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Disability - Coggle Diagram
Disability
Disabilities can...
Be congenital or aquired
Vary in severity
Be visible or invisible
Impact a person's ability to speak, hear, see, talk, act, move, interact, process, learn, and engage (among other things.)
IDEA
(1975)
Individuals with disabilities in education act: Federal law that children with disabilities cannot be legally excluded from school.
Ages 3-21, regardless of type or severity.
Six guiding principles:
Zero reject
Nondiscriminatory testing
Free and appropriate education
Least restrictive environment
Due process
Parent participation
What is a disability?
An attribute of a person that interferes with their ability to move, talk, hear, see, learn, engage, etc.
Most generally accepted categories:
Autism Spectrum Disorder
A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3.
How to teach: give clear instructions one step at a time, and use various cues.
Deaf-Blindness
A child with both hearing and visual disabilities evident before age 3. (Often with genetic condition called Usher Syndrome.)
How to teach: large print textbooks, braille, sign language, and tactile learning.
Deafness
An inability to comprehend verbal language due to a lack of hearing ability characterized by deafness.
How to teach: Support students with text to speech assistive technology and provide a class notetaker.
Hearing Impairment
An impairment in hearing, whether permanent or fluctuating, and is not included under the definition of "deafness."
How to teach: use voice articulation, sign language, note takers, and assistive technology.
Visual Impairment
An impairment in vision, even with correction that adversely affects a child's educational performance.
How to teach: assistive technology is usually necessary, large print books work great.
Emotional Disturbance
Students that are unable to learn due to continuous behavioral problems.
How to teach: have behavior intervention plans in place for each student.
Intellectual Disability
Significantly below average general intelligence (IQ less than 70), existing with deficits in adaptive behavior
How to teach: Use concrete examples, use manipulatives, have patience and break down information
Orthopedic Impairment
A severe impairment of the bones or muscles that adversely affects a child's educational performance.
How to teach: carefully arrange the room so that students have clear paths.
Other Health Impairment
Includes a range of conditions such as having limited strength, vitality, or alertness, due to acute health problems.
How to teach: teach to students' strength and provide needed modifications.
Specific Learning Disability
A disorder in basic psychological processes. The imperfect ability to think, speak, read, write, or do math.
How to teach: carefully read the I.E.P. to identify the best accommodations.
Speech or Language Impairment
A communication disorder such as stuttering, impaired articulation and language, or voice impairment.
How to teach: communicate and work with the speech language pathologist regularly.
Traumatic Brain Injury
An acquired injury to the brain caused by an external physical force, resulting in total or patial functional disability.
How to teach: modify the work, provide the students with extra time, use clear worksheets, and scaffold.
Multiple Disabilities
Simultaneous impairments sch as intellectual disability and blindness, occurring at the same time.
How to teach: Provide modifications and accommodations, utilize assistive technology, and monitor behavior.
Special education and disability
You must have a documentation (a diagnosis) in order to qualify for special education services
Every person who qualifies for special education services is FIRST AND FOREMOST a general education student, who happens to get special education services.
*Specials Education is a SERVICE not a place.
Terms:
Inclusion: Inclusion means that students attend their home school with their age and grade peers and are not isolated into a special class or wing within the school.
Least restrictive environment: To the maximum extent appropriate, children with disabilities are educated with children who are not disabled. Separate schooling or removal of children with disabilities from the regular education environment occurs only when the nature or severity of the disability is such that even with the use of supplementary aids and services, education cannot be achieved satisfactorily. - U.S. IDEA/IDEIA
IEP
Components:
Processes and Procedures that need to be followed to be compliant with the Law.
Case manager, attendees at meeting (ARD/ARC), required communication, frequency of meetings
Substantive Requirements specifically designed for the individual (this is not all the requirements)
Accommodations and services:
*Academic and other goals
Related services like therapies
Must include a transition plan for after school
504
Accommodations
Sec 504 rehabilitation Act
Has the be evaluated by the school
May include checking in with nurse of taking medications
