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A complex definition that is based upon multiple factors such as intellectual abilities, adaptive behavior, health, participation, and context. Support for this ability is based upon this classification system

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Intellectual Ability: (Although not the best factor) IQ tests are often given 55-70= Mild, 40-55=Moderate, 25-40=Severe, under 25= Profound
Adaptive Behavior: Significant limitations in the expression or performance of conceptual, social, and practical adaptive skills

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Weakness in learning ability
Bad memory and motivation
inattentive
Poor social skills
Poor adaptive skills

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Allow assistive technology when teaching
Repeat instructions/slow down content
Breakdown large assignments into smaller ones
Allow students to take tests separately
Use visual aids

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Low Tech: visual aids such as pictures, or written out schedules
High Tech: Audio books/ recorded lessons so they can listen instead of being forced to read long books, paragraphs or directions

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Prior to the class I really didn't know all that much about intellectual disabilities. I knew about people who were called mentally challenged and how it really wasn't a great term to use. After the class though I know much more about how to identify them and ow they are classified

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A severe discrepancy in present between a child's achievement and potential in one or more areas:
oral expression, listening comprehension, written expression, basic reading skills, reading comprehension, math calculations or math reasoning

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Needs to show severe problems understanding one or more of the previously mentioned content areas
RTI strategies

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Big gap between academic potential and actual achievement
Cognitive processing deficit
Difficulty in more than 1 academic area
Lack of attention, hyperactive, memory difficulties, reading difficulties, written language challenges

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Capitalize on students strengths
Use simple vocabulary
Allow flexibility in classroom procedures
Provide clear expectations
Use positive reinforcement

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Low tech: note taking devices, graphic organizers, and written schedules

High tech: the internet, let them use calculators, or sites that verbally read out a sentence or even their phones

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I went to high school with a few people with learning disabilities so many of these topics weren't exactly new to me but it was nice getting more detailed descriptions of a lot of things because it provided a more understanding for some of the behaviors they displayed

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Attention Deficit Hyperactivity Disorder
neurodevelopmental disorder portrayed as a persistent pattern of inattention and/or hyperactivity impulsivity that interferes with functioning or development

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Fails to pay close attention to details
Can't sustain attention
Has trouble staying organized
easily distracted and forgetful
Fidgets
Has trouble staying seated
Has trouble staying quiet
Has trouble waiting
Interrupts people and acts without thinking

In order to be classified as someone with ADHD you must meet at least 6 of these criteria

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All of the previously mentioned characteristics, among others

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Provide fidgets to keep them physically occupied
Clearly state rules and expectations
Allow students to stand up or take a walk to reset their brain
Provide fidgets for them, or some form of assistive low tech
Give students a "code" to keep them on track or someone like that without calling them out every 20 seconds, this way they can acknowledge it without feeling embarrassed

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Low tech: felt pads on their desk that they can tap on
High tech: fidget spinners or something similar

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Because of how common this disability is, I again was fairly well versed on a lot of the topics but it was nice to get more detailed explanations on a lot of things, especially when talking about how the students actually felt when in class. Very eye opening

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A chronic condition characterized by behaviors that significantly differ from age norms and community standards to such a degree that educational performance is adversely affected

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Clinically Derived Classification Systems: There are no tests for this but there are psychiatric diagnosis' that can be done
Statistically Derived Classification Systems: The use of statistical techniques to establish categories within the classification system. This is used to be more specific with diagnosis
Functional Behavioral Assessment: Determines the purpose or function of a certain behavior
Strength Based Assessment: An assessment that focuses on the individual's strength instead of their deficits

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Inability to learn that cannot be explained by intellectual, sensory, or health factors
Inability to build or maintain satisfactory interpersonal relationships with peers and teachers
Inappropriate types of behavior or feelings under normal circumstances
A tendency to develop physical symptoms or fears associated with personal or school problems

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Physical Environment Interventions: Time Management, Transition Management, and Proximity and Movement Management
Academic and Instructional Interventions: involve he students interests in the curriculum, mnemonics, self monitoring strategies and content enhancements
Behavioral and Cognitive Behavioral Interventions: internal control and self regulating behavior

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Low Tech: text to speech devices
High Tech: any self monitor device such as a cell phone, or a pager to set reminder

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I think so far I've learned the most about this section of the class. Its been very eye opening because a lot of the time when seeing a child act out, it just feels like a child act out but now I can see why a lot of people with these disorders could be overlooked until they get a little older.

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A developmental disorder characterized by abnormal or impaired development in social interaction and communication and a markedly restricted repertoire of activity and interests

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No specific tests, but symptoms normally occur before the age of 3
Screening and Diagnosis: Developmental screening, a way of seeing who should be tested more thoroughly.
Surveillance, professionals monitor someone who may have ASD

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30% have intellectual impairment, 10% have incredible skills in specific areas known as autistic savant
Significant impairment of social interaction
Lack of speech
Repetitive and Restrictive Behavior

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Inclusive Classrooms:
Social skills training
Constantly assess the success of the student in the gen ed classroom
Provide fidgets for the student
Help the gen ed teachers modify their lesson plan to the students needs
Make sure the gen ed teacher is asking questions and meet with them often

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Low Tech: Stress balls, standing desks
High Tech: Mind maps, text to speech

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Like others, I was fairly well versed because of how common it can be . I did enjoy learning about the different learning strategies for inclusive classrooms however.

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Speech Disorder: a disorder that makes a part of speaking difficult, such as articulation and fluency
Voice Disorders: Problems with quality or use of one's voice This affects pitch, vocal quality, loudness, resonance, or duration
Language Disorder: A disorder that affects the ability to understand language. This makes it difficult to read and write, but also to understand perception

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Family Directed Assessment: families provide information based on the needs, concerns, resources, and priorities. Good for younger ages.
For older ages the assessment is based on language competence.

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Difficulty forming questions
Excessive repetition of info
Incorrect grammar
Limited vocab
Difficulty:
comprehending compound and complex questions
Following oral directions
Responding to questions appropriately
understanding humor or figurative language

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Allow enough time for student to respond
Be patient
model correct speech
Prohibit ridicule of speech difficulties
Repeat important phrases
Slowly give directions
Use gestures to clarify info
Use graphic organizers
Use short sentences

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AAC: Augmentative and Alternative Communication: Uses everything but oral speech to help the student

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I didn't know much prior to this course so this was also very interesting to read about

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less than normal hearing resulting from auditory disorders

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Accurately measuring hearing threshold levels
Measure the extent of deficit impact on communication function, whether the hearing loss can be treated medically or surgically, and whether the use of hearing aids or other amplification systems are indicated

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If born with it: speech skills will be heavily affected
If not: the effect may be minimal; with prelingual moderate loss, effective communication is possible
Social Interaction: Although possible, the quality of the interactions is less
Academic Achievement: Those with hearing loss suffer academically compared to those without

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Mild Hearing Loss: Preferential seating, use of hearing aid, greater redundancy of instruction, increased collaboration with parents
Moderate Hearing Loss: All mild strategies along with use of hearing aid
Severe Hearing Loss: needs significant accommodations; intense visual aid

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Hearing Aids
Personal FM system

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Although it doesn't seem like the worst disability to have to deal with as a teacher, I believe this can be one of the hardest to deal with because it requires to to figure out a different way of communicating.

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an impairment in vision that even when corrected, adversely affects the individuals educational performance

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Screening for visual acuity
Clinical low vision evaluation
Functional Vision Evaluation

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Unusual turning of the head
Holding reading material close to their face
Excessive rubbing of their eyes
Watery Eyes
Eye Fatigue
Frequent Eye pain
Frequent headaches
Squinting
Difficulties keeping up when reading or writing
Uses markers for reading
Poor posture
Clumsy movement
Sensory perceptual coordination
Failing to make eye contact

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Culturally Responsive Instructional Strategies 

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Culturally Responsive Instructional Strategies 

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Assistive Tech
Career Ed
Compensatory skills
independent living skills
Orientation and mobility
Recreation and leisure skills
Social skills
self-determination
Braille Instruction

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Synthetic speech
eText Reader
Braille translator

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Similarly to hearing impairments, I think visual impairments can be very difficult for teachers.

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People who posses abilities and talents that can be demonstrated, or have the potential for being developed at exceptionally high rates

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Jot-down sheets: teachers observe behaviors that in combination indicate giftedness  (very informal)

Off level testing: the use of assessment instruments designed for older students when evaluating the academic ability of a child thought to be gifted

School district should do screening for students who are believed to be gifted or talented

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Asks lots of questions
Enjoys learning
Ability to think abstractly
Highly motivated
Intellectually curious
Great memory
Highly verbal
Good problem solving skills
Self confident
Works well independently
Good leader
Dislike for routine, rules, and regulations
Self critical

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Culturally Responsive Instructional Strategies 

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Culturally Responsive Instructional Strategies 

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Don't give more work, give harder, more thought provoking work
Curriculum compacting
Flexible grouping
Cluster grouping
Problem based learning
Focus on creativity

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Instead of being the consumers of the internet, they could be the producers of content on the internet

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I have a new found respect for gifted students who often get overworked and I also feel bad for the students who are gifted in areas outside of the 4 main academic areas who get overlooked.