13 categories of disabilities :
Speech and Language Impairment 
(High Incidence) - Nicholas Giusti
Susan (In Sun) Kwon
Emotional Disturbance
Students with Emotional Disturbance show one or more of the following characteristics over an extended time, to an extent that hinders educational performance: inability to learn (no identifiable health, sensory, intellectual factors), inability to maintain relationships, inappropriate feelings/behaviour for the situation, persistent negative mood, physical symptoms of personal issues. Click the link below to see the detailed
Process to Identify and Help Struggling Students.
Yuqi Wang(Yuki)
Intellectual Disabilities
(Low Incidence)
ASSISTIVE TECHNOLOGIES
Blind or Visual Impairments Low Incidence(Sean)
Deafness: (low incidence)
Traumatic Brain Injury (Chris Davidson)
Autism Spectrum Disorder (ASD) covers a range of developmental disorders affecting “how a person perceives and socializes with others.” Link Title
Specific Learning Disability
(high-incidence)
Deafness doesn't affect a person's intellectual ability or learning capabilities. But a child requires some form of educational service to receive a proper and adequate education.
IDEA defines that an impairment in hearing, adversely affects a child’s educational performance.
A hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification is deafness, so the child cannot respond to auditory stimuli, including speech.
Early, consistent, and conscious use of visible communication modes and/or amplification and aural/oral training can help reduce this language delay.
regular speech, language, and auditory training from a specialist
amplification systems
services of an interpreter for those students who use sign language : :
favorable seating in the class to facilitate lip reading
instruction for the teacher and peers in alternate communication methods, such as sign language; and
counseling
Parents work with school personnel to develop an individualized education program (IEP)
sign language
fingerspelling
Cued Speech
Details the child’s special needs
Services and supports that will be provided to meet those needs
IDEA requires that the IEP team address the communication needs of a child who is deaf or hard of hearing
13 Categories of disabilities Cohort 11 Members: Maggie, Yuqi, Sam, Michael, Magdalena, Nick, Deidre, Susan, Chris, Sean, Lemlem, Bradley, and Jennifer
Other Health Impairments (High Incidence) - Sam
This particular category can include a number of diagnoses, including diabetes, asthma and sickle cell anaemia. An outline of some of the systems already in place to assist students in the UK can be seen in this short video:
I have decided to focus on five of the most common conditions in this category.
I earlier devised a mind-map of my own to help identify signs of a struggling student which can be found here
ADD/ADHD
Attention Deficit Disorders have a great potential to disrupt a child's education, as well as social life and mental well being. Unlike with Diabetes, there is a much greater emphasis on the teacher to help a student get the most out of their education.
I have also compiled a list of useful information for teaching students with these symptoms: See Pages 2 and 3
Sickle Cell Anaemia
Sickle Cell Anaemia/Disorder (SCA/SCD) can have a hugely disruptive impact on a student's education, often without warning. There are a number of risks that might prevent them from having the same opportunities/experiences as their fellow students.
Here's a list of tips for teachers: See Pages 4 and 5
Epilepsy
Students suffering from Epilepsy must be surrounded by staff and students familiar with their condition. Due to their seizures, these students can fall behind without the chance to catch up.
Here's a list of tips for schools with epileptic students: See Page 7
Tourettes
Tourettes is not a serious health risk and should not become a reason for disrupted education if managed properly. The key here is informing and educating the staff and other students about the condition. Making the classroom a welcoming environment, free of prejudice or discrimination is vital
Here is a list of ideas for school to manage a student with TS: See Page 6
Diabetes
Diabetes should not seriously affect a child's education, as long as the school, the student's support system and the student themselves are well educated on the condition and prepared. In the UK, free diabetes educational courses (DAFNE) are available for anyone with a diagnosis.
Here is a list of guidelines for students with diabetes: See Page 1
What's Next
When surveyed, people living with diabetes have suggested these things would make their lives easier:
-More support for emotional and psychological health
-Better access to healthcare professionals who understand diabetes
-Better access to technology and treatment
-Widely available information and education
-More support and understanding at work and school
-Hope for the future through diabetes research and prevention of Type 2 diabetes
Schools of Tomorrow
I believe students with these symptoms will benefit greatly from the developing emphasis of creativity, interactivity and personalisation in education. School's like Max Ventilla’s AltSchool are building a highly-personalized, structured education experience that I feel the public school system can take inspiration from.
learning problems that affect the ability to understand and use language (listen, speak, think, read, write, spell or do mathematical calculations)
assistive technology
text to speech
audio books
note taking tools (e.g. LiveScribe SmartPen, Audionote)
graphic organisers
pencil grips
accommodations
multi-sensory approach
scaffolding
more time to complete a task
direct instruction
preferential seating
Expert Advice
In this video, Ellen Meyers M.S., M.Ed Tourette Association Education Committee Member (someone much more informed than me), discusses important strategies for teachers and substitute teachers on how to help children with Tourette Syndrome be successful in school.
frequent breaks
regular, quality feedback
speech to text
Epilepsy Smart Schools
Every child’s experience of epilepsy is different and therefore supporting them at school will require an individualised approach. An Epilepsy Smart School (ESS) is a school which embeds inclusive, safe and educationally sound practices for all primary, secondary and special school students living with epilepsy.
Helping Students Succeed
This list of tips, plus more provided in the video below can help staff and other students identify potential high-risk situations before they occur. By understanding, educating and implementing these measures, there's no reason students with Sickle Cell can't succeed.
Hyperactivity
Students who demonstrate excessive hyperactivity struggle to focus, finish tasks, are talkative, and overactive. These students benefit by clear instructions, and structuring their schedule.
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. The term “intellectual disability” was formerly termed “mental retardation.”
To make it easier to explain, there are limits to a person’s ability to learn at an expected level and function in daily life.
How Does an Intellectual Disability Happen?
The most common causes of intellectual disabilities are:
Genetic conditions.
Complications during pregnancy.
Problems during birth.
Diseases or toxic exposure.
How Common Are Intellectual Disabilities?
Approximately 1% to 3% of the global population has an intellectual disability—as many as 200 million people.
The United Nations Development Program estimates that 80 percent of all people with disabilities live in low-income countries. While people with disabilities represent approximately one in 10 people worldwide, they are one in every five of the world’s poorest people.
No medical resources or money for a maternity check-up
No medical resources for timely diagnosis
Lack of experts and assistive technologies to help intellectual disability people in low-income countries
Some of the signs of intellectual disability:
- sit up, crawl, or walk later than other children
2.learn to talk later, or have trouble speaking
3.find it hard to remember things
4.have trouble understanding social rules
5.have trouble seeing the results of their actions
6.have trouble solving problems
According to the American Association of Intellectual and Developmental Disabilities, an individual has intellectual disability if he or she meets three criteria:
- IQ is below 70-75
- The condition manifests itself before the age of 18
- There are significant limitations in two or more adaptive areas (skills that are needed to live, work, and play in the community, such as communication or self-care)
How can we help them?
Treat them with respect
<Video>
How to Speak With People With Intellectual Disabilities
Because people with ID may have very diverse disabilities, their ID may cause learning disabilities, visual impairments, physical disabilities, and so on. So we need to prescribe the right medicine
Types of assistive technologies include:
Traumatic Brain Injury (TBI): an injury caused by external force or violent shaking
Screen reader software, which provides an oral translation of the information on the screen
Voice recognition software that allows people to navigate with their voice
Input devices such as large keyboards, mouse pedals, and ergonomic furniture
PCs and Macs with large screen monitors
Scanners for capturing text, USB headphones for listening, portable and stationary electronic video magnifiers (CCTV)
Intellectual disability can be caused by injury, disease, or a problem in the brain. For many children, the cause of their intellectual disability is unknown.Some causes can happen before their birth.
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" (IDEA, 2018).
How to recognize the problem in the classroom
States words in the wrong order
Clear Instructions
Students can given given clear instructions through verbal, visual, and physical indications. This can be verbal reminders, posting class rules on the walls, or by using Quit Light.
Quit light is a computerized tool that helps monitor and maintain appropriate volume levels in class. The stoplight lights up according to the loudness. If the class exceeds the desired volume, the stoplight makes an alert and lights up red.
By communicating clear instructions, students will know how to behave, and what the consequences are for not doing so. This will keep their overactivity under control.
Structured Schedule
Excessively hyperactive students also benefit in structured classrooms. Setting daily routines guides students to their goals, and keeps them focused for longer. This is because they will be able to get into habit of doing certain tasks at certain times (ex. in the morning, students write in their journals), or after they finished one task (ex. it is D.E.A.R time, Drop Everything And Read, after they finished a worksheet). Once student's routines have been established, they will have a good understanding of what is expected of them on a day to day basis which will guide them to complete more of their tasks.
Agression & Anxiety & Abnormal Swings
Students who struggle with excessive aggression, abnormal mood swings, or anxiety struggle with emotional management. They need to be given a safe, stable place to properly process their thoughts/ feelings, and to de-escalte.
Calm Corner
Calm Corners should not only be a safe space away from main learning spaces, but should have interactive items such as coloring books, scented lotions, a plush toy etc. to further help students diffuse negative emotions through focus on other tasks. These spaces should help students to regain control of their feelings not only through individual processing, but also through the help of counsellors or teachers. Teachers/counsellors can engage in discussion with students in these spaces, to help them identify their emotions/issues, and to help figure out a plan to address the problem at hand.
Learning Difficulties
Students who exhibit learning difficulties may struggle to understand the lessons and concepts learned in class. They need to be given IEPs, and differentiated methods of learning.
Withdrawl
Students who demonstrate withdrawal struggle to engage in the lessons as well as with classmates. These students need to be given many opportunities for inclusion.
Live Binder & Educreations
Live Binder is a digital tool that allows educators to share lesson with students and classes. Teachers can upload text, videos, pictures etc. onto Live Binder for students to easily access. This tool can help students with learning difficulties because it is a digital platform that can serve students with personalized educational content as chosen by the teacher. Teachers can choose the lesson material according to the student's level (filtering only the core lesson contexts). And tailor the assignments according to the student's learning needs. This will give students with learning difficulties a chance to learn alongside the class on the same topics, but with differentiated content/assignments.
Educreations is a great tool to help students learn through a creative approach. Teachers can add drawings, voice recordings, and pictures (like a smart board). Educreations can help students with learning difficulties get a better understanding of the class material through it's multi-sensory features. Another benefit that this tool can provide struggling learners is its playback features. This is a great way for students to review learned content.
Both Educreations and Live Binder are accessible on iPads and computers.
Incentivized Rewards System
Establishing an incentivized rewards system is an overarching way to help students with emotional disturbances. All students, especially young learners, need to have an incentive to complete tasks and achieve goals. Giving tokens for good behaviour, participation, and work completion is a positive reinforcement. These tokens should be tied to rewards and privileges such as computer passes to play learning-games online. Brainpop is a site that allows students to play games from all subjects.
Rewards systems help to manage emotional and behavioural responses of students with Emotional Disturbances, by giving them a fun goal to look forward to.
Inclusion & Socialization
By reinforcing small group activities and paired work, withdrawn students will have a chance to engage and socialize with other students, and hopefully, make connections. Perhaps in conjunction to small group work, teachers can also use the withdrawn student's interests as a way to get them more involved. Withdrawn students need to be given ample words of affirmation to boost self-confidence and engagement.
IEP
Students with learning with difficulties need a tailored plan to help them meet their educational needs/goals. Teachers, parents, therapists, and administrators can come together to communicate the child's struggling points and strengths. As a team, they can ideate a plan that satisfies the student's learning needs, and make attainable goals for the student as well.
IDEA definition: The IDEA officially defines the category as an impairment in vision that, even with correction, adversely affects a child's educational performance
Expanded Core Curriculum
Parent Cooperation
Early Intervention Service
Orientation and Mobility
Sensory Efficiency
Compensatory Academics
The term TBI is not used to describe people who suffer brain injury at birth or are born with congenital brain conditions
What are the signs of a TBI?
What are the effects of a TBI?
Difficulty with: thinking and reasoning, talking, remembering, seeing, hearing, behaving and paying attention, understanding words, problem solving and abstract thinking, emotional stability, physical stamina, physical activity (from basic motor control to paralysis)
Difficulties with thinking
Social, emotional and behavioral problems
Physical disabilities
What can teachers and schools do?
Utilize assistive technology for students with TBI
Be Prepared
Make sure you know as much about the student's condition as possible and are prepared for the students return/arrival to school
Make sure you have clear step-by-step instructions prepared for each class
Contact the student's parents early and often
Model and demonstrate new skills when explaining a task
Teach the student to use a day planner to track tasks and avoid confusion
Establish and stick to class routines. Be patient. Manage expectations. Recognize the student's limitations
Work with parents and experts to create an individualized education plan
Computer software such as voice recognition programs or screen enlargement software
Automatic page turners, book holders, special grips for pens and pencils
Voice recorders or class videos for students who cannot take notes or may have difficulty remembering class content
"Speech and language impairments are considered a high-incidence disability. Approximately 20% of children receiving special education services are receiving services for speech and language disorders" (Project IDEAL, 2013).
Speech generating devices for students with difficulty communicating orally
Medication dispensers with alarms to remind students and school staff when the student must take medicines
Keyboard covers and keyboards that maximize input accuracy, enabling pointer "trails" to allow for better tracking of mouse input when using a computer
Low-tech equipment such as canes, walkers, wheelchairs, appropriate seating, adapted sports equipment, and accessible facilities
Deaf-Blindness (low incidence)
According to the IDEA, 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.
Here's what teaching deaf-blindness students can be like! (A whole heap of fun!)
Accessibility barrier include:
Assistive Technologies available
Loop systems
Deaf-blind communicator
Screen readers
Braille displays
Dictation
Alerting devices
Evaluation
Once recognized, have them go to a speech pathologist. They will diagnose and help the child overcome their speech and language impairment.
ARIA mistakes
Document heading and labeling
No keyboard navigation
Accomodations
Use of bold line paper and raised line paper
Give student hints or clues for assignments or assessments
Orally (or tactually) responding to questions
Print and copy assignments with clear, large photos
Stuttering
Speaking in fragmented phrases
Struggles with using and understanding words
Michael
*
Teaching Strategies
"The general education teacher should work with the speech-language pathologist to incorporate strategies to help the student generalize strategies mastered in speech therapy. This may include corrective measures, helping with speech and language exercises, and providing the student with immediate feedback when the speech-language pathologist is not present. The general education and special education teacher should both collaborate with the speech-language pathologist for interventions and teaching strategies" (Project IDEAL, 2013).
Interventions
Assistive Technology
Augmentative and Alternative Communication (AAC)
A popular and useful way to incorporate technology is by using a touchscreen such as a tablet. This allows the child to select words they are having difficulties with and practice them in a way to help improve their overall speech.
Deafness 🏁
Mental Retardation 🏁
Deaf and Blindness 👤 🏁
Speech and Language Impairment ⭐ [🏁])
Autism 🏁
Developmental Delay 🏁
Hearing Impaired 🏁
Specific Learning disabilities 🏁
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 an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia (http://www.doe.mass.edu/sped/links/learndisability.html, 2019)
Refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication (https://www.autismspeaks.org/what-autism)
An impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance (https://dphhs.mt.gov/schoolhealth/chronichealth/developmentaldisabilities/hearingimpairment, 2019)
substantial limitations in present functioning (https://www.pediatrics.emory.edu/centers/pehsu/health/mental.html, 2019)
speech and language impairments is “a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.” (https://www.specialeducationguide.com/disability-profiles/speech-and-language-impairments/, 2013).
The total or partial inability to hear sounds (Adam Felman, 2018)
Children born with unilateral deafness tend to have developmental speech delays. They may find it harder to concentrate when they go to school. Social activities may be more challenging than it is for children with no hearing problems.(Adam Felman, 2018, ).
It is when a child does not reach their developmental milestones at the expected times. It is an ongoing major or minor delay in the process of development (Kyla Boyse, RN, 2010)
Deaf-blindness is a combination of vision and hearing loss. Deaf-blindness encompasses a spectrum from mildly hard of hearing plus mildly visually impaired to totally deaf and blind or combinations of the severity of vision and hearing loss.
When a child has several different disabilities we say, that he/she has multiple disabilities.
Lemlem Wolde
Toddlers with disabilities who are eligible for early intervention can recieve early intervention programs
Part C
Individualized Family Service Plan
(IFSP) nominates a parent as a member of the strategy team
How can children with ASD be identified?
Symptoms typically appear in very early childhood and may include: a lack of eye contact and repetitive or obsessive behaviours, limited reaction or interaction with peers, irritability, a lack of gesturing or unusual gestures like hand flapping and rocking, and delays in language or other cognitive skills. Symptoms can range from mild to severe. *
What teaching strategies can help students with ASD?
It’s worth noting that some in the autism community object to descriptions like: Asperger’s, PDD, or high/low functioning. There are various reasons for this. Ideally a school psychologist will advise on appropriate terminology. Link Title
Teaching Strategies for ASD
Autism Spectrum Disorder (ASD)
First: Consult with caregivers, i.e. parents and psychological or special education staff. :
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ASD has a variety of presentations and thus strategies will vary too! ❗
*Some of ID problems are not super obvious, and some symptom are light compared to other disabilities. For my daily lesson, I would start the action plan once I noticed these signs.
https://www.processon.com/view/link/61b7320f1e085351541dde74
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Social Interaction
Self-determination
Independent Living
Recreation & Leisure
Re-evaluation
Strategies for lack of imitative social [skills.](https://files.eric.ed.gov/fulltext/EJ1230708.pdf)
Peer modelling ✅
Imitation games ✅
Teaching social interaction directly ✅
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Strategies for difficulty listening or challenging behaviours.
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Hearing Impairments
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Hearing Impairments (low incidence)
The IDEA defines hearing impairment as "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."
Accommodating Students with Hearing Impairments
Support Hearing Technology
Check for Understanding
Repeat Information
Supplement With Visuals
Get Attention Before Speaking
Pre-teach New Concepts
Ensure Student Can See the Teacher's Face
Provide Preferential Seating
Reduce background noise
Assistive Technology for the hearing impaired
Personal Amplifiers
Infrared Systems
FM Systems
Hearing Loop Systems
Deidre Plotts
Some success has been seen substituting written work for the same work on iPads among students with ASD.
Strategies for improving education outcomes.
Students with ASD often respond as visual learners and can benefit from regimented, predictable work. Assigning work on iPads or computers has been shown to be helpful.
Break down complex tasks into step-by-step assignments.
Highly routinized and structured environments improve learning outcomes in students with ASD. Link Title
IDENTIFY & ASSESS
Theses can only be assessed by medical evaluation or records that identify the physical abnormality, disorder or impairment.
A healthcare or medical professional usually determines if the impairment will interfere with their academic progress and participation in class activities.
They may observe the child in the classroom to assess potential problems the student may face, limitations and/or accommodations.
ACCOMODATIONS
orthopedic impairments may also face challenges accessing transportation to get to and from school. Federal law, however, requires school districts to provide the transportation necessary.
Special seating arrangements to help him with posture and mobility, as moving around the classroom or moving around school hallways may be difficult. Schools may also need to arrange the schedules of these students in a way that prevents them from having to travel long distances from one class to another. Providing elevator access can also help.
Physical education classes, in particular, may pose difficulties. Some students with orthopedic impairments will need to be excused from gym class;
CAUSES
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Devices to help them communicate or lessons that address their disability, such as those that will help them improve their gross and fine motor skills.
devices to help them communicate or lessons that address their disability, such as those that will help them improve their gross and fine motor skills.
Devices and technologies that might be utilized may include wheelchairs, specialized desks, canes, crutches, communication software, or speech recognition software.
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Students with orthopedic impairments typically have the same cognitive abilities as those without disabilities.
Causes range from genetic abnormalities (such as missing arm or leg) to disorders like cerebral palsy. which children are either born with or develop later in life.
Child may also acquire orthopedic impairments acquired as a result of disease, injury, or surgery.
child's needs may change over time, and the officials involved in their individualized education plan can make amendments to the plan to accommodate new needs.
Orthopedic Impairments
(Bradley Lyon)
DEFINITION
a bone-, joint-, or muscle-related disability that is so severe that it negatively affects a child’s educational performance.
Students with orthopedic impairments typically have the same cognitive abilities as their peers.
INCIDENCE
Despite the relative diversity of this category of disability, it comprises a small part of the overall special education population.
Categories of disabilities and authors (Cohort 11):
Autism spectrum - Jennifer
Deafness - Maggie
Deaf - blindness - Mike
Emotional disturbance - Susan
Hearing impairments - Deidre
Intellectual disability - Yuqi
Multiple disabilities - Lemlem
Orthopedic impairments - Bradley
Other health impairments - Samuel
Specific learning disabilities - Magdalena
Speech and language impairments - Nicholas
Traumatic brain injury - Chris
Visual impairments - Sean
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