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Specific Learning Disability- by Matthew Smith

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Specific Learning Disability- by Matthew Smith

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Definition: Specific Learning Disability means 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 the imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.  Specific learning disability does not include learning problems that are primarily the result of: visual, hearing, or motor disabilities; intellectual disability; serious emotional disability; cultural factors; environmental or economic disadvantage; or limited English proficiency.

Assistive Technology and other accommodations
Physical Include

using enlarged text and images

Try to eliminate background noise or distracting sounds

Listening Include

Remove distractions where possible – keep desks clutter free.

Develop an inconspicuous way for a student to signal when they are not understanding

Teaching style and support Include

Considering pairing an SLD learner with a more able partner who can give support

Emotional and social support Include

Ensure that all feedback is worded positively. Praise attempts.

Useful video to learn more about SLD, and specific accommodations below
https://youtu.be/KcuXaZGHIDg?t=9

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What is it:

Multiple Disabilities (MD) can be defined as a student having more than 1 category of severe disabilities which would render special education programmes inadequate to accommodate the extremity of the disability (as per the IDEA). 2.1% of students aged 6-21 are categorized as having MD as they struggle with more than 1 of the key developmental areas:

1.     Intellectual skills

2.     Adaptive skills (practical and social competencies including the cognitive skills to function in usual social settings)

3.     Sensory skills – hearing or vision difficulties (or both)

4.     Motor skills – significant challenges experienced with movement.

5.     Communication – limited or completely no speech

Causes:

There is no set reason for MD in students although genetic and birth complications play a big role in existing cases.

Evaluation:

The same screening process applies as with that needed to determine a need for disability.

Step 1: observation

Step 2: screening

Step 3; pre-ferral

Step 4: referral

Step 5: non-discriminatory evaluation

Teaching students with MD:

1.     include picture cards

2.     peer-tutoring

3.     varied communication devices such as iPads and computers

4.     keyboards with special interfaces (to facilitate varied motor skill levels)

5.     involvement in normal school-activities

6.     student differentiation learning strategies

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Traumatic Brain Injury (TBI)             by Timothy Freeman Jr. 

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Traumatic Brain Injury (TBI)             by Timothy Freeman Jr. 

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What is it:
Traumatic brain injury (TBI) is an injury caused by a blow, jolt, or penetrating object that disrupts the normal functioning of the brain. Concussion and other types of TBI can seriously affect a child’s daily life.

Cases can be mild to severe, and severe cases can lead to long-term disability or death. 75% of cases are characterized as mild and are not life-threatening.

TBI causes:
1. 55% - from falls
2. 24% - being hit in the head with an object (Unintentional blunt trauma)

TBI related deaths causes:
1. Motor vehicle crashes
2. Assault

Reduce the risk of TBI in children:
1. Use a child safety seat and/or a seatbelt when the child is in a vehicle
2. Make sure children wear helmets when riding bicycles or playing sports
3. Install window guards and stair safety gates at home
4. Avoid shaking or jolting a baby

Effects on learning:
TBI can cause problems with speaking or understanding, movement or mobility, thinking or memory, and personality or mood.

Assistive technologies:

Speaking or Understanding/Thinking or Memory

People who have a traumatic or acquired brain injury may experience a wide variety of communication difficulties. Brain injuries can cause conditions like aphasia, which affects a person's ability to express and understand written and spoken language. The following assistive technologies may assist those with a brain injury communicate.

A speech-generating device is "a portable that contains one or more panels or switches that when depressed will activate pre-recorded digitized or synthesized speech output." These may be a standalone device, usually very small and light, or it can be software that is installed in a tablet or phone.

GoTalks
GoTalks are a type of speech generating devices. GoTalks are offered with various amounts of communication options and sizes.

Recording devices can be useful for people with a brain injury in situations such as classes or work. Some symptoms of brain injury might make it difficult to take notes and keep up with teachers or presentations. A recording device can allow a person with a brain injury to go over recorded moments with less pressure and more control.

Many smartphones have recording capabilities, but often the sound recordings are not high quality. Other options include:

Sony ICD-UX530 Series Voice Recorder
This discrete voice recorder has a built in USB for easy transfer of audio recordings.

TASCAM DR-05X Portable Digital Recorder
One benefit of this recording device is it does not change pitch when the playback speed is changed

Traumatic/acquired brain injuries can affect a person's fine motor skills and also their ability to understand and communicate. The following assistive technologies can help people who have a brain injury that may have stronger oral abilities or need help with vocabulary while writing.

Dragon Naturally Speaking
This speech-recognition software can assist those whose oral skills are more advanced than their writing skills. Dragon NaturallySpeaking allows users email, post on social media, dictate homework, and more.

Co:Writer Universal
Co:Writer is a word prediction program that can be used across multiple devices and in word processing applications. Word prediction helps users expand their vocabulary and more easily express their thoughts through writing by predicting what word the user will write next and giving them multiple options.

Personality or Mood
Children can be prescribed medications that help with their mood and/or improve their personality.

Sources:
https://www.youtube.com/watch?v=OiLBPsTRLnQ
https://www.nichd.nih.gov/health/topics/tbi/conditioninfo
https://guides.library.illinois.edu/c.php?g=497977&p=3409451

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Other Health Impairment - by Sydney Charles 

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Other Health Impairment - by Sydney Charles 

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What is it?

Other Health Impairment ( OHI) is defined as having less strength and being less alert than others. A person with OHI has heightened alertness to environmental stimuli as a result of health problems.

Characteristics

There are some things to look for when a child has OHI. They include the following:
Fatigue
Mobolity Issues
Weak Muscles
Problems with long term concentration
Difficulty with Coordinating
Issues with attention

Causes

There are several causes of OHI. It is important that we know what some possible causes are. They include:
Hepatitis
Accidents
Epilepsy
Seizure Disorders

Effects on learning

People with OHI need to take medications for the disorder. There can be side effects from the use of these medications. Possible side effects on learning can impact strength, energy, memory, and attention.

Tips for teachers
How teachers deal with a student with OHI is important. Teachers can employ several strategies that can assist a student with this disorder. Some tips which teachers can employ are keeping the classroom in a similar position so that the student can easily find and access material, allow extra time for the student to finish assignments, make steps more simple so that the students can follow, and use a seat arrangement whereby the student can be closer to the teacher so that s/he can increase his/her focus.

Sources:

https://www.naset.org/index.php?id=2278

https://www.washington.edu/doit/health-impairments

http://www.projectidealonline.org/v/health-impairments/

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The IDEA's Special Education Categories: Other Health Impairment

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Speech and Language Impairment by Gail Goers

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Speech and Language Impairment by Gail Goers

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Definition

Speech and language impairment is defined as a communication disorder that adversely affects the person’s ability in the following areas: speech, comprehension, reading, and writing. This disability category can be divided into two groups: speech impairments and language impairments.

High Incidence

3 General Types of Speech Impairments:

Fluency disorder: “an interruption in the flow of speaking characterized by atypical rate, rhythm, and disfluencies (ex. Repetitions of sounds, syllables, words, and phrases; sound prolongations; and blocks” (ASHA)

Voice disorder: There is an atypical quality to the voice, in the areas of pitch, volume, tone or resonance.

Articulation disorder: “the inability to correctly produce speech sounds (phonemes) because of imprecise placement, timing, pressure, speed, or flow of movement of the lips, tongue, or throat.” (NIDCD)

Language impairments affect communication. “A Language impairment is defined as a disorder in one or more of the basic learning processes involved in understanding or in using spoken or written language.” (Florida Dept. of Education).

It is important to know what kind of language impairment a student has, or if they have more than one.

Receptive disorders affect a student’s ability to understand spoken or written communication.
Expressive disorders affect a student’s ability to express themselves to others through both verbal and written language. Cognitive-communication disorders affect a student’s ability to organize information, remember things, and solve problems.

Accommodating a Student with Speech Impairments in the Classroom

Make sure the student is in the front of the classroom, as this will allow you to help them faster.

Allow the student plenty of response time (do not interrupt)

Reduce background noise in the classroom as much as possible.

Make sure you are speaking clearly and being a good speech role model.

Modify assignments that have an oral component. Allow the student to complete the assignment in a different way.

Allow the student to use AAC (Augmentative and Alternative Communication) to communicate with others in the classroom. Ex. writing a response, or drawing a picture

Accommodating a Student with Language Impairments in the Classroom

Make sure the student is seated toward the front of the classroom

Make sure you have the student's attention before giving directions

Keep directions short and simple. Have the student repeat directions back to you to show comprehension.

Use visuals or actual objects when teaching vocabulary.

Utilize multi-sensory learning as much as possible.

Give the student a longer response time.

Have the student paired with an academically strong student for additional help and support.

Speak at a slightly slower rate and enunciate clearly.

Assistive Technologies

Speech Apps
Children always like to play games. Look for games designed by speech pathologists that will help the student work on their pronunciation/phonics skills. Examples: Speech Wizard, Articulation Station, Speech Tutor

AAC (Augmentative and Alternative Communication) Devices
AAC is the use of symbols, aids, strategies, and techniques to improve communication. It can be as simple as using gestures or sign language to communicate. As well, the student could have a writing board in order to answer questions without having to speak.
High Tech AAC Devices:
Text-to-Speech Software: Allows the student to give presentations without being nervous.  Examples: Dragon Dictation, TTS Reader, ClaroSpeak

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Lily Farrington's Amazing Developmental Language Disorder Animation

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Incidence Level

Medium Incidence

What is it?

Intellectual disability (ID) is a term used when a person has certain limitations in cognitive functioning and skills, including communication, social and self-care skills. These limitations can cause a child to develop and learn more slowly or differently than a typically developing child.

Assistive Technologies

- Cognition tools assist people lacking thinking skills, attention, and memory retention. Time management tools, graphic organizers, activity planners, and reminders are some common examples.

Educational tools such as screen readers, voice recognition programs, text-to-speech software, graphic organizers, and proofreading software provide ease of reading and writing for students.

Communication tools such as audiobooks and communication cards offer an alternative to speech and allow for communication in an augmentative way.

Accommodations

-Academic Accommodations: Adaptations to the curriculum and learning activities may be required to include the student in the classroom.

- Learning Environment: Some students with ID may also have visual, hearing, and/or physical disabilities. Seating plans, classroom arrangements, behavior expectations, and classroom procedures may need to be adjusted.

- Consider adjusting communication styles like getting their attention before speaking, being clear and specific, using visual instructions, and using “least-to-most” prompts.

- Customize activities to their current level of understanding to increase engagement and promote success.

- Students may require extra repetition and practice.

- Provide many opportunities for students to work with groups and allocate specific tasks. Peer learning, friendships, and social skills are an essential part of group work.

Sources

https://numberdyslexia.com/assistive-technology-for-students-with-intellectual-disabilities/

https://allplaylearn.org.au/primary/teacher/intellectual-disability/

https://www.ukessays.com/essays/teaching/accommodations-intellectually-disabled-7542.php

편집

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WHO identifies it as “a person who is not able to hear as well as someone with normal hearing – hearing thresholds of 20 dB or better in both ears – is said to have hearing loss. Hearing loss may be mild, moderate, severe, or profound. It can affect one ear or both ears, and leads to difficulty in hearing conversational speech or loud sounds”.

It is possible to prevent hearing loss with public health strategies and clinical interventions implemented across the life course.

Effective strategies for reducing hearing loss at different stages of the life course include:

immunization;

good maternal and childcare practices;

genetic counselling;

identification and management of common ear conditions;

occupational hearing conservation programmes for noise and chemical exposure;

safe listening strategies for the reduction of exposure to loud sounds in recreational settings; and

rational use of medicines to prevent ototoxic hearing loss.

What types of assistive devices are available?

Assistive listening devices (ALDs) help amplify the sounds you want to hear, especially where there’s a lot of background noise. ALDs can be used with a hearing aid or cochlear implant to help a wearer hear certain sounds better.

Augmentative and alternative communication (AAC) devices help people with communication disorders to express themselves. These devices can range from a simple picture board to a computer program that synthesizes speech from text.

Alerting devices connect to a doorbell, telephone, or alarm that emits a loud sound or blinking light to let someone with hearing loss know that an event is taking place.

What types of assistive listening devices are available?

1) Hearing loop (or induction loop) systems use electromagnetic energy to transmit sound. A hearing loop system involves four parts:

A sound source, such as a public address system, microphone, or home TV or telephone

An amplifier

A thin loop of wire that encircles a room or branches out beneath carpeting

A receiver worn in the ears or as a headset

2) FM systems use radio signals to transmit amplified sounds. They are often used in classrooms, where the instructor wears a small microphone connected to a transmitter and the student wears the receiver, which is tuned to a specific frequency, or channel.

3) Infrared systems use infrared light to transmit sound. A transmitter converts sound into a light signal and beams it to a receiver that is worn by a listener. The receiver decodes the infrared signal back to sound.

4) Personal amplifiers are useful in places in which the above systems are unavailable or when watching TV, being outdoors, or traveling in a car.

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Understanding Hearing Loss in Children - Nemours Children's Health System

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What is Deafness?
Deafness is the complete loss of hearing. It is not to be confused with what is often called partial deafness as it precludes the person from understanding any spoken language. Deaf people mainly use sign language or writing to communicate.

How can I make my class more accessible for Deaf students?
- Use visual aids as much as possible in lessons.
- Always face students while addressing the class.
- Have students sit close to the front of class.
- Provide copies of notes or PPTs to students in advance.
- Provide interpreters and stenographers in class.

What technology can I use to help Deaf students in class?
- Students who use captioning in class will  often need to connect remotely with a stenographer. They will need to use a laptop or mobile device and have a good connection to the internet. Read about this technology in action here.
- VR googles are also a new and exciting way for students to become more involved in class. Check out this new technology here.
- Haptics is also a very new technology that could help deaf people by amplifying their sense of touch, this technology would be a great way to give Deaf people a chance to be more involved in classes like music. Take a look at a haptic suit here.

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Successful Strategies for Teaching Students With Visual Impairment
1. Encourage the student to use visual aids/resources that have been prescribed (e.g. glasses, magnifiers, big-print books, etc).

2. Seat the student appropriately in the classroom (e.g. in the middle towards the front).

3. Make sure lighting is suitable.

4. Make efforts to eliminate the risk of glare from the desk and whiteboard.

Assistive Technology for Students With Visual Impairment Including Blindness
Kurzweil 3000 – Text-to-speech software, such as Kurzweil 3000, can read aloud digital or printed text.

Storyline Online – A free online streaming video program featuring books read aloud. Each book includes accompanying activities and lesson ideas.

Project Gutenberg – Over 45,000 free e-books.

Wikipedia – The Simple English function on Wikipedia allows content to be “translated” into plain English which is easier to read

Highlighter strips – Translucent rectangles of colour can help eliminate extra visual clutter by blocking out the rest of the text.

Sticky notes – Students with LDs may find it useful to summarize the main ideas of the text with sticky notes which can be stuck directly on the page.
Audiobooks – Provides a simple way to listen to many of the best classic books and modern titles

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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.

A child with hearing and vision loss has difficulty or delays in understanding what's going on around them. This means that deafblindness can affect other areas of your child's development: Communicating – for example, a child might not see someone waving and smiling at them or be able to make eye contact.

Click on here to see the 4 basic categories for deaf-blindess.

How to accommodate deaf-blind students in the classroom.

1.) Maximize hearing and vision: These include medical devices like glasses and hearing aids, assistive technology, and individualized educational accommodations. Teacher should stay in one spot for the lecture (student may not be able to track sounds from various locations)

2.) Use of Student Aids/Accommodations: There are several types of support Teaching Students Who are Deaf-Blind Considerations When NETAC Teacher Tipsheet services available to students. Access to these services will help increase the student’s understanding in class and maintain the general pace of the course. These may include:

Assistive Listening Devices (ALDs)

Interpreters

Notetakers

Tutors

Readers

3.) Things to do before class:

Advance planning is usually crucial for academic success. Consult with the staff at the Office for Students with Disabilities.

Choose course materials early. This will allow enough time for you to convert the documents into alternative formats, or for students to request the formats they need.

Keep in mind also that the lighting may have an affect as well. The teacher must be patient and flexible to be able to help these students.

Here is a more in depth example of a modal classroom which supports students with deafblindness.

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Developmental disabilities or delays are conditions due to an impairment in physical, learning, language, or behavior areas in children from birth to age 9. These children do not meet the typical milestones in domains such as communication, play and motor skills, social interactions etc.
Here are some facts about developmental disabilities.

Examples of Assistive Technology and Accommodations

For mobility: canes, crutches, cushions, wheelchairs, handrails, ramps

For vision: glasses, audio players, magnifiers, screen readers, braille

For hearing: hearing aides, signals using light/vibration, close captioning, video devices

Communication: communication book/card/board, communication software, gesture to voice technology

Keep in mind that even the simplest of tools is considered "technology".

Here is an incredible example of a resource available for disabled children who do not have the motor skills to touch or swipe a screen. It is an alternative access method using eye gaze called the "Look to Learn" software, which enables children to have control of a screen using their eyes.

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What is Autism?

· Autism is a bio-neurological developmental disability that generally appears before the age of 3

· Autism impacts the normal development of the brain in the areas of social interaction, communication skills, and cognitive function. Individuals with autism typically have difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities

· Individuals with autism often suffer from numerous co-morbid medical conditions which may include: allergies, asthma, epilepsy, digestive disorders, persistent viral infections, feeding disorders, sensory integration dysfunction, sleeping disorders, and more

· Currently there is no cure for autism, though with early intervention and treatment, the diverse symptoms related to autism can be greatly improved and in some cases completely overcome.

Some Facts & Stats about Autism

· Autism now affects 1 in 44 children; over half are classified as having an intellectual disability or borderline intellectual disability

· Boys are four times more likely to have autism than girls

· Children with autism do progress – early intervention is key

· Autism is treatable, not a hopeless condition

For more information,  go to this link.

Assistive Technology for AUTISM

Watch this video!
Experts talk about Assistive Technology for AUTISM

Types of Assistive Technology for Autism

Assistive technology is usually divided into groups—low-tech, mid-tech, and high-tech. In general:

1  Low-tech AT includes anything that needs no electricity; think weighted vests, sensory balls, or picture boards.

2 Mid-tech AT is simple enough to be relatively inexpensive and easy to operate. Examples include battery-operated sensory toys, visual timers, and social skills videos.

3 High-tech AT is digital technology and can include anything from augmentative communication technology for non-verbal people to robots built to increase social skills in children on the spectrum.

AT for Communication

One of the most important uses of AT is in providing the means for people on the spectrum to communicate their thoughts and needs.

· Low-tech AT – PECS

· Mid-tech AT – Proloquo2Go

AT for Learning and Executive Functioning

According to Autism Speaks, "31% of children with ASD have an intellectual disability (intelligence quotient [IQ] <70) with significant challenges in daily function, 25% are in the borderline range (IQ 71–85)."

More than 30% are diagnosed with attention deficit hyperactivity disorder (ADHD) and up to 40% experience some level of anxiety. These issues, added to the core symptoms of autism (which include speech, social, and sensory challenges) create some significant issues in school and in the workplace.

Assistive technology can help with all of these issues, whether at school, at home, or in the workplace.

Low-tech AT

Low-tech options for handling sensory issues include simple tools for reducing anxiety and increasing focus, such as stress balls, worry beads, weighted vests, and standing desks.

For executive functioning, ordinary written planners, color-coded schedules, and visual reminders can all make a positive difference. Most children with autism do best with hands-on and visual learning, so manipulatives like Cuisenaire rods (which are also available in virtual form) and alphabet blocks are good choices for teaching academic skills.

Mid-tech AT

Mid-range options are easily available and relatively low-cost. Some examples include watches with alarms, visual timers, sound-blocking headphones, and calculators.

For many people with autism, audiobooks and recordings can be a great way to replay lectures or instructions. Because many people with autism are very visual learners, videos can be a good alternative to written books or spoken lectures.

High-tech AT

At the high end, there are many types of software and apps that are intended to help visual learners think, write, and communicate.

LucidChart

- used to make connections among apparently disparate ideas and turn those connections into usable outlines and other products.

LiveScribe and Dragon Home

- Speech to text software can also be useful, as can tools specifically created for students with learning disabilities.

AT for Social Skills and Communication

People with autism are very different from one another, but all share difficulties with social skills and social communication. For some, the challenges are relatively subtle; for others, even basic human interaction can be a struggle.

Low-tech AT

- Social Stories

- Social skills cards and games: There are social skills games similar to Chutes and Ladders created to reinforce empathy; Uno cards focused on feelings; and dice games that are intended to reinforce social communication skills.

Mid-tech AT

Model Me Kids

- dedicated to creating videos to teach everything from polite greetings to joining a conversation to asking someone out on a date.

The Social Express

- is a social skills tool for middle school learners with autism and related disorders.

High-tech AT

Kiwi, a “socially assistive robot” created by a team of researchers from the University of Southern California that teaches autistic children both how to do math and socialize. Related information.

QTrobot, created by a company at the University of Luxembourg, which is intended to "increase children’s willingness to interact with human therapists, and decrease discomfort during therapy sessions." Related information.

Human-shaped robots created at MIT to help develop social skills and empathy in children with autism. Related information.

AT for Sensory Challenges

Sensory challenges in people with autism can result in over- or under-responsiveness to sensory input. In other words, people with autism may under-react to physical injury but find school buzzers to be painful.

Low and Mid-tech AT

Therapists may use trampolines, swings, brushes, balls, and similar tools to help over-responsive sensory systems become less sensitive.

Classroom teachers and paraprofessionals often use noise-canceling headphones, weighted vests, and tinted glasses to help students avoid excessive sound and light. To calm the nervous system, teachers and parents may use ball pits, weighted blankets and vests, or "squeeze machines" to provide tactile input.

Helpful apps

- Brainworks

- Miracle Modus

- Heatpad

AT for Safety

Many children with autism, and some adults with more severe autism, are at risk for eloping (running away). Children with autism can be very good at manipulating locks, and even "babyproofing" may not be enough to keep them indoors.

Thus, in addition to ordinary door chains, baby gates, and latches, many families (and some group homes and schools) use ID bracelets and tracking devices to maintain safety.

There are a number of companies that produce ID bracelets, tags, cards, and trackers. They provide name, address, and contact info and, in some cases, automatically connect with first responders. All are quite similar, however, and the choice depends on your level of need and your budget.

Alert Me Bands

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What is orthopedic impairments?
It is a bodily impairment that is severe enough to negatively affect a child’s educational performance or restricts normal achievement.  Orthopedic impairments, regardless of cause, have a diverse range of disabilities including such conditions as cerebral palsy, spina bifida, amputations or limb absences, and muscular dystrophy.  Causes include genetic abnormality, disease, injury, birth trauma, burns, or other causes.

Here are a few strategies to help students in the classroom:

1) setting up a buddy system so that another student can take notes for the student with a physical disability.
A para-educator may be needed to act as a scribe for other in-class requirements. Specific assignments can be adjusted or modified for students, too.

2) Educators must involve instructional strategies that are accessible throughout the daily schedule.
The classroom environment and educational staff must consider changes and accommodations to increase student participation and enhance learning.

3) Accessibility and Classroom Layout

When you are expecting to have a child with orthopedic impairment in the class, consider the accessibility of the classroom. If the child is in a wheelchair, the class should be accessible by wheelchair. Check if the flooring is adequate for the child’s needs. Also check door width, stairs or thresholds and the door knobs. Toilet accessibility is another important issue that needs to be considered. If your classroom is not suitable, you will need to consider renovation or shifting to a different room.

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What is Emotional Disturbance? Here's a brief overview here.

There are a few strategies to better aid students that struggle in the classroom:

1. Build relationships! Building relationships with students can help foster social skills which may not be present in other aspects of their lives. Watch a teacher's vlog on her strategies. The key takeaway is to make sure that the students know that they matter.

2. Use consistent consequences, keep the expectations in the classroom clear. The expectations must be fair and predictable. We should also be consistent with positive consequences and negative consequences. An effective tool to manage consequences is classdojo.

3. Give yourself a toolbox of direct behavior management strategies. If a classroom situation is getting out of control learn how to de-escalate situations. If a student is depressed, learn strategies to better support that student. Each student's situation is different, and the tools that are used in the classroom should be different as well.