a student demonstrates challenging behavior.
      - Follow up with families to share when a student is demonstrating positive behavior.
- - - - Keep language concrete
        
        Directly teach social skills
      - Use visuals
        
        Be predictable
        
        Avoid sensory overload
      - Timers
        
        Computer Keyboard
        
        Switch-Adapted Learning Toys
        
        .
        
        Ipad Accessibility Tools
        
        ENABLING devices
        https://enablingdevices.com/blog/assistive-technology-in-the-classroom/
        
        ASSISTIVE TECHNOLOGY
        
        Signs of autism in children
        
        not responding to their name.
        
        avoiding eye contact.
        
        repetitive movements, such as flapping their hands, flicking their fingers or rocking their body.
        
        1 more item...
        
        not smiling when you smile at them.
        
        getting very upset if they do not like a certain taste, smell or sound.
        
        not talking as much as other children.
        
        Communicators
        
        Assistive technology includes any software or equipment used to help students with disabilities navigate their learning challenges and strengthen their skill sets. Every student’s learning challenges are unique, and assistive technology gives them an equal opportunity to a quality education using individualized lesson plans. ENABLING devices. https://enablingdevices.com/blog/assistive-technology-in-the-classroom/
        
        # #
        
        Speech Programs
      - Treat students as individuals
      - Teach For America
        https://www.teachforamerica.org/stories/6-tips-for-teaching-students-with-autism
  - - - Parent Involvement Boost students Achievement
    - - Parent Involvement declines as student age
    - - Teachers and schools can overcome Barriers to parent involvement by reaching out and building trusting relationships
      - QUOTES GRAM,https://quotesgram.com/parent-involvement-quotes/
    - - FAMILY INVOLVEMENT
    - - One on one
        
        Social Interaction Skills
        
        Small groups
  - - - A division of the CDC, Autism and Developmental Disabilities Monitoring, published a report stating that one in 54 U.S. children has autism. Therapeutic Pathways.https://www.tpathways.org/faqs/how-many-people-have-autism/
        
        According to the Centers for Disease Control and Prevention (CDC), about 1% of the world’s population has autism spectrum disorder – over 75,000,000 people. That may be a large number, but autism spectrum disorder (ASD) features a wide range of symptoms and levels of severity. It doesn’t present in every child the same way . Therapeutic Pathways.https://www.tpathways.org/faqs/how-many-people-have-autism/
        
        Providing seat cushion for attention and postural control
        
        Providing slant board for desk work
        
        Allow student to stand (if necessary) to complete work
        
        Using a "sensory diet" throughout day
      - Allow motor breaks throughout the day
      - Providing hand-over-hand support for fine motor activities
      - Using multi-sensory cues
      - XMINDS PARTNERSHIP FOR EXTRAORDINARY MINDS link to xminds.org
- - - - The classroom Accommodation for Visual Impairment it's also use in some cases with Autism
- - - - https://nces.ed.gov/fastfacts/display.asp?id=64
        
        Approximately half of those .03 % students have Usher Syndrome. Each child has their own unique combination of hearing and vision loss. It’s not necessary to experience total vision and/or total hearing loss to be eligible in this category. https://teachingisintellectual.com/index.php/2019/06/24/idea-disability-categories/
        
        Strategies will utilize touch cues, assistive technology, Braille, screen readers, TDD with Braille, and more!
        
        Classroom accomodations
        
        Do not walk around the classroom, because the student might not be able to follow up ( if there is some hearing left)
        
        Provide Notetakers and material in Braille
        
        IS there enough space for a guide dog or interpreter?
        
        Does the room have adequate lighting? Some deaf-blind students react strongly to lightning.
- - - - them).
        
        For small classrooms, arrange desks in a semicircle
      - Try to avoid speaking any time the student can’t see your face, such as when you write on the
        board or walk around the room.
      - Provide Written hand out and use visual aids in class
      - Remember deaf and hard of hearing students rely on visual cues such as body language and
        expressions to gather information
  - - - https://www.umaryland.edu/media/umb/oaa/campus-life/disability-services-/documents/Tips-for-Teaching-Students-Who-Are-Deaf-or-Hard-of-Hearing.pdf
        
        https://deafunity.org/article_interview/7-teaching-strategies-to-empower-deaf-students/
- - - - Determine if the child needs to relearn material previously known.
      - Patience: short term memory may be impaired, what is learned in the morning can be forgotten later in the day.
      - Provide repetition and consistency
      - Teach compensatory strategies for increasing memory (e.g. mnemonics)
      - Practice skill acquisition, and provide repeated practice
    - - More time to complete assignments
      - Provide rest breaks (students might experience reduced stamina and increased fatigue)
      - Reinforce lengthening periods of attention to appropriate tasks
- - - - Assistive Technology
        
        Augmentative and alternative communication (AAC) (high tech) helps people that have limited speech.
        
        Picture boards (low tech) help students to communicate needs and feelings.
        
        Smart boards (high tech) allow students to be interactive without using their voices.
        
        Personal amplifiers (high tech) reduces distracting noises and makes the user's voice louder.
        
        Text reading tools (high tech) allows students to express themselves through their writing. #
        
        Eletronic fluency devices (high tech) plays the sounds of the student's voice into their ear to allow them to work on stutters.
        
        Pen and paper (low tech)
        
        Gesture, sign language and body language (low tech) #
      - Classroom Accommodation
        Firstly, ask students with speech and language impairment issues what helps them in the classroom.
        #
        
        Talk to the classroom about how everyone learns and expresses themselves differently to the class.
        
        Offer different teaching and presentation techniques.
        
        Seat students close to the front of the classroom to ensure they can hear and express themselves.
        
        Make sure students understand what is being asked of them and offer them handouts to supplement verbal instructions.
        
        Reduce distractions in the classroom.
        
        Allow for students to present the projects in different ways to encourage development.
        
        Allow students to have extra time to complete exams and assignments.
        
        Offer students additional help after class or additional activities outside the classroom.
- - - - Assistive technology such as Text to Speech
      - Sign-Language
      - Hearing Aids
      - Picture/Word/Symbol Chart Click here to see Mary's flowchart - differentiation strategies section
    - - Physical Therapist
      - Occupational Therapist
      - Assigned Aid to accompany student
    - - Strategic seating #
      - Alternate format materials and textbooks
  - - - Model for students what you are asking from them
      - Write large and legibly and do not overcrowd board
      - Check-in regularly
    - - Test Reads University of the State of NY 2019
      - Flexible Scheduling and timing
      - Computer Based Testing