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*High*

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Students with high-incidence disabilities make up 80% of all students with disabilities. Friend and Bursuck (2012) say students with High-Incidence disabilities share these characteristics:

1. Often hard to distinguish from students without disabilities, especially in non-school settings.

2. Often display a combination of academic, behavioral and social problems.

3. Can meet same standards as students without disabilities when highly structured interventions are put into place.

High-Incidence disabilities include the following IDEA categories:

Speech and Language Impairment - communication disorder that adversely affects a child's educational disorder. Includes:

stuttering

impaired articulation

language or voice impairment

Learning Disabilities - disorder in one or more of the basic psychological processes involved in understanding or using spoken or written language. May manifest in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. Does not apply to learning problems primarily the result of visual, hearing, motor disabilities, mental retardation, emotional disturbance, or environmental, cultural, or economic disadvantage. DOES Include:

perceptual disabilities

Brain injury

minimal brain disfunction

dyslexia

developmental aphasia

Foster listening skills - praise for good listening skills to reinforce concept. Teaching listening skills is a great way manage socialization and behavior and it also creates a respectful atmosphere. In addition, the teacher can model appropriate language.

Make changes to classroom environment - each child is different. Changes in seating arrangement and availability of resources may be a factor in keeping students on task

Engage students in meaningful tasks - Students who are motivated engage in learning more often

Create opportunities for social interaction - This not only gives an opportunity to students with language issues to practice, it allows for students to learn from each other.

Create a behavioral management system - set rules, set consequences, and follow through.

Emotional Disturbance - condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, adversely affecting educational performance. (DOES NOT INCLUDE students who are socially maladjusted):

an inability to learn that cannot be explained by intellectual, sensory, or health factors

an inability to build or maintain satisfactory interpersonal relationships with peers and teachers

a general or pervasive mood of unhappiness or depression

inappropriate types of behaviors or feelings under normal circumstances

tendency to develop physical symptoms or fears associated with personal or school problems.

schizophrenia

Mild Intellectual Disabilities - below average functioning (IQ 55-70)

General accommodations and modifications for students with High-Incidence disabilities:

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High-Incidence Disabilities - Inclusion Resource

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Students with high-incidence disabilities make up 80% of all students with disabilities. Friend and Bursuck (2012) say students with High-Incidence disabilities share these characteristics:

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Autism- it is a developmental disability that affects a child, generally evidence before 3, ability to interact with others as well as verbal and non-verbal communication. A child with autism may engage in repetitive activities, resist to change in daily routines or environment, and react strongly to sensory experiences.

Low Incidence Disability

Assistive technologies in the form of “augmentative and alternative communication” (AAC) can potentially offer a variety of technological solutions from a variety of “tech levels” and “price points”. For examples, parents, counselors, and teachers can use “emotional cards” and other picture exchange communication system with little to no cost (especially if in the form of DIY project) to the use of VOCA or Voice Output Communication Aides, and then Tablets like iPads with specialized apps. (https://www.autismspeaks.org/worksheet/assistive-technology-communication-roadmap)

From a personal perspective, I believe the low cost emotional cards will be a workable solution as there are unlikely many apps and websites with Chinese language support and resources cater to a Mainland Chinese audience. From a personal, societal, and legal standpoint (folks with serious mental issues will have to register with the authority and be subjeted to "checks", both parents and students will want to keep their disability as low key as possible. Tools such as these "emotional cards" (which allow students to provide non-verbal and easily understood feedbacks) are discrete, low-cost, and portal.

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In order to receive funds under Part B of IDEA 2004, free and appropriate public education (FAPE) is provided to children within the following disability categories.

High-Incidence Disabilities

Speech and Language Impairment

Learning Disabilities

Emotional Disturbance

Mild Intellectual Disabilities

Low -Incidence Disabilities

Mental Retardation

Hearing Impairments

Orthopedic Impairments

Visual Impairments including Blindness

Deaf-Blindness

Other Health Impairments

Developmental Delay

Traumatic Brain Injury

Autism Spectrum Disorders

Moderate to Severe Intellectual Disabilities

Multiple Disabilities

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Disability Categories Under IDEA - Inclusion Resource

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In order to receive funds under Part B of IDEA 2004, free and appropriate public education (FAPE) is provided to children within the following disability categories.

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The term “specific learning disability” means a disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.

(B) Disorders included

Such term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

(C) Disorders not included

Such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of intellectual disabilities, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

https://sites.ed.gov/idea/statute-chapter-33/subchapter-i/1401/30

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Individuals with Disabilities Education Act

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Section 1401 (30) - Individuals with Disabilities Education Act

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Statute/Regs Main " Statute " Subchapter I (Part A) " 1401 " 30 (30) Specific learning disability (A) In general The term "specific learning disability" means a disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfectContinue Reading

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Deafness - hearing impairment even with amplification that adversely affects linguistic processing through hearing.

Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance.

Low Incidence Disability--
One national survey estimated that about 15% of kids and teens have hearing loss.

Victory, J. (2021, July 19). Hearing loss in children: Everything you need to know. Healthy Hearing. Retrieved December 13, 2021, from https://www.healthyhearing.com/help/hearing-loss/children

Assistive technology (AT) is any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of persons with disabilities (ATiA, 2020). It does not eliminate a student's learning disability, but it gives them a chance to work to their full potential and at the same level as their non disabled peers. It can also increase students' sense of independence, as they are no longer overly dependent on teachers and parents.

Assistive Technology for Deaf/
​Hard of Hearing Children
Assistive Technology Devices
​For The Classroom

FM System- FM systems send the teacher's voice from a wireless microphone directly to a receiver worn by a student with hearing loss. It can be connected to a hearing aid or cochlear implant, or a headset/ earbuds. This enhances what the child is able to hear as they are able to directly hear the teacher's voice without distractions.

Closed Captioning- Closed captions provide spoken dialogue as printed words on a screen when playing a video or audio. If indicated on a child's IEP, schools are required to use captioned audio and video.

Augmentative and Alternative Communication (AAC)- AAC devices are communication devices, systems, tools, and strategies that replace or support verbal communication for those who have difficulties using speech. They use pictures or symbols to represent words that students can use to create phrases or sentences to communicate nonverbally. This is a useful way of communication between deaf students and their teachers and peers that do not know sign language.  Most AAC devices in classrooms are on iPads/ tablets, or they can also be done on paper.

Speech to Text- Speech to text devices convert spoken word into written text. There are many apps on technology devices that use a microphone to decipher what the speaker is saying, and then translate it to text on the screen. This can be a helpful tool during lectures so students can pay attention to what the teacher is saying and keep the transcript as their notes, rather than having to take down the notes. Some examples of speech-to-text apps are Google Live Transcribe and AVA, which both translate spoken word into written text.

Tips for Teachers of Students with Hearing Loss

Keep background noise to a minimum – Do not open windows, allow side conversations, run the pencil sharpener, turn on loud electric fans/AC units, move furniture around, etc. while class is in session.

Enunciate your words – Speak naturally without exaggerated lip movements; be clear and easy to understand.

Address the child by name – This will help your student with a hearing loss know you are speaking to him/her.

Repeat the question – Many times when a student asks a question, other students cannot hear what was asked. Repeating the question will help all students understand the answer.

Project your voice when far away – This will help not only your student who is hard of hearing, but the whole class.

Provide your student with a written copy of notes – Giving an outline of the lesson will allow the student to listen to all of the important points you make. It may be difficult for them to listen and take notes at the same time, so providing them with this gives them the chance to focus fully on what is said during the lesson.

Check in – Create a signal with your student who is hard of hearing to use to be sure he/she understands the instructions. Be sure ask other students if they have heard/understood the directions to avoid always singling out the child with hearing loss.

Preference seating- Encourage students with hearing loss to sit at the front of the classroom to allow for better hearing and an unobstructed view of you and the board​​

Avoid- Facing the board when teaching, chewing gum when speaking to students, and singling out DHH students

https://assistedtechnology.weebly.com/assistive-technology-for-deafhard-of-hearing-children-erin-turner.html

Assistive Technology for the Deaf and Hard of Hearing

Alerting Systems | These systems can alert people who are deaf or hard of hearing by using lights, high-frequency sounds and vibrating notifications that work by way of traditional alarms. Alerting systems can be used for alarm clocks, doorbells, door knocks, phone calls, baby monitors, weather alerts, motion detectors, smoke alarms, and a wide range of other traditional alerting technologies. | Safe Awake, FEMA, The National Weather Service

Assistive Listening Devices (ALDs) | ALDs assist people who are deaf and hard of hearing with everyday communication. This technology allows the user to overcome the negative effects of background noise and distance to offer the user better hearing in everyday situations. | Williams Sound Digi-Wave System

Instant Messaging (IM) | Instant Messaging is a form of real-time communication between two or more people based on typed text. The text is conveyed via computers or wireless device connected over a network such as the Internet. | AIM, Hangouts, Skype Messenger

Internet Captioned Telephone Service | Make and receive phone calls using a telephone that displays real-time captions of phone conversations visible on your computer’s Internet browser or on a screen embedded on the base of your telephone. | Hamilton, Mobile CapTel

Internet Relay (IP Relay) | A telephone relay service that links your telephone with a specialized program for personal computers, laptops, mobile phones, or other devices capable of utilizing an IP Relay provider. |  Sprint IP Relay

Telephone Relay Service (TRS) | Allows people who are Deaf, Hard of Hearing, Deaf-Blind or Speech-Impaired to place calls to standard telephone users via a keyboard or assistive device. | Relay NC

Video Chat (Videophone Chatting) | Interact in real time using audio and video technology by using a computer, tablet or wireless device. | Hangouts, Skype, Tango

Video Relay Service (VRS) | Allows non-signing individuals to communicate with people whose primary language is American Sign Language (ASL). You can use video conferencing equipment and sign language interpreters, or you can use your mobile device. | Purple, Sorenson Video Relay Service, ZVRS Purple, VRS, ntouch
Showing 1 to 8 of 8 entries

Accessibility for Deaf, Hard of Hearing, Deaf-Blind and Speech-Impaired Individuals

Accessibility Apps
Google Hangouts | Video chat with up to nine friends using mobile Hangouts. | FREE

Hamilton Mobile CapTel | Similar to captions on television, this app makes it possible for you to see exactly what is being said to you on every call. | FREE

PurpleMail | A video-based message system for deaf and hard of hearing customers that lets you access your PurpleMail video messages. | FREE

Red Cross Mobile Apps | An app that prepares you for Red Cross emergencies including tornadoes, hurricanes, wildfires, earthquakes, shelter finders and first aid.
| FREE

Sorenson Buzzcards | An app that works like a deck of flash cards. This allows you to decide what’s written on the cards, to make them as needed, to make them in advance and you can keep them organized by category. | FREE

SubtitleDroid | A simple but effective way to search and download subtitles for movies and TV shows. | FREE

Verbally | An easy-to-use, comprehensive Augmentative and Alternative Communication (AAC) app for the iPad.
| FREE

https://www.ncdhhs.gov/assistance/hearing-loss/assistive-technology-for-the-deaf-and-hard-of-hearing

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Individuals with Disabilities Education Act

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Sec. 300.8 (c) - Individuals with Disabilities Education Act

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Statute/Regs Main » Regulations » Part B » Subpart A » Section 300.8 » c (c) Definitions of disability terms. The terms used in this definition of a child with a disability are defined as follows: (1) (i) Autism means a developmental disability significantly affecting verbal and nonverbal communicat…

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Definition:

(7) Multiple disabilities means concomitant impairments (such as intellectual disability-blindness or intellectual disability-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf-blindness.

I believe the key aspect of this category is that students who fall within it have more than one impairment that cannot be handled through a single IEP. Essentially, these students can't be accommodated in a special education program for solely one of their impairments.

These impairments include need in intellectual functioning, adaptive skills, sensory function, motor development, and communication skills.

Incidence:

The incidence of students with multiple disabilities is low. According to the National Center for Educational Statistics, only 2% of students who fall under the IDEA act have multiple disabilities.

(Source) https://nces.ed.gov/programs/coe/indicator/cgg

Assistive technology:

Depending on the type of disability, different assistive technologies may be appropriate. A program such as Clicker, which allows students to type sentences by selecting words, could be helpful. Smart Boards may also be useful. Other possible options include text-to-speech programs, picture dictionaries, assistive listening devices, etc. Multiple Disabilities covers a wide range of possible disabilities, so there are many kinds of assistive technologies that could be appropriate.

(Sources)
https://www.teachthought.com/technology/assistive-technology/
https://www.pathstoliteracy.org/technology-students-multiple-disabilities

Suggested Interventions/Accommodations:

Early intervention is recommended. Involve specialists such as speech therapists, etc. Prepare an Individualized Educational Plan. Arrange the classroom appropriately and provide assistive technology. Prepare a safety plan. Ensure that all the students show respect to the student, and integrate the student into the classroom.

(Source)
https://www.thoughtco.com/multiple-disabilities-3111125

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Individuals with Disabilities Education Act

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Sec. 300.8 (c) - Individuals with Disabilities Education Act

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Statute/Regs Main » Regulations » Part B » Subpart A » Section 300.8 » c (c) Definitions of disability terms. The terms used in this definition of a child with a disability are defined as follows: (1) (i) Autism means a developmental disability significantly affecting verbal and nonverbal communicat…

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What are IDDs?

IDDs are differences that are usually present at birth and that uniquely affect the trajectory of the individual’s physical, intellectual, and/or emotional development. Many of these conditions affect multiple body parts or systems.

Intellectual disability¹ starts any time before a child turns 18 and is characterized by differences with both:

Intellectual functioning or intelligence, which include the ability to learn, reason, problem solve, and other skills; and

Adaptive behavior, which includes everyday social and life skills.

The term "developmental disabilities" is a broader category of often lifelong challenges that can be intellectual, physical, or both.2

"IDD" is the term often used to describe situations in which intellectual disability and other disabilities are present.3

1. Centers for Disease Control and Prevention. (n.d.). Intellectual disability fact sheet. Retrieved August 9, 2012, from https://www.cdc.gov/ncbddd/developmentaldisabilities/facts-about-intellectual-disability.html

2. American Association on Intellectual and Developmental Disabilities (n.d.). Definition of intellectual disability. Retrieved September 14, 2012, from https://www.aaidd.org/intellectual-disability/definition

3. American Association on Intellectual and Developmental Disabilities (n.d.). FAQs on intellectual disability. Retrieved September 14, 2012, from https://www.aaidd.org/intellectual-disability/definition/faqs-on-intellectual-disability

High-Incidence Disabilities reflect in students that make up 80% of all students with disabilities. Friend and Bursuck (2012) say students with High-Incidence disabilities share these characteristics:

often hard to distinguish from students without disabilities, especially in non-school settings

often display a combination of academic, behavioral and social problems

can meet same standards as students without disabilities when highly structured interventions are put into place

Examples of High-Incidence Disabilities:

communication disorders (speech and language impairments)

specific learning disabilities (including attention deficit hyperactivity disorder [ADHD])

mild/moderate mental retardation

emotional or behavioral disorders

cognitive impairment

certain spectrum of autism

https://assistivetechnologyresourcegenie.weebly.com/low-and-high-incidence-disabilities.html.

Assistive Technologies:

There are alternative input devices. Alternative input devices are designed to allow students with disabilities to use computers and related technology easily. They include touch screens, modified keyboards, and even joysticks that direct a cursor through the use of body parts like chins, hands, or feet.
There are speech-to-text options, which is making mainstream waves through its use in cell phones. While it is a convenience tool for people without disabilities, speech-to-text provides a learning advantage for students who have mobility or dexterity problems, or those who are blind. It allows students to speak their thoughts without typing and even navigate the Internet. Speech-to-text options can also “talk back” to students and let them know about potential errors in their work.
Sensory enhancers. These take into account the fact that some children with disabilities may need to learn differently than their peers. Instead of ABCs and numbers first, a child with language hindrances may benefit from bright pictures or colors to learn new concepts. Sensory enhancers may include voice analyzers, augmentative communication tools or speech synthesizers.
For students with autism and related disorders, LAMP may be useful. LAMP, or Language Acquisition through Motor Planning, connects neurological and motor learning in a way that makes communication easier for students with autism and related disorders. These principles have proven especially helpful for students who do not speak or have very limited verbal skills.

https://www.thetechedvocate.org/assistive-technology-students-disabilities/

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What are IDDs?

IDDs are differences that are usually present at birth and that uniquely affect the trajectory of the individual's physical, intellectual, and/or emotional development. Many of these conditions affect multiple body parts or systems.

Intellectual disability starts any time before a child turns 18 and is characterized by differences with both:

Intellectual functioning or intelligence, which include the ability to learn, reason, problem solve, and other skills; and

Adaptive behavior, which includes everyday social and life skills.

The term "developmental disabilities" is a broader category of often lifelong challenges that can be intellectual, physical, or both.

"IDD" is the term often used to describe situations in which intellectual disability and other disabilities are present.

It might be helpful to think about IDDs in terms of the body parts or systems they affect or how they occur. For example:

Nervous system
These disorders affect how the brain, spinal cord, and nervous system function, which can affect intelligence and learning. These conditions can also cause other issues, such as behavioral disorders, speech or language difficulties, seizures, and trouble with movement. Cerebral palsy,Down syndrome, Fragile X syndrome, and autism spectrum disorders (ASDs) are examples of IDDs related to problems with the nervous system.

Sensory system
These disorders affect the senses (sight, hearing, touch, taste, and smell) or how the brain processes or interprets information from the senses.Preterm infants and infants exposed to infections, such as cytomegalovirus, may have reduced function with their eyesight and/or hearing. In addition, being touched or held can be difficult for people with ASDs.

Metabolism
These disorders affect how the body uses food and other materials for energy and growth. For example, how the body breaks down food during digestion is a metabolic process. Problems with these processes can upset the balance of materials available for the body to function properly. Too much of one thing, or too little of another can disrupt overall body and brain functions.Phenylketonuria (PKU) and congenital hypothyroidism are examples of metabolic conditions that can lead to IDDs.

Degenerative
Individuals with degenerative disorders may seem or be typical at birth and may meet usual developmental milestones for a time, but then they experience disruptions in skills, abilities, and functions because of the condition. In some cases, the disorder may not be detected until the child is an adolescent or adult and starts to show symptoms or lose abilities. Some degenerative disorders result from other conditions, such as untreated problems of metabolism.

The exact definition of IDD, as well as the different types or categories of IDD, may vary depending on the source of the information.

For example, within the context of education and the Individuals with Disabilities Education Act (IDEA), a law that aims to ensure educational services to children with disabilities throughout the nation, the definition of IDD and the types of conditions that are considered IDD might be different from the definitions and categories used by the Social Security Administration (SSA) to provide services and support for those with disabilities. These definitions and categories might also be different from those used by healthcare providers and researchers.

For more information about disabilities included in IDEA, visit https://www.parentcenterhub.org/disability-landing/ . For information about SSA and disabilities, visit https://www.ssa.gov/planners/disability/.

Citations

1. Centers for Disease Control and Prevention. (n.d.). Intellectual disability fact sheet. Retrieved August 9, 2012, from https://www.cdc.gov/ncbddd/developmentaldisabilities/facts-about-intellectual-disability.html

2. American Association on Intellectual and Developmental Disabilities (n.d.). Definition of intellectual disability. Retrieved September 14, 2012, from https://www.aaidd.org/intellectual-disability/definition

3. American Association on Intellectual and Developmental Disabilities (n.d.). FAQs on intellectual disability. Retrieved September 14, 2012, from https://www.aaidd.org/intellectual-disability/definition/faqs-on-intellectual-disability

4. National Dissemination Center for Children with Disabilities (NICHCY). (2011). NICHCY disability fact sheet #8: Intellectual disabilities. Retrieved August 9, 2012, from https://www.parentcenterhub.org/disability-landing/

5. Centers for Disease Control and Prevention. (May 18, 2012). Cerebral palsy: Facts about cerebral palsy. Retrieved August 12, 2012, from http://www.cdc.gov/ncbddd/cp/facts.html

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About Intellectual and Developmental Disabilities (IDDs)

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IDDs are differences that are usually present at birth and that uniquely affect the trajectory of the individual's physical, intellectual, and/or emotional development. Many of these conditions affect multiple body parts or systems. Intellectual disability starts any time before a child turns 18 and is characterized by differences with both: Intellectual functioning or intelligence, which include the ability to learn, reason, problem solve, and other skills; and Adaptive behavior, which includes everyday social and life skills.

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Low-incidence Disability

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In order to receive funds under Part B of IDEA 2004, free and appropriate public education (FAPE) is provided to children within the following disability categories.

High-Incidence Disabilities

Speech and Language Impairment

Learning Disabilities

Emotional Disturbance

Mild Intellectual Disabilities

Low -Incidence Disabilities

Mental Retardation

Hearing Impairments

Orthopedic Impairments

Visual Impairments including Blindness

Deaf-Blindness

Other Health Impairments

Developmental Delay

Traumatic Brain Injury

Autism Spectrum Disorders

Moderate to Severe Intellectual Disabilities

Multiple Disabilities

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Disability Categories Under IDEA - Inclusion Resource

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In order to receive funds under Part B of IDEA 2004, free and appropriate public education (FAPE) is provided to children within the following disability categories.

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As defined by IDEA: Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child´s educational performance but is not included under the definition of deafness.

Deafness and hearing loss may be defined according to the degree of hearing impairment, which is determined by assessing an individual´s sensitivity to loudness (sound intensity - measured in decibels, dB) and pitch (sound frequency - measured in hertz, Hz).

Hearing loss is generally described as slight, mild, moderate, severe, or profound, depending upon how well a person can hear the intensities or frequencies. Generally, students whose hearing loss is greater than 90 decibels (dB) are considered deaf for the purpose of educational placement. Therefore, a hearing loss below 90 decibels (dB) is classified as a hearing impairment.

According to The National Dissemination Center for Students and Youth with Disabilities, there are four different types of hearing loss:
1. Conductive hearing losses.
2. Sensorineural hearing losses.
3. Mixed hearing losses.
4. Central hearing losses.

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As defined under Sec. 300.5 Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device.

Hearing Assistive Technology (HAT) in the classroom -
This technology when integrated appropriately can improve student´s learning experience at school. The first step for the student success is to build a team of qualified professional (educational and clinical audiologists). This team would then communicate and work hand-to-hand with school officials, teachers, and parents to maximize the benefits for students.

1. Personal Frequency Modulation (FM) System and Personal Digital Modulation (DM) System.

FM and DM Systems are wireless personal listening devices that include a remote microphone placed near the desired sound source and a receiver for the listener that is designed to fit in the student´s hearing aid, cochlear implant or headphones. These systems are engineered to combat the negative effects of ambient noise by bringing the speaker´s voice directly into the student´s ear.

2. Hearing Loop (or Induction Loop) Systems.

Hearing or Induction Loop systems use electromagnetic energy to transmit sound. These devices are composed of: a sound source, an amplifier, a thin loop of wire installed in a classroom and a receiver worn in the ears or as a headset.

3. Alerting Devices.

Alerting devices include alarms and technology with flashing lights and loud sounds to alert students of an emergency situation (for example a fire).

4. Communication Access Real-time Translation (CART) and Captioning.

CART transcribes and translates spoken words into text in real-time. The captions are projected onto a large screen for all to see and can also be displayed in internet browsers on a computer o mobile device.

Combining CART and captioning with other hearing assistive technologies will further improve the student´s learning experience.

5. Amplified, Text and Adaptive Telephones (TTY).

Amplified and TTY telephones allow students to access phone calls not only through speech but also through text. These telephones transcribe the speech being said, which is then sent as a text message to the recipient´s phone.

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There are a number of teaching strategies which can be used by teaching staff and will help enormously.

Use multimedia approaches for visual representation of lessons content, instructions and cues.

Pre-teach new vocabulary.

When using visuals, allow time for students to view and process the information, and only then, allow students to offer responses.

Base instructional strategies on the individual´s receptive and expressive communication strengths.

Provide a peer (if professional not available) in the learning environment with whom the student can interact.

Prove copies of notes.

Guide students to formulate questions first; then answer their questions through reading.

For students who sign, ensure that all involved are consistent in the signs being used.

Use more than one mode of presentation for abstract concepts.

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Disability categories under IDEA - Inclusion resource. (n.d.). Google Sites. https://sites.google.com/site/inclusionresourcenotebook/disability-areas

How to integrate hearing assistive technology in the classroom. (2019, September 11). AG Bell Professionals. https://agbellprofs.org/2019/09/11/how-to-integrate-hearing-assistive-technology-in-the-classroom/

Inclusive teaching: Deaf and hard of hearing. (n.d.). ADCET. https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-hearing-impaired

Sec. 300.8 (C). (2018, May 25). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/regs/b/a/300.8/c

Special Education Eligibility. Chapter 6 - Hearing Impairment. (n.d.). American Academy of Special Education Professionals: American Academy of Special Education Professionals.
https://aasep.org/fileadmin/user_upload/Protected_Directory/BCSE_Course_Files/Course_5/Chapter-6-Special_Education_Eligibility.pdf

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Consider long-term conditions that have a serious negative impact on a child's education. Included but not limited too: academic difficulties with no cognitive explanations, social concerns, inability to stabilize emotions & behaviors, unstable moods, and/or anxiety directly related to educational or personal issues.(Emotional Disturbance: Definition & Symptoms, 2016)

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1. Anxiety Disorder
ie: PTSD, OCD & Panic Disorder

2. Bipolar Disorder
ie: Unstable mood swings

3. Conduct Disorder
ie: Aggression toward living things, destruction of property, deceitfulness and theft, or defiance toward rules

4. Eating Disorders
ie: Anorexia, Bulimia and Binge eating

5. Psychotic Disorders
ie: Schizophrenia

Considering these types of academic issues stem from psychological imbalances it is often recommended that parents, students and teachers seek advice from a trained professional to first test and diagnose the situation. Even with a school counselor on the premises what are some classroom interventions to maintain a functional and inclusive instructional environment?

https://www.parentcenterhub.org/emotionaldisturbance/#ref11

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Links updated, November 2021
This information in Spanish

The mental health of our children is a natural and important concern for us all. The fact is, many mental disorders have their beginnings in childhood or adolescence, yet may go undiagnosed and untreated for years. ( 1)

We refer to mental disorders using different "umbrella" terms such as emotional disturbance, behavioral disorders, or mental illness. Beneath these umbrella terms, there is actually a wide range of specific conditions that differ from one another in their characteristics and treatment. These include (but are not limited to):

anxiety disorders;

bipolar disorder (sometimes called manic-depression);

conduct disorders;

eating disorders;

obsessive-compulsive disorder (OCD); and

psychotic disorders.

You may be reading this fact sheet with one of these specific disorders in mind, or you may be looking for information about emotional disturbances in general. In either case, keep reading to find out what different emotional distubances have in common, how they are defined in federal law, and where to find more detailed information on specific disorders.
Quick-Jump Menu
Definition
IDEA defines emotional disturbance as follows:
We've chosen to use the term "emotional disturbance" in this fact sheet because that is the term used in the nation's special education law, the Individuals with Disabilities Education Act (IDEA).

"...a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:

(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.

(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

(C) Inappropriate types of behavior or feelings under normal circumstances.

(D) A general pervasive mood of unhappiness or depression.

(E) A tendency to develop physical symptoms or fears associated with personal or school problems." ( 2)

As defined by IDEA, emotional disturbance includes schizophrenia but does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance. ( 3)

Characteristics

As is evident in IDEA's definition, emotional disturbances can affect an individual in areas beyond the emotional. Depending on the specific mental disorder involved, a person's physical, social, or cognitive skills may also be affected. The National Alliance on Mental Illness of Southern Arizona puts this very well:

Mental illnesses are medical conditions that disrupt a person's thinking, feeling, mood, ability to relate to others and daily functioning. Just as diabetes is a disorder of the pancreas, mental illnesses are medical conditions that often result in a diminished capacity for coping with the ordinary demands of life. ( 4)

Some of the characteristics and behaviors seen in children who have an emotional disturbance include:

Hyperactivity (short attention span, impulsiveness);

Aggression or self-injurious behavior (acting out, fighting);

Withdrawal (not interacting socially with others, excessive fear or anxiety);

Immaturity (inappropriate crying, temper tantrums, poor coping skills); and

Learning difficulties (academically performing below grade level).

Children with the most serious emotional disturbances may exhibit distorted thinking, excessive anxiety, bizarre motor acts, and abnormal mood swings.

Many children who do not have emotional disturbance may display some of these same behaviors at various times during their development. However, when children have an emotional disturbance, these behaviors continue over long periods of time. Their behavior signals that they are not coping with their environment or peers.

Causes

No one knows the actual cause or causes of emotional disturbance, although several factors-heredity, brain disorder, diet, stress, and family functioning-have been suggested and vigorously researched. A great deal of research goes on every day, but to date, researchers have not found that any of these factors are the direct cause of behavioral or emotional problems.

According to NAMI, mental illnesses can affect persons of any age, race, religion, or income. Further:

Mental illnesses are not the result of personal weakness, lack of character, or poor upbringing. Mental illnesses are treatable. Most people diagnosed with a serious mental illness can experience relief from their symptoms by actively participating in an individual treatment plan. ( 5)

Frequency

Of the 74.5 million children in the United States, an estimated 17.1 million have or have had a psychiatric disorder. ( 6) Half of all psychiatric illness occurs before the age of 14, and 75% by the age of 24. The most common psychiatric disorders in childhood are anxiety disorders, AD/HD and disruptive behavior, depression and bipolar disorders, and eating disorders. ( 7)

Help for School-Aged Children

IDEA requires that special education and related services be made available free of charge to every eligible child with a disability, including preschoolers (ages 3-21). These services are specially designed to address the child's individual needs associated with the disability-in this case, emotional disturbance, as defined by IDEA (and further specified by states). In the 2016 school year, more than 349,000 children and youth with emotional disturbance received these services to address their individual needs related to emotional disturbance. ( 8)

Determining a child's eligibility for special education and related services begins with a full and individual evaluation of the child. Under IDEA, this evaluation is provided free of charge in public schools.
10 Basic Steps in Special Education Questions Often Asked by Parents about Special Education Services Evaluating Children for Disability Developing Your Child's IEP
There is a lot to know about the special education process, much of which you can learn here on the CPIR site. We invite you to read the wide range of publications we offer on the topic, especially:

A Look at Specific Emotional Disturbances

As we mentioned, emotional disturbance is a commonly used umbrella term for a number of different mental disorders. Let's take a brief look at some of the most common of these.

We all experience anxiety from time to time, but for many people, including children, anxiety can be excessive, persistent, seemingly uncontrollable, and overwhelming. An irrational fear of everyday situations may be involved. This high level of anxiety is a definite warning sign that a person may have an anxiety disorder.

The term "anxiety disorder" is a broad term covering several different disabilities that share the core symptom of irrational fear. These include such different disorders as generalized anxiety disorder, panic disorder, obsessive-compulsive disorder (OCD), post-traumatic stress disorder (PTSD), social anxiety disorder (also called social phobia), and specific phobias. ( 9)

According to the Anxiety Disorders Association of America, anxiety disorders are the most common psychiatric illnesses affecting children and adults. ( 10) They are also highly treatable. Unfortunately, only about 36.9% of those affected receive treatment. ( 11)

Also known as manic-depressive illness, bipolar disorder is a serious medical condition that causes dramatic mood swings from overly "high" and/or irritable to sad and hopeless, and then back again, often with periods of normal mood in between. Severe changes in energy and behavior go along with these changes in mood. ( 12)

For most people with bipolar disorder, these mood swings and related symptoms can be stabilized over time using an approach that combines medication and psychosocial treatment. ( 13)

Conduct Disorder

Conduct disorder refers to a group of behavioral and emotional problems in youngsters. Children and adolescents with this disorder have great difficulty following rules and behaving in a socially acceptable way. ( 14) This may include some of the following behaviors:

aggression to people and animals;

destruction of property;

deceitfulness, lying, or stealing; or

truancy or other serious violations of rules. (15)

Treatment will depend on the child's symptoms, age, and general health. It will also depend on how severe the condition is. Treatment may include:

helping the child learn how to better solve problems, communicate, and handle stress, as well as how to control impulses and anger (what's known as cognitive-behavioral therapy);

family therapy;

peer group therapy (to help better social and interpersonal skills); and

medications (although these are not typically used to treat conduct disorder). (16)

Eating disorders are characterized by extremes in eating behavior-either too much or too little-or feelings of extreme distress or concern about body weight or shape. Females are much more likely than males to develop an eating disorder. ( 17)

Anorexia nervosa and bulimia nervosa are the two most common types of eating disorders. Anorexia nervosa is characterized by self-starvation and dramatic loss of weight. Bulimia nervosa involves a cycle of binge eating, then self-induced vomiting or purging. Both of these disorders are potentially life-threatening. ( 18)

Binge eating is also considered an eating disorder. It's characterized by eating excessive amounts of food, while feeling unable to control how much or what is eaten. Unlike with bulimia, people who binge eat usually do not purge afterward by vomiting or using laxatives. ( 19)

According to the National Eating Disorders Association:

Treating an eating disorder generally involves a combination of psychological and nutritional counseling, along with medical and psychiatric monitoring. Treatment must address the eating disorder symptoms and medical consequences, as well as psychological, biological, interpersonal, and cultural forces that contribute to or maintain the eating disorder... Many people utilize a treatment team to treat the multi-faceted aspects of an eating disorder. ( 20)

Obsessive-Compulsive Disorder

Often referred to as OCD, obsessive-compulsive disorder is actually considered an anxiety disorder (which was discussed earlier in this fact sheet). OCD is characterized by recurrent, unwanted thoughts (obsessions) and/or repetitive behaviors (compulsions). Repetitive behaviors (handwashing, counting, checking, or cleaning) are often performed with the hope of preventing obsessive thoughts or making them go away. Performing these so-called "rituals," however, provides only temporary relief, and not performing them markedly increases anxiety. ( 21)

A large body of scientific evidence suggests that OCD results from a chemical imbalance in the brain. ( 22) Treatment for most people with OCD should include one or more of the following:

therapist trained in behavior therapy;

Cognitive Behavior Therapy (CBT);

medication (usually an antidepressant). (23)

"Psychotic disorders" is another umbrella term used to refer to severe mental disorders that cause abnormal thinking and perceptions. Two of the main symptoms are delusions and hallucinations. Delusions are false beliefs, such as thinking that someone is plotting against you. Hallucinations are false perceptions, such as hearing, seeing, or feeling something that is not there. Schizophrenia is one type of psychotic disorder. ( 24) There are others as well.

Treatment for psychotic disorders will differ from person to person, depending on the specific disorder involved. Most are treated with a combination of medications and psychotherapy (a type of counseling). ( 25)

More about School

As mentioned, emotional disturbance is one of the categories of disability specified in IDEA. This means that a child with an emotional disturbance may be eligible for special education and related services in public school. These services can be of tremendous help to students who have an emotional disturbance.

Typically, educational programs for children with an emotional disturbance need to include attention to providing emotional and behavioral support as well as helping them to master academics, develop social skills, and increase self-awareness, self-control, and self-esteem. A large body of research exists regarding methods of providing students with positive behavioral support (PBS) in the school environment, so that problem behaviors are minimized and positive, appropriate behaviors are fostered. (See the resource section at the end of this fact sheet for more information on PBS.) It is also important to know that, within the school setting:

For a child whose behavior impedes learning (including the learning of others), the team developing the child's Individualized Education Program (IEP) needs to consider, if appropriate, strategies to address that behavior, including positive behavioral interventions, strategies, and supports.

Students eligible for special education services under the category of emotional disturbance may have IEPs that include psychological or counseling services. These are important related services available under IDEA and are to be provided by a qualified social worker, psychologist, guidance counselor, or other qualified personnel.

Recognizing and Addressing the Impact of COVID-19 | As young people return to in-person schooling in the 2021-2022 school year, they may bring with them the impact of the pandemic's trauma. This makes it essential that schools consider the possibility that many students will need to be re-evaluated to determine if they need additional services, especially behavioral support and mental health services, than they needed prior to COVID-19. Two resources of great relevance to reopening schools and returning students are the following:

Other Considerations

Children and adolescents with an emotional disturbance should receive services based on their individual needs, and everyone involved in their education or care needs to be well-informed about the care that they are receiving. It's important to coordinate services between home, school, and community, keeping the communication channels open between all parties involved.

The Importance of Support

Families often need help in understanding their child's disability and how to address the needs that arise from the disability. Help is available from psychiatrists, psychologists, and other mental health professionals that work in the public or private sector. There is also a network of mental health support operating in every state as well as locally.

To locate systems of support in your community or state, visit the organizations we've listed below. They can connect you with local resources, including support groups that provide connection and understanding, information, referral, and advocacy for those living with emotional disturbance.

There are also support groups available from organizations that address specific mental disorders under the umbrella term of emotional disturbance. See the resources at the end of this fact sheet to identify some of these groups.

Resources of More Information

AACAP | American Academy of Child and Adolescent Psychiatry | AACAP offers Facts for Families, a series in English, Spanish, and several other languages that includes many briefs on specific mental disorders, including the ones mentioned in this publication.

AACAP also operates different Resource Centers, which offer consumer-friendly definitions, answers to frequently asked questions, clinical resources, expert videos, Facts for Families, and much more. Visit the Resource Center home page if you are concerned with one of the following:

Anxiety Disorders

Autism

Bipolar Disorder

Conduct Disorder

Depression

Oppositional Defiant Disorder

NIMH | National Institute of Mental Health | NIMH is clearly a source of authoritative information on specific mental disorders. Phone: 1.866.615.6464. TTY: 1.866.415.8051

NAMI | National Alliance on Mental Illness | NAMI is an excellent source of information and connection on mental illness, including the individual disorders mentioned in this fact sheet. NAMI's website and toll-free helpline are available in English and Spanish.

SAMHSA is the Substance Abuse & Mental Health Services Administration. It offers many resources to consumers, including:.

Detailed information on specific emotional disturbances, or related issues such as positive behavior supports, is also available from these sources:

Anxiety Disorders Association of America | https://adaa.org/

Center on Positive Behavioral Interventions and Supports | The PBIS Center provides research-based information on how to provide behavioral supports to children who need them. | https://www.pbis.org

Conduct Disorders | A soft place to land for battle-weary parents
https://www.conductdisorders.com/community/

Encyclopedia of Mental Disorders | http://www.minddisorders.com/index.html

National Eating Disorders Association
1.800.931.2237 | www.nationaleatingdisorders.org

Something Fishy | (eating disorders)
https://www.something-fishy.org

**Highly Rated Resource! This resource was reviewed by 3-member panels of Parent Center staff working independently from one another to rate the quality, relevance, and usefulness of CPIR resources. This resource was found to be of "High Quality, High Relevance, High Usefulness" to Parent Centers.
________________________________________

References

2 | Code of Federal Regulations, Title 34, §300.8(c)(4)(i)

3 | Code of Federal Regulations, Title 34, §300.8(c)(4)(ii)

5 | Ibid.

7 | Ibid.

11 | Ibid.

13 | Ibid.

14 | American Academy of Adolescent and Child Psychiatry. (2013, August). Conduct disorder: Facts for families. Washington, DC: Author. Available online at:
http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Conduct_Disorder_33.aspx

15 | Ibid.

16 | Johns Hopkins Medicine Health Library. (n.d.). Conduct disorder in children. Baltimore, MD: Author. Online at:
https://www.hopkinsmedicine.org/healthlibrary/conditions/mental_health_disorders/conduct_disorder_90,P02560

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Links updated, November 2021 This information in Spanish The mental health of our children is a natural and important concern for us all. The fact is, many mental disorders have their beginnings in childhood or adolescence, yet may go undiagnosed and untreated for years.

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Also known as:
Positive Behavior Support-
- Work to limit negative outburst and stressors presented to the students
- Positive reinforcement to cultivate appropriate behaviors

(1) Routines
- Do not assume that students know the expectations for your classroom, and be sure to show them how you would like things to be done. When building and executing classroom routines, it is important to remain explicit so that students clearly understand your expectations. Give students multiple opportunities to practice classroom routines, provide ongoing support for routines and behaviors, reinforce expected behaviors, and explain the consequences if the expectations are not met.

(2) Take a Break
- At times, students may become overwhelmed or overly stimulated. Students may benefit from a 3-5 minute break to reset and get focused. Consider allowing students to rest and reset before an activity or before transitioning to a new task. Breaks can be used as a time for self-management and self-regulation. Self-management allows students to pause, reflect, and adjust problematic behavior. This can often be accompanied by meditation, breathing exercises, or movement exercises that ease the mind and body.

(3) Silent Signals
- These signals can be for your whole class, or you can establish special signals for a particular student who needs extra behavioral support. Silent signals are an effective intervention because they quickly reinforce behavioral expectations with minimal disruption. You can come up with signals for your class, or you all can create signals that work best for your community together. There can be signals for and from teachers and students.

(4) Proximity
- By simply getting physically closer to a student, you can get them on task without giving verbal instructions. Make it a habit to circulate your classroom while students are completing tasks to keep them focused.

(5) Quiet Corrections
- When students are off task, they often seek attention. Teachers need to remove the stage when addressing them. Avoid using shame and intimidation to correct a student; instead, quietly and quickly bend down and whisper to the student what you would like them to do and the consequences they will receive if the expectation is not met, then move away.

(6) Give Students a Task
- Problem behaviors affect your classroom and other students. If you notice a student has a behavioral challenge at a certain time of the day, consider giving them a task or errand to complete for you. This will give the student a chance to reset and come back and join the class. Also, consider ways to encourage leadership and peer interaction by pairing the student up with a classmate as a helper on an academic task.

(7) Positive Phrasing
- This refers to focusing on the positive results of a behavior. When doing so, children are more easily encouraged to demonstrate the behavior you want to see consistently. This can be done when establishing class rules.  For example, if a student is not completing their homework. To positively reinforce the desired behavior, the teacher could say, “ If you finish your homework tonight, you will get to go outside and play with your friends at recess.”

8) State the Behavior You Want to See
- Positively narrate the appropriate behaviors you want to see or acknowledge children who meet expectations right away. This rewards positive behavior and repeats the expectation for students who may not have heard the first time.  It is important to acknowledge and praise appropriate behaviors in your classroom constantly. On the other hand, you must adequately address and not praise or bring attention to negative or disruptive behaviors within the learning environment.

(9) Tangible Reinforcers
Rewards are an effective way to encourage positive behaviors. Rewards can be edible treats, toys, or a desired activity. Many educators can give free or inexpensive rewards that are not a financial burden. Be sure that you set clear guidelines for how to earn rewards. Set realistic goals so students can earn the reward consistently and maintain motivation. Get student input so the rewards are items or activities that the student desires.

https://www.kickboardforschools.com/pbis-positive-behavior-interventions-supports/9-examples-of-positive-behavior-support-interventions/

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Positive behavior supports and interventions (PBIS) are strategies that schools use to improve student behavior. PBIS provides effective interventions that guide positive behaviors and create environments to help all students succeed.

What are behavioral supports and interventions?

The PBIS framework fits within a multi-tiered system of supports (MTSS) and interventions that allow educators to target and aid all students, regardless of their needs.

This structure of interventions provides individualized support for students who have more robust behavioral needs. Within the multi-tiered system, students with disabilities receiving assistance from an Individualized Education Program (IEP) or special education programs have consistent guidance. This also includes students with autism spectrum disorders or developmental disabilities who may need Tier three support.

The ABCs of Behavior Assessment

Behavior assessment provides key data to inform effective PBIS. Teachers typically know their students very well and continue to learn more through observing challenging behaviors within their classroom. Proper analysis of behaviors can give educators insight into the diverse needs within a school or classroom and help them create appropriate PBIS.

One standard format of observing and recording behavior uses the ABCs of behavior assessment. This method of data analysis is often used within special education programs to assess and respond to ongoing student needs. The "ABC" refers to:

After using the ABC method to notice challenging behaviors, the next step is implementing the appropriate positive behavioral interventions to avoid misbehavior and build a warm, focused, and friendly school and classroom culture. With the necessary interventions, all students can be prepared to learn and excel academically.

9 Examples of Positive Behavioral Interventions

Here are nine specific examples of PBIS interventions that you can use in your classroom to reinforce positive student behavior and expectations.

Set clear routines for everything you would like students to do in your classroom, rather than assuming that students know your expectations. Be sure to demonstrate how you would like things to be done. Although it can be tedious, this is key to building a classroom environment that is consistent and predictable.

When building and executing classroom routines, remain explicit so that students clearly understand your expectations. Give students multiple opportunities to practice classroom routines, provide ongoing support for routines and behaviors, reinforce expected behaviors, and explain the consequences if students do not meet expectations.

For example, you may create hand signals for common student requests like getting water or going to the restroom or a simple gesture to use when students should wait for their turn to speak.

At times, students may become overwhelmed or overstimulated, leading to unregulated behavior choices. Students may benefit from a three- to five-minute break to reset and get focused. Consider allowing students to rest and reset before a starting new activity or transitioning to a new task.

Use breaks as a time for self-management and self-regulation. Self-management allows students to pause, reflect, and adjust problematic behavior. Helping students build these skills will let you get back to teaching and learning as quickly as possible. Breaks also help students build skills to self-regulate by assisting the students in determining when their behavior is impulsive and getting back in the mindset to learn.

For example, you can use breaks for meditation, breathing exercises, or movement exercises that help center and settle the student's mind and body.

3. Silent Signals

Create silent signals to remind your students to pay attention and remain on task. These signals can be for your whole class, or you can establish unique signals for a particular student who needs extra behavioral support.

Silent signals are an effective intervention because they quickly reinforce behavioral expectations with minimal disruption. You can come up with signals for your class, or you all can create signals that work best for your community together. Additionally, you can create signals to express your expectations for your students, and you can also come up with signals to allow your students to express their needs to you.

4. Proximity

Proximity is another helpful silent intervention for teachers to redirect student behavior. By getting physically closer to a student, you can get them on-task without giving verbal instructions.

Use proximity when teaching a lesson, during independent work, or in transitions to a new task.

5. Quiet Corrections

When students are off task, they often seek attention. Teachers need to remove the stage when addressing them. Quiet corrections allow you to control the situation and keep the public stage out of the student interaction.

6. Special Tasks

Special tasks will give the student a chance to reset and come back and join the class. Consider ways to encourage leadership and peer interaction by pairing the student up with a classmate as a helper on an academic task. This communicates that you are willing to provide support while encouraging interactions that help build community.

7. Positive Phrasing

Do this when establishing class rules. For example, try phrasing a class rule by saying, "we always walk in the hall" instead of saying, "don't run in the halls."

Here's another example teachers can use if a student is not completing their homework. Instead of saying, "if you don't complete your homework tonight, you will stay inside and complete it at recess tomorrow," say, "if you finish your homework tonight, you will get to go outside and play with your friends." Both express the need to complete homework, but the second statement can encourage a behavior change more effectively.

8. Behavior Statements

Simply state the appropriate behaviors you want to see or acknowledge students who meet expectations right away. This rewards positive behavior and repeats the expectation for students who may not have heard the first time.

For example, when students are lining up and all of them are not ready, you can quickly state the specific behavior that some students are doing correctly. In no time, other students will mimic that behavior to receive positive praise. It is essential to acknowledge and praise appropriate behaviors in your classroom constantly.

9. Tangible Reinforces

Get Started with Positive Behavior Supports & Interventions

Teachers, staff, and administrators all have challenging jobs. We must guide and mold the future leaders of our communities towards academic excellence. When adequate behavior supports and interventions are in place, educators can discourage and avoid disruptive behavior that detracts from teaching and learning.

Unified Classroom® Behavior Support helps educators manage social and emotional learning (SEL) and multi-tiered systems of support (MTSS), like PBIS, to help improve student well-being and school culture and achieve more equitable outcomes. With tools, strategies, and resources designed to support your school team, you can transform your school culture with practical implementations of PBIS and provide behavioral support for all students.

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9 Examples of Positive Behavior Supports & Interventions

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Positive behavior supports and interventions (PBIS) are strategies that schools use to improve student behavior. PBIS provides effective interventions that guide positive behaviors and create environments to help all students succeed. The PBIS framework fits within a multi-tiered system of supports (MTSS) and interventions that allow educators to target and aid all students, regardless of their needs.

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Definition
Other health impairments covers a wide range of medical conditions that may interfere with a student's ability to learn as they reduce the energy, alertness, or strength of the student. This category is considered low-incidence  ("Disability categories under idea - inclusion resource", n.d.), and includes health conditions like diabetes, ADHD, epilepsy, heart conditions, and sickle cell anemia, to name a few. According to the American Academy of Special Education Professionals, 12% of all students will fall into this category (AASEP, p. 77).

Accommodations

Teachers may need to make several accommodations in class for students with health impairments. They may need additional time or privacy to perform health tests, take medicine, or rest from fatigue. Kidney issues and high blood sugar may mean that the student will need more frequent access to the bathroom during lessons (CDC, n.d., p. 3).

They may also be absent frequently due to doctors visits or for treatment, and the teacher will need to accommodate for these chronic absences by providing class notes, online quizzes, or delayed deadlines (Gavin, 2018).

Teachers will need to be aware of health conditions, and adjust their expectations of student behaviour accordingly (Parette et al., 2007, p. 3-4). These needs of the students may be expressed in an existing IEP, or may need to be discovered through parent-teacher conference, or may be discovered through the teacher's observations, as included in my own flowchart in identifying struggling students (https://teachnowprogram.com/amazon/getS3File?file=https://platform-user-content.s3.amazonaws.com/submission_files/16013/1148/Stephens_C_-_Process_of_Special_Education_Needs.pdf).

Assistive technologies

1. The assistive technologies applicable to this category are as a varied as the conditions which fall under it. Diabetics, for example can suffer retinopathy which leads to poor vision and would be assisted with laptops or tablets with high-contrast settings, or adjustable text size (Harpold, 2019).

2. The use of electronic devices in place of sheets of paper also reduce the risk of paper cuts, which for a hemophiliac or diabetic can, in fact, be serious health risks in a classroom.

3. Speech-to-text and text-to-speech technology has been found to have a significant impact on students suffering for ADHD or other health conditions reducing mental focus ("5 assistive technology tools", 2019).

4. Computer-assisted instruction can be very helpful to students who are chronically absent from classes. This technology, even one as simple as a Moodle system, can help these students keep pace with the class and complete assignments while away from school (Young & MacCormack, 2018).

Sources
Alvernia University. (2019, April 4). 5 assistive technology tools that are making a difference. University of Alernia Website. Retrieved December 10, 2021, from https://online.alvernia.edu/articles/5-assistive-technology-tools-that-are-making-a-difference/.

AASEP - American Academy of Special Education Professionals. (n.d.). Chapter 11 - other health impairments - AASEP. AASEP. Retrieved December 10, 2021, from http://aasep.org/fileadmin/user_upload/Protected_Directory/BCSE_Course_Files/Course_5/Chapter-11-Special_Education_Eligibility.pdf.

CDC. (n.d.). Tips for supporting students with sickle cell disease. The Center for Disease Control. Retrieved December 8, 2021, from https://www.cdc.gov/ncbddd/sicklecell/documents/tipsheet_supporting_students_with_scd.pdf/.

Disability categories under idea - inclusion resource. Google Sites. (n.d.). Retrieved December 10, 2021, from https://sites.google.com/site/inclusionresourcenotebook/disability-areas.

Gavin, M. L. (Ed.). (2018, August). Sickle cell disease factsheet (for Schools) (for parents) - nemours kidshealth. KidsHealth. Retrieved December 10, 2021, from https://kidshealth.org/en/parents/sickle-cell-factsheet.html.

Harpold, C. (2019, November 23). Occupational Therapy & Assistive Technology for persons with diabetes and visual impairment. OT's with Apps & Technology. Retrieved December 10, 2021, from https://otswithapps.com/2019/11/23/occupational-therapy-assistive-technology-for-persons-with-diabetes-and-visual-impairment/.

Parette, H.P., Crowley, E.P. & Wojcik, B.W. (2007). Reducing Overload in Students with Learning and Behavioral Disorders: The Role of Assistive Technology. TEACHING Exceptional Children Plus, 4(1),. Retrieved December 10, 2021 from https://www.learntechlib.org/p/55642/.

Young, G., & MacCormack, J. (2018, May 4). Assistive technology for students with learning disabilities. LD@school. Retrieved December 10, 2021, from https://www.ldatschool.ca/assistive-technology/.

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Center for Parents Information & Resources. (2021, November). Emotional disturbance updated! Center for Parent Information and Resources | Your Central Hub for Parent Centers Serving Families of Children With Disabilities. https://www.parentcenterhub.org/emotionaldisturbance/#ref11

Inclusion Resource. (n.d.). High-incidence disabilities - Inclusion resource. Google Sites. https://sites.google.com/site/inclusionresourcenotebook/disability-areas/high-incidence-disabilities

Wadsworth, H. (2018, August 30). 9 examples of positive behavior support & interventions. Kickboard. https://www.kickboardforschools.com/pbis-positive-behavior-interventions-supports/9-examples-of-positive-behavior-support-interventions/

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According to the IDEA, 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.
It is consider a High-incidence disability,  it's usually diagnosed at an early age and affects the development of communication skills in children who do not have any learning or hearing disabilities; it also affects their reading, speaking, writing and reading skills.
Some other disabilities can  masquerade as a speech impairment like hearing issues, autism and a number of others, so a correct and early evaluation is important in order to avoid misdiagnosis.

Students with a Speech-language impairment, have to work at school under a developed IEP.
Some of the AT that can be used are:

Speech recognition programs (iListen and SpeakQ). Word recognition program.

Speech synthesizers/screen readers (ClassMate Reader and Write: OutLoud.

Sources:

Disability categories under idea - inclusion resource. Google Sites. (n.d.). Retrieved December 10, 2021, from https://sites.google.com/site/inclusionresourcenotebook/disability-areas.

Parentcenterhub.org. 2021. Speech and Language Impairments | Center for Parent Information and Resources. [online] Available at: <https://www.parentcenterhub.org/speechlanguage/> [Accessed 10 December 2021].

Parenting. 2021. Learning disabilities Archives. [online] Available at: <https://www.greatschools.org/gk/category/learning-disabilities/> [Accessed 10 December 2021].

NIDCD. 2021. Specific Language Impairment. [online] Available at: <https://www.nidcd.nih.gov/health/specific-language-impairment> [Accessed 10 December 2021].

Specialeducationguide.com. 2021. [online] Available at: <https://www.specialeducationguide.com/disability-profiles/speech-and-language-impairments/> [Accessed 10 December 2021].

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Individuals with Disabilities Education Act

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Sec. 300.8 (c) - Individuals with Disabilities Education Act

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Statute/Regs Main » Regulations » Part B » Subpart A » Section 300.8 » c (c) Definitions of disability terms. The terms used in this definition of a child with a disability are defined as follows: (1) (i) Autism means a developmental disability significantly affecting verbal and nonverbal communicat…

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https://sites.google.com/site/inclusionresourcenotebook/disability-areas/high-incidence-disabilities

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Students with high-incidence disabilities make up 80% of all students with disabilities. Friend and Bursuck (2012) say students with High-Incidence disabilities share these characteristics:

1. Often hard to distinguish from students without disabilities, especially in non-school settings.

2. Often display a combination of academic, behavioral and social problems.

3. Can meet same standards as students without disabilities when highly structured interventions are put into place.

High-Incidence disabilities include the following IDEA categories:

Speech and Language Impairment - communication disorder that adversely affects a child's educational disorder. Includes:

stuttering

impaired articulation

language or voice impairment

Learning Disabilities - disorder in one or more of the basic psychological processes involved in understanding or using spoken or written language. May manifest in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. Does not apply to learning problems primarily the result of visual, hearing, motor disabilities, mental retardation, emotional disturbance, or environmental, cultural, or economic disadvantage. DOES Include:

perceptual disabilities

Brain injury

minimal brain disfunction

dyslexia

developmental aphasia

Foster listening skills - praise for good listening skills to reinforce concept. Teaching listening skills is a great way manage socialization and behavior and it also creates a respectful atmosphere. In addition, the teacher can model appropriate language.

Make changes to classroom environment - each child is different. Changes in seating arrangement and availability of resources may be a factor in keeping students on task

Engage students in meaningful tasks - Students who are motivated engage in learning more often

Create opportunities for social interaction - This not only gives an opportunity to students with language issues to practice, it allows for students to learn from each other.

Create a behavioral management system - set rules, set consequences, and follow through.

Emotional Disturbance - condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, adversely affecting educational performance. (DOES NOT INCLUDE students who are socially maladjusted):

an inability to learn that cannot be explained by intellectual, sensory, or health factors

an inability to build or maintain satisfactory interpersonal relationships with peers and teachers

a general or pervasive mood of unhappiness or depression

inappropriate types of behaviors or feelings under normal circumstances

tendency to develop physical symptoms or fears associated with personal or school problems.

schizophrenia

Mild Intellectual Disabilities - below average functioning (IQ 55-70)

General accommodations and modifications for students with High-Incidence disabilities:

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High-Incidence Disabilities - Inclusion Resource

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Students with high-incidence disabilities make up 80% of all students with disabilities. Friend and Bursuck (2012) say students with High-Incidence disabilities share these characteristics:

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In order to be diagnosed with a specific learning disorder, one must meet four criteria:

1. Have difficulties in at least one of the following areas for at least six months despite targeted help:

Difficulty reading (e.g., inaccurate, slow and only with much effort).

Difficulty understanding the meaning of what is read.

Difficulty with spelling.

Difficulty with written expression (e.g., problems with grammar, punctuation or organization).

Difficulty understanding number concepts, number facts or calculation.

Difficulty with mathematical reasoning (e.g., applying math concepts or solving math problems).

2. Have academic skills that are substantially below what is expected for the child’s age and cause problems in school, work or everyday activities.

3. The difficulties start during school-age even if some people don’t experience significant problems until adulthood (when academic, work and day-to-day demands are greater).

4. Learning difficulties are not due to other conditions, such as intellectual disability, vision or hearing problems, a neurological condition (e.g., pediatric stroke), adverse conditions such as economic or environmental disadvantage, lack of instruction, or difficulties speaking/understanding the language.

https://www.psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder

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Abbreviation expanders - Used with word processing, these software programs allow a user to create, store, and re-use abbreviations for frequently-used words or phrases. This can save the user keystrokes and ensure proper spelling of words and phrases he has coded as abbreviations.

Electronic math work sheets - Electronic math worksheets are software programs that can help a user organize, align, and work through math problems on a computer screen. Numbers that appear onscreen can also be read aloud via a speech synthesizer. This may be helpful to people who have trouble aligning math problems with pencil and paper.

Freeform database software - Used in conjunction with word processing or other software, this tool allows the user to create and store electronic notes by "jotting down" relevant information of any length and on any subject. He can later retrieve the information by typing any fragment of the original note.

Graphic organizers and outlining- Graphic organizers and outlining programs help users who have trouble organizing and outlining information as they begin a writing project. This type of program lets a user "dump" information in an unstructured manner and later helps him organize the information into appropriate categories and order.

Optical character recognition- This technology allows a user to scan printed material into a computer or handheld unit. The scanned text is then read aloud via a speech synthesis/screen reading system. Optical Character Recognition (OCR) is available as stand-alone units, computer software, and as portable, pocket-sized devices.

Personal FM listening systems - A personal FM listening system transmits a speaker's voice directly to the user's ear. This may help the listener focus on what the speaker is saying. The unit consists of a wireless transmitter (with microphone) worn by the speaker and a receiver (with earphone) worn by the listener.

Proofreading programs - Students who struggle with writing (e.g., spelling, grammar, punctuation, word usage, and sentence structure) may benefit from software programs (included in many word processing systems) that scan word processing documents and alert the user to possible errors.

Speech-recognition programs - A speech recognition program works in conjunction with a word processor. The user "dictates" into a microphone, and his spoken words appear on the computer screen as text. This can help a user whose oral language ability is better than his writing skills.

Speech synthesizers/screen readers - These systems can display and read aloud text on a computer screen, including text that has been typed by the user, scanned in from printed pages (e.g., books, letters), or text appearing on the Internet.

Talking calculators - A talking calculator has a built-in speech synthesizer that reads aloud each number, symbol, or operation key a user presses; it also vocalizes the answer to the problem. This auditory feedback may help him check the accuracy of the keys he presses and verify the answer before he transfers it to paper.

Talking spell checkers and electronic dictionaries -Talking spell checkers and electronic dictionaries can help a poor speller select or identify appropriate words and correct spelling errors during the process of writing and proofreading. Talking devices "read aloud" and display the selected words onscreen, so the user can see and hear the words.

Variable-speed tape recorders - Tape recorders/players allow a user to listen to pre-recorded text or to capture spoken information (e.g., a classroom lecture) and play it back later. Variable speed control (VSC) tape recorders speed up or slow down the playback rate without distorting the "speaker's" voice.

Word-prediction programs - Word prediction software can help a user during word processing by "predicting" a word the user intends to type. Predictions are based on spelling, syntax, and frequent/recent use. This prompts kids who struggle with writing to use proper spelling, grammar, and word choices, with fewer keystrokes.

https://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview

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Assistive Technology for Kids with Learning Disabilities: An Overview

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If your child has a learning disability, he or she may benefit from assistive technology tools that play to their strengths and work around their challenges.

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There is a range of inclusive teaching strategies that can assist all students to learn but there are some specific strategies that are useful in teaching a group which includes students with learning disability:

Provide reading lists well before the start of a course so that reading can begin early. Consider tailoring reading lists and providing guidance to key texts. Allow work to be completed on an in-depth study of a few texts rather than a broad study of many.

Whenever you are introducing procedures or processes or giving directions, for example in a laboratory or computing exercise, ensure that stages or sequences are made clear and are explained in verbal as well as written form.

Students may benefit from using assistive technology.

Use as many verbal descriptions as possible to supplement material presented on blackboard or overhead. Students with a learning disability often have a marked preference for an auditory mode of learning.

Present information in a range of formats – handouts, worksheets, overheads, videos – to meet a diversity of learning styles.

Use a variety of teaching methods so that students are not constrained by needing to acquire information by reading only. Where possible, present material diagrammatically - in lists, flow charts, concept maps etc.

Keep diagrams uncluttered and use colour wherever appropriate to distinguish and highlight.

Ensure that lists of technical/professional jargon which students will need to learn are available early in the course.

Recording lectures will assist those students who have handwriting or coordination problems and those who write slowly as well as those who have a tendency to mishear or misquote.

Students will be more likely to follow correctly the sequence of material in a lecture if they are able to listen to the material more than once.

Repetition is important for students with a learning disability. Wherever possible, ensure that key statements and instructions are repeated or highlighted in some way.

Students with a learning disability will benefit from discussion on time management and organisation issues. Such discussions can be built into tutorial activities.

Extra tutoring in subjects where processes and sequences are important may be desirable.

Students with learning disability may benefit from having oral rather than written feedback on their written assignments.

Do not make students over-anxious about making mistakes, asking questions, getting through the work or meeting learning goals.

It may be helpful for students with a learning disability to have an individual orientation to laboratory equipment or computers to minimise anxiety.

https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/specific-learning-disability

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Assistive technology for kids with learning disabilities: An overview. (2019, September 26). Reading Rockets. https://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview

High-incidence disabilities - Inclusion resource. (n.d.). Google Sites. https://sites.google.com/site/inclusionresourcenotebook/disability-areas/high-incidence-disabilities

Section 1401 (30). (2019, November 7). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/statute-chapter-33/subchapter-i/1401/30

Specific learning disability. (n.d.). ADCET. https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/specific-learning-disability

What is specific learning disorder? (n.d.). Home │ psychiatry.org. https://www.psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder

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Incidence just means the rate of occurrence of something happening. The incidence level of visual impairment including blindness is considered low.

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Students with high-incidence disabilities make up 80% of all students with disabilities. Friend and Bursuck (2012) say students with High-Incidence disabilities share these characteristics:

1. Often hard to distinguish from students without disabilities, especially in non-school settings.

2. Often display a combination of academic, behavioral and social problems.

3. Can meet same standards as students without disabilities when highly structured interventions are put into place.

High-Incidence disabilities include the following IDEA categories:

Speech and Language Impairment - communication disorder that adversely affects a child's educational disorder. Includes:

stuttering

impaired articulation

language or voice impairment

Learning Disabilities - disorder in one or more of the basic psychological processes involved in understanding or using spoken or written language. May manifest in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. Does not apply to learning problems primarily the result of visual, hearing, motor disabilities, mental retardation, emotional disturbance, or environmental, cultural, or economic disadvantage. DOES Include:

perceptual disabilities

Brain injury

minimal brain disfunction

dyslexia

developmental aphasia

Foster listening skills - praise for good listening skills to reinforce concept. Teaching listening skills is a great way manage socialization and behavior and it also creates a respectful atmosphere. In addition, the teacher can model appropriate language.

Make changes to classroom environment - each child is different. Changes in seating arrangement and availability of resources may be a factor in keeping students on task

Engage students in meaningful tasks - Students who are motivated engage in learning more often

Create opportunities for social interaction - This not only gives an opportunity to students with language issues to practice, it allows for students to learn from each other.

Create a behavioral management system - set rules, set consequences, and follow through.

Emotional Disturbance - condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, adversely affecting educational performance. (DOES NOT INCLUDE students who are socially maladjusted):

an inability to learn that cannot be explained by intellectual, sensory, or health factors

an inability to build or maintain satisfactory interpersonal relationships with peers and teachers

a general or pervasive mood of unhappiness or depression

inappropriate types of behaviors or feelings under normal circumstances

tendency to develop physical symptoms or fears associated with personal or school problems.

schizophrenia

Mild Intellectual Disabilities - below average functioning (IQ 55-70)

General accommodations and modifications for students with High-Incidence disabilities:

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High-Incidence Disabilities - Inclusion Resource

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Students with high-incidence disabilities make up 80% of all students with disabilities. Friend and Bursuck (2012) say students with High-Incidence disabilities share these characteristics:

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Assistive Technology and Other Interventions

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Assistive Technology and Other Interventions

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Assistive Technology:
Questions to Ask Prior to Purchasing A.T.

1. Does the student have a visual impairment and require magnification in order to access print?

2. Is the student a visual, auditory, or tactile learner or a dual media learner?

3. Can the student use magnification?

4. Are motor skills or other disabilities important to consider?

5. How long will the piece of technology meet the student's educational needs?

6. What type of support and training will be needed?

7. What is the environment?

8. What are the environmental considerations (lighting, sound, space, positioning, electricity, portability, accessibility)?

Reading Assistance

These assistive technologies are examples of software/devices that can help those who are blind or visually impaired read printed material or surf the web.

JAWS Screen Reader
JAWS stands for Job Access With Speech and is a popular screen reader. JAWS works with Windows operating system and provides text-to-speech and braille output.

Kurzweil Education
This text-to-speech software can help those who are blind or visually impaired use computers and also can read scanned printed material. Kurzweil offers various versions for individuals, schools, and institutions.

Refreshable Braille Displays
This page from the American Foundation for the Blind has a list of refreshable braille displays. These devices processes information on computer displays and electronically raises and lowers different combinations of pins in braille cells. It changes continuously as the user moves the cursor around on the screen.

References
University of Illinois. (2021). LibGuides: Blind/Visual Impairment: Common Assistive Technologies. https://guides.library.illinois.edu/c.php?g=526852&p=3602299

Willings, C. (2020). Assistive Technology Assessment for Students who are Blind or Visually Impaired. Teaching Students with Visual Impairments. https://www.teachingvisuallyimpaired.com/assistive-technology-assessment.html

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This is the flow chart process I follow for identifying necessity of differentiated instruction at my school.

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"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."

In summary: Deaf-blindness aka dual sensory loss is the combination of visual and hearing loss that affects a person's everyday activities.

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Individuals with Disabilities Education Act

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(2) 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.

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Sec. 300.8 (c) (2) - Individuals with Disabilities Education Act

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(2) 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. Severe Discrepancyidea_regulations-template-default single single-idea_regulations postid-56704 wp-custom-logo wp-embed-responsive with-font-selector no-anchor-scroll footer-on-bottom animate-body-popup social-brand-colors hide-focus-outline link-style-standard has-sidebar...

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A person may be born with either hearing or visual problems but rarely both. Typically, the other or both problems worsen over time.

Hearing Signs:
-needing to turn up the volume
-difficulty in following conversation
-not hearing background noises
Vision Signs:
-holding books close to the face
-problems seeing in low light/bright light
-bump and trip over things

https://www.nhs.uk/conditions/deafblindness/symptoms/

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A person who's deafblind won't usually be totally deaf and totally blind, but both senses will be reduced enough to cause difficulties with everyday activities.
The hearing or vision problems may be present from birth, but in many cases one or both problems develop gradually as a person gets older and they may not notice it at first.

If someone you know has a combination of the signs on this page. it's possible they have some degree of deafblindness and should seek medical advice.

Signs of a hearing problem

Hearing loss can occur from birth or may develop gradually or suddenly later on.

Signs that someone may have a problem with their hearing include:

not hearing you if you speak to them from behind

needing to turn up the volume on the television or radio

difficulty following a conversation - particularly if several people are speaking or the person they're speaking to is unfamiliar

not hearing noises around them, such as a knock at the door or the doorbell ringing

asking others to speak loudly, slowly and more clearly

leaning in very close to hear what's being said

If someone already has a hearing problem - for example, they wear a hearing aid or use sign language - keep an eye out for signs of vision problems that could develop.

Signs of a vision problem

Vision loss can also be present from birth or develop later on.

Signs someone may have a problem with their vision include:

problems seeing in low light or bright light

difficulty recognising people they know

finding it hard to read facial expressions

relying on touch to find and identify items more than usual

needing to hold books or newspapers close to their face, or sitting near the television

difficulty moving around unfamiliar places - they may bump into or trip over things regularly

not looking directly at you or making proper eye contact

If a person already has a problem with their vision - for example, they wear glasses, use a cane to get around, or have a condition such as glaucoma or cataracts - be alert for signs of hearing problems that could develop.

Getting medical advice

Visit your GP if you notice any deterioration in your hearing or eyesight.

If you're worried about a friend or family member's vision and hearing, encourage them to speak to their GP.

It's best to seek advice as soon as possible, as treatment for some underlying causes of deafblindness can be more effective if started early.

Early diagnosis will also ensure the person is able to access local support services sooner, and enable them to plan for the future (such as learning new communication methods).

Read more about diagnosing deafblindness and managing deafblindness.

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A person who's deafblind won't usually be totally deaf and totally blind, but both senses will be reduced enough to cause difficulties with everyday activities. The hearing or vision problems may be present from birth, but in many cases one or both problems develop gradually as a person gets older and they may not notice it at first.

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https://sites.google.com/site/inclusionresourcenotebook/disability-areas

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In order to receive funds under Part B of IDEA 2004, free and appropriate public education (FAPE) is provided to children within the following disability categories.

High-Incidence Disabilities

Speech and Language Impairment

Learning Disabilities

Emotional Disturbance

Mild Intellectual Disabilities

Low -Incidence Disabilities

Mental Retardation

Hearing Impairments

Orthopedic Impairments

Visual Impairments including Blindness

Deaf-Blindness

Other Health Impairments

Developmental Delay

Traumatic Brain Injury

Autism Spectrum Disorders

Moderate to Severe Intellectual Disabilities

Multiple Disabilities

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Disability Categories Under IDEA - Inclusion Resource

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In order to receive funds under Part B of IDEA 2004, free and appropriate public education (FAPE) is provided to children within the following disability categories.

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Assistive Technology to Help with Vision:

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Assistive Technology to Help with Vision:

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1. Video Magnifiers - uses a video camera to project an image onto a screen or monitor

2. Tablets - already has built in zoom features to enlarge text or pictures

3. Hand Held Magnifiers - students can use this to read print, drawings, and small objects in detail

https://www.nationaldb.org/info-center/educational-practices/assistive-technology/

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Assistive Technology to Help with Hearing:

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Assistive Technology to Help with Hearing:

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1. Frequency Modulation Systems: the teacher uses a microphone and the receiver is used by the student, the receiver transmits sounds directly to the student

2. Sound-Field Systems: the teacher uses a wireless microphone to talk into while receiver speakers are placed around the classroom to tune out background noise, amplifies the teacher's voice

3. Alerting Devices: uses lights or vibrations to alert the person a sound has occurred such as doorbells, fire alarms, and knocks on the door

https://www.nationaldb.org/info-center/educational-practices/assistive-technology/

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(steps on how to use Hand Under Hand strategy)

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In addition to learning how to use Assistive Technology, there are other strategies teachers can utilize when teaching students with deaf-blindness. Touch will be an important sense for students to learn from as it can be a way for them experience their surroundings.

Tactile Modeling: This is when the student will feel the teacher's actions by touching parts of the body and/or objects that are involved. This gives the student a demonstration of the activity or action so they can imitate it.

Hand Under Hand: This approach is where the teacher would put their hand under the student's hand so the student can safely explore.

https://www.nationaldb.org/info-center/educational-practices/hand-under-hand/

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"Traumatic brain injury means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma."

In summary: a traumatic brain injury occurs when the brain is damaged due to to an external force.  Traumatic brain injuries can occur due to an accident, loss of oxygen, or even birth injuries.  Traumatic brain injuries can lead to cognitive impairments, learning difficulties and motor impairments.

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Individuals with Disabilities Education Act

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Sec. 300.8 (c) - Individuals with Disabilities Education Act

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Statute/Regs Main » Regulations » Part B » Subpart A » Section 300.8 » c (c) Definitions of disability terms. The terms used in this definition of a child with a disability are defined as follows: (1) (i) Autism means a developmental disability significantly affecting verbal and nonverbal communicat…

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Traumatic brain injuries can cause disruptions in many areas of the subjects life.  The areas that can be effected by a traumatic injury include:
1. Behavior
2. Cognition (memory, comprehension, speed of cognition, problem solving, understanding, etc)
3. Communication problems
4. Emotional instability
5. Fatigue
6. Hormonal imbalance
7. Physical impairments
8. Amnesia
Traumatic brain injury symptoms depends largely upon the area of the brain that has experienced trauma. In order to fully understand the difficulties of the student, we would need to understand the area of the traumatic brain injury.

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Even after a minor head injury, brain function can be temporarily impaired and this is sometimes referred to as concussion. This can lead to difficulties such as headaches, dizziness, fatigue, depression, irritability and memory problems.

While most people are symptom-free within two weeks, some can experience problems for months or even years after a minor head injury.

The more severe the brain injury, the more pronounced the long-term effects are likely to be. Survivors of more severe brain injury are likely to have complex long-term problems affecting their personality, their relationships and their ability to lead an independent life.

Even with good rehabilitation, support and help in the community, survivors and their families are likely to face uncertain and challenging futures.

Browse this section to find out more about the effects of brain injury. You can also download our Effects of brain injury and how to help (PDF) booklet in the related resources section.

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Even after a minor head injury, brain function can be temporarily impaired and this is sometimes referred to as concussion. This can lead to difficulties such as headaches, dizziness, fatigue, depression, irritability and memory problems. While most people are symptom-free within two weeks, some can experience problems for months or even years after a minor head injury.

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Traumatic brain injuries are classified as low incidence under IDEA.  This means that the likelihood of having a student with a traumatic brain injury in our class is lower, but we should still be aware of this challenge.

The CDC states that 3.5 million American men, women and children are living with the permanent effects of a traumatic brain injury. That is 1.04% of Americans.

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In order to receive funds under Part B of IDEA 2004, free and appropriate public education (FAPE) is provided to children within the following disability categories.

High-Incidence Disabilities

Speech and Language Impairment

Learning Disabilities

Emotional Disturbance

Mild Intellectual Disabilities

Low -Incidence Disabilities

Mental Retardation

Hearing Impairments

Orthopedic Impairments

Visual Impairments including Blindness

Deaf-Blindness

Other Health Impairments

Developmental Delay

Traumatic Brain Injury

Autism Spectrum Disorders

Moderate to Severe Intellectual Disabilities

Multiple Disabilities

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Disability Categories Under IDEA - Inclusion Resource

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In order to receive funds under Part B of IDEA 2004, free and appropriate public education (FAPE) is provided to children within the following disability categories.

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To help with communication:
Speech generating devices such as 'GoTalks' which generates pre-recorded responses for individuals who are unable to speak.
To help with memory problems:
There are many recording devices available for students to use in order to replay important information that they may not be able to retain in the classroom.  This allows students to review information in their own time and in the comfort of their homes.  Students can also simply use a smartphone as well.
To help with writing:
Writing requires fine motor skills which individuals with traumatic injuries may struggle with. For students who are not speech impaired, they can use technology such as Dragon NaturallySpeaking which will write out exactly what they say. For students who are cognitively impaired, they can use Co:Writer Universal which uses predictive text to help the student write coherently and can help expand vocabulary.

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The Technology Related Assistance to Individuals with Disabilities Act of 1988 described an assistive technology device as "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities."

Assistive technologies can be "high tech" and "low tech:" from canes and lever doorknobs to voice recognition software and augmentative communication devices (speech generating devices).

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LibGuides: Traumatic Brain Injury (TBI): Common Assistive Technologies

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The Technology Related Assistance to Individuals with Disabilities Act of 1988 described an assistive technology device as "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities."

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Teachers of students with traumatic brain injuries can use the following strategies to help their students succeed in the classroom:
1. Repetition: Students with traumatic brain injuries may have a hard time retaining information and repetition may be necessary.
2. Demonstrations and examples:  Providing students with traumatic brain injuries with demonstrations and examples will help them to understand tasks more clearly than just explaining it to them.
3. Avoid figurative language: While we also all avoid figurative language when teaching second language learners, we should also do the same with students with traumatic brain injuries.  This is especially important if the student is severely cognitively impaired.
4. Give them more time:  Give them enough time to complete tasks and ensure that they are not discouraged by tight timelines.
5. Apply memory building tasks:  For students who are struggling with their memory, help them to build up their memory skills by incorporating memory tasks.  There are a lot of fun memory games available that will help students with traumatic brain injuries.
6. Understand limitations:  Students may tire easily and have some physical impairments that will require attention and care.
7. Keep the environment distraction free: Students may require a quiet and calm environment for learning to be optimal.

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Definition

Traumatic brain injury (TBI) under federal law means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects the student's educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more of the following areas:

cognition

language

memory

attention

reasoning

abstract thinking

judgment

problem-solving

sensory, perceptual, and motor abilities

psychosocial behavior

physical functions

information processing

speech

Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or induced by birth trauma.

Prevalence

The incidence of TBI peaks during three specific age periods: birth to 5 years of age, 15-24 years of age, and over 70 years of age. About 80,000 to 90,000 of the 475,000 children who have sustained TBIs are permanently disabled from their accidents or injuries. About 180 per 100,000 children under age 15 experience TBIs and of that number, 5% to 8% experience severe TBIs.

Characteristics

The Brain Injury Association (formerly the National Head Injury Foundation) calls TBI "the silent epidemic," because many children have no visible impairments after a head injury. Symptoms can vary greatly depending upon the extent and location of the brain injury. However, impairments in one or more areas (such as cognitive functioning, physical abilities, communication, or social/behavioral disruption) are common. These impairments may be either temporary or permanent in nature and may cause partial or total functional disability as well as psychosocial maladjustment.

Children who sustain TBI may experience a complex array of problems, including the following:

Medical/Neurological Symptoms: speech, vision, hearing and other sensory impairment, decreased motor coordination, difficulty breathing, dizziness, headaches, impaired balance, loss of intellectual capacities, partial to full paralysis, reduced body strength, seizures, sleep disorders, and speech problems.

Cognitive Symptoms: decreased attention, organizational skills, and problem solving ability; difficulty with abstract concepts; memory deficits; perceptual problems; poor concentration, poor judgment; slowed information processing, and poor memory.

Behavioral/Emotional Symptoms: aggressive behavior, denial of deficits, depression, difficulty accepting and responding to change, loss of reduction of inhibitions, distractibility, feelings of worthlessness, lack of emotion, low frustration level, helplessness, impulsivity, inappropriate crying or laughing, and irritability.

Social Skills Development: difficulties maintaining relationships, inability to restrict socially inappropriate behaviors, inappropriate responses to the environment, insensitivity to others' feelings, limited initiation of social interactions, and social isolation.

Any or all of the above impairments may occur to different degrees. The nature of the injury and its attendant problems can range from mild to severe, and the course of recovery is very difficult to predict for any given student. It is important to note that with early and ongoing therapeutic intervention the severity of these symptoms may decrease, but only in varying degrees.

Impact on Learning

Despite its high incidence, many medical and education professionals are unaware of the consequences of childhood head injury. Students with TBI are too often inappropriately classified as having learning disabilities, emotional disturbance, or mental retardation. As a result, the needed educational and related services may not be provided within the special education program. The designation of TBI as a separate category of disability signals that schools should provide children and youth with access to and funding for neuropsychological, speech/language, educational, and other evaluations necessary to provide the information needed for the development of an appropriate individualized educational program (IEP).

While the majority of children with TBI return to school, their educational and emotional needs are likely to be very different from what they were prior to the injury. Although children with TBI may seem to function much like children born with other handicapping conditions, it is important to recognize that the sudden onset of a severe disability resulting from trauma is very different. Children with brain injuries can often remember how they were before the trauma, which can result in a constellation of emotional and psychosocial problems not usually present in children with congenital disabilities. Further, the trauma impacts family, friends, and professionals who recall what the child was like prior to injury and who have difficulty in shifting and adjusting goals and expectations.

Teaching Strategies

Therefore, careful planning for school re-entry (including establishing linkages between the trauma center/rehabilitation hospital and the special education team at the school) is extremely important in meeting the needs of the child. It will be important to determine whether the child needs to relearn material previously known. Supervision may be needed (i.e. between the classroom and restroom) as the child may have difficulty with orientation. Teachers should also be aware that, because the child's short-term memory may be impaired, what appears to have been learned may be forgotten later in the day. To work constructively with students with TBI, educators may need to:

Provide repetition and consistency

Demonstrate new tasks, state instructions, and provide examples to illustrate ideas and concepts

Avoid figurative language

Reinforce lengthening periods of attention to appropriate tasks

Probe skill acquisition frequently and provide repeated practice

Teach compensatory strategies for increasing memory

Be prepared for students' reduced stamina and increased fatigue and provide rest breaks as needed

Keep the environment as distraction-free as possible

Initially, it may be important for teachers to gauge whether the child can follow one-step instructions well before challenging the child with a sequence of two or more directions. Often attention is focused on the child's disabilities after the injury, which reduces self-esteem; therefore, it is important to build opportunities for success and to maximize the child's strengths.

Find out as much as you can about the child's injury and his or her present needs. Find out more about TBI. See the list of resources and organizations at the end of this publication.

Give the student more time to finish schoolwork and tests

Give directions one step at a time. For tasks with many steps, it helps to give the student written directions

Show the student how to perform new tasks. Give examples to go with new ideas and concepts

Have consistent routines. This helps the student know what to expect. If the routine is going to change, let the student know ahead of time

Check to make sure that the student has actually learned the new skill. Give the student lots of opportunities to practice the new skill

Show the student how to use an assignment book and a daily schedule. This helps the student get organized

Realize that the student may tire quickly. Let the student rest as needed

Reduce distractions

Keep in touch with the student's parents. Share information about how the student is doing at home and at school

Be flexible about expectations. Be patient. Maximize the student's chances for success

Assistive Technology:

Due to the various levels of traumatic brain injury, multiple types of assistive technology may be used. As with any student with disability, the assistive technology would need to address student accessibility to the educational curriculum. For students with TBI, assistive technology falls into three categories:

Devices for Memory and Organization: These assistive technology devices focus on helping the student with memory and organization difficulties. This includes a wide range of devices:

Devices to Access Information: These assistive technology devices focus on aiding the student to access the educational material. These devices include:

speech recognition software

screen reading software

tinted overlays for reading (this may help with visual processing)

academic software packages for students with disabilities

Devices for Positioning and Mobility: These assistive technology devices focus on helping the student participate in educational activities. These devices include:

canes

crutches

wheelchairs

specialized beds

specialized chairs, desks, and tables

Organizations

Brain Injury Association (formerly the National Head Injury Foundation)

The Brain Injury Association of America (BIAA) is the leading national organization serving and representing individuals, families and professionals who are touched by a life-altering, often devastating, traumatic brain injury (TBI). Their mission is to create a better future through brain injury prevention, research, education and advocacy.

8201 Greensboro Drive, Suite 611
McLean, VA 22102

Center for Disability and Development

Dept. of Educational Psychology
4225 Texas A&M University
College Station, TX 77843-4225

Emergency Medical Services for Children - National Resource Center

The EMSC Program is dedicated to collaborating with federal partners to support EMSC research infrastructure and improve the quality and quantity of EMSC research.

111 Michigan Avenue N.W.
Washington, DC 20010

Family Caregiver Alliance

FCA is a public voice for caregivers, illuminating the daily challenges they face, offering them the assistance they so desperately need and deserve, and championing their cause through education, services, research and advocacy.

180 Montgomery St., Suite 1100
San Francisco, CA 94104

Family Voices

Family Voices, a national grassroots network of families and friends, advocates for health care services that are family-centered, community-based, comprehensive, coordinated and culturally competent for all children and youth with special health care needs; promotes the inclusion of all families as decision makers at all levels of health care; and supports essential partnerships between families and professionals.

2340 Alamo SE, Suite 102
Albuquerque, NM 87106

Head Injury Hotline

This hotline is composed of a multidisciplinary team trained in traumatic brain injury. Consultants include individuals with TBI, family members, learning specialists, nurses, paraprofessionals, lawyers, neuropsychologists, and physicians specializing in emergency medicine, and neurology. The TBI Consulting Team offers consultations, research assistance, case management services, legal services, and in-service training. They serve individuals with brain injuries and their families, government officials, agency heads, educators, medical and legal professionals, and social workers.

212 Pioneer Building
Seattle, WA 98104-2221

National Resource Center for Traumatic Brain Injury (NRC TBI)

The National Resource Center for Traumatic Brain Injury is supported by NIDRR to provide research and technical assistance to professionals who work with individuals with traumatic brain injuries. They provide articles, trainings, and conferences.

Department of Physical Medicine and Rehabilitation
P.O. Box 980542
Richmond, VA 23298-0542

References

Gargiulo, R.M. (2006). Special education in contemporary society: An introduction to exceptionality. Belmont, CA: Thomson Wadsworth.

Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2007). Exceptional lives: Special education in today's schools. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

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Traumatic brain injury (TBI) under federal law means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects the student's educational performance.

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Mind Map for Identifying and Helping Struggling Students

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Mind Map for Identifying and Helping Struggling Students

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Here is my mind map for identifying and helping struggling students in my classroom.

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Identifying and Helping a Struggling Student - Sara Hemsworth

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An informative video from brainline about what schools should know about students with traumatic brain injuries.

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What Schools Need to Know About Children with Brain Injury

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Sec. 300.8 (c). (2018, May 25). Retrieved from https://sites.ed.gov/idea/regs/b/a/300.8/c

Disability Categories Under IDEA - Inclusion Resource. (n.d.). Retrieved from https://sites.google.com/site/inclusionresourcenotebook/disability-areas

MEDIAmaker. (n.d.). Effects of brain injury. Retrieved from https://www.headway.org.uk/about-brain-injury/individuals/effects-of-brain-injury/

LibGuides: Traumatic Brain Injury (TBI): Common Assistive Technologies. (n.d.). Retrieved from https://guides.library.illinois.edu/c.php?g=497977&p=3409451

Traumatic Brain Injury. (n.d.). Retrieved from http://www.projectidealonline.org/v/traumatic-brain-injury/

Brainline. (2011, February 17). Retrieved December 11, 2021, from https://www.youtube.com/watch?v=dVRc0hVcGg0

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 An orthopedic impairment is defined by the Individuals with Disabilities Education Act (IDEA) as “a severe orthopedic impairment that adversely affects a child’s educational performance.” IDEA specifies that this term “includes impairments caused by a congenital anomaly [birth defects], impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).” Put directly, orthopedic impairments involve physical disabilities which could affect the academic process.

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 An orthopedic impairment is defined by the Individuals with Disabilities Education Act (IDEA) as “a severe orthopedic impairment that adversely affects a child’s educational performance.” IDEA specifies that this term “includes impairments caused by a congenital anomaly [birth defects], impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).” Put directly, orthopedic impairments involve physical disabilities which could affect the academic process.

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Individuals with Disabilities Education Act

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Sec. 300.8 (c) - Individuals with Disabilities Education Act

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Statute/Regs Main » Regulations » Part B » Subpart A » Section 300.8 » c (c) Definitions of disability terms. The terms used in this definition of a child with a disability are defined as follows: (1) (i) Autism means a developmental disability significantly affecting verbal and nonverbal communicat…

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Definition

Orthopedic impairment is defined as a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

Prevalence

The U.S. Department of Education reports 5,971,495 students receiving special education services in the 2003-2004 school year. Of that number, roughly 1.1%, or 68,188 students, received special education services based on a classification of orthopedic impairments.

Characteristics

The IDEA category of orthopedic impairments contains a wide variety of disorders. These can be divided into three main areas: neuromotor impairments, degenerative diseases, and musculoskeletal disorders. The specific characteristics of an individual who has an orthopedic impairment will depend on both the specific disease and its severity, as well as additional individual factors.

A neuromotor impairment is an abnormality of, or damage to, the brain, spinal cord, or nervous system that sends impulses to the muscles of the body. These impairments are acquired at or before birth, and often result in complex motor problems that can affect several body systems. These motor problems can include limited limb movement, loss of urinary control, and loss of proper alignment of the spine. The two most common types of neuromotor impairments are cerebral palsy and spina bifida.

Cerebral palsy refers to several nonprogressive disorders of voluntary movement or posture that are caused by malfunction of or damage to the developing brain that occurs before or during birth or within the first few years of life. Individuals with cerebral palsy have abnormal, involuntary, and/or uncoordinated motor movements. The four most common types of cerebral palsy include:

Spastic (very tight muscles occurring in one or more muscle groups that result in stiff, uncoordinated movements)

Athetoid (movements are contorted, abnormal, and purposeless)

Ataxic (poor balance and equilibrium in addition to uncoordinated voluntary movement)

Mixed (any combination of the types)

Cerebral palsy is also classified by which limbs (arms and legs) are affected. Major classifications include hemiplegia (left or right side), diplegia (legs affected more than arms); paraplegia (only legs), and quadriplegia (all four limbs).

Spina bifida is a developmental defect of the spinal column. Spina bifida is characterized by an abnormal opening in the spinal column and frequently involves some paralysis of various portions of the body. It may or may not affect intellectual functioning. Spina bifida is usually classified as either spina bifida occulta or spina bifida cystica. Spina bifida occulta is a mild condition while spina bifida cystica is more serious.

Degenerative diseases are composed of various diseases that affect motor development. The most common degenerative disease found in the school population is muscular dystrophy. Muscular dystrophy is a group of inherited diseases characterized by progressive muscle weakness from degeneration of muscle fibers.

Musculoskeletal disorders are composed of various conditions that can result in various levels of physical limitations. Two examples of musculoskeletal disorders include juvenile rheumatoid arthritis and limb deficiency.

Impact on Learning

The specific impact on learning of an individual is contingent upon the disease, its severity, and individual factors. Two individuals with identical diagnoses may be quite different in terms of their capabilities.

Many students with orthopedic impairments have no cognitive, learning, perceptual, language, or sensory issues. However, individuals with neuromotor impairments have a higher incidence of additional impairments, especially when there has been brain involvement. For most students with orthopedic impairments, the impact on learning is focused on accommodations necessary for students to have access to academic instruction.

Teaching Strategies

As with most students with disabilities, the classroom accommodations for students with orthopedic impairments will vary dependent on the individual needs of the student. Since many students with orthopedic impairments have no cognitive impairments, the general educator and special educator should collaborate to include the student in the general curriculum as much as possible.

In order for the student to access the general curriculum, the student may require these accommodations:

Special seating arrangements to develop useful posture and movements

Instruction focused on development of gross and fine motor skills

Securing suitable augmentative communication and other assistive devices

Awareness of medical condition and its affect on the student (such as getting tired quickly)

Because of the multi-faceted nature of orthopedic impairments, other specialists may be involved in developing and implementing an appropriate educational program for the student. These specialists can include:

Physical Therapists who work on gross motor skills (focusing on the legs, back, neck and torso)

Occupational Therapists who work on fine motor skills (focusing on the arms and hands as well as daily living activities such as dressing and bathing)

Speech-Language Pathologists who work with the student on problems with speech and language

Adapted Physical Education Teachers, who are specially trained PE teachers who work along with the OT and PT to develop an exercise program to help students with disabilities

Other Therapists (Massage Therapists, Music Therapists, etc.)

Assistive Technology

Due to the various levels of severity of orthopedic impairment, multiple types of assistive technology may be used. As with any student with a disability, the assistive technology would need to address a need of the student to be able to access the educational curriculum. For students with orthopedic impairments, these fall into three categories:

Devices to Access Information: These assistive technology devices focus on aiding the student to access the educational material. These devices include:

speech recognition software

screen reading software

augmentative and alternative communication devices (such as communication boards)

academic software packages for students with disabilities

Devices for Positioning and Mobility: These assistive technology devices focus on helping the student participate in educational activities. These devices include:

canes

walkers

crutches

wheelchairs

specialized exercise equipment

specialized chairs, desks, and tables for proper posture development

Organizations

United Cerebral Palsy Associations, Inc.

1660 L Street NW, Suite 700
Washington DC 20036

Web: www.ucp.org

United Cerebral Palsy of Texas

The national organization and its nationwide network of affiliates strive to ensure the inclusion of persons with disabilities in every facet of society-from the Web to the workplace, from the classroom to the community. As one of the largest health charities in America, the mission of United Cerebral Palsy is to advance the independence, productivity and full citizenship of people with disabilities through an affiliate network.

1016 La Posada, Suite 145
Austin, TX 78752

Email: info@ucptexas.org
Web: www.ucptexas.org

Center for Disability and Development

Dept. of Educational Psychology
4225 Texas A&M University
College Station, TX 77843-4225

Easter Seals--National Office

Easter Seals offers help, hope and answers to more than a million children and adults living with autism and other disabilities or special needs and their families each year. Services and support are provided through a network of more than 550 sites in the U.S. Each center provides exceptional services that are individualized, innovative, family-focused and tailored to meet specific needs of the particular community served.

230 West Monroe Street, Suite 1800
Chicago, IL 60606-4802

Web: www.easter-seals.org

March of Dimes Birth Defects Foundation

The March of Dimes mission is to improve the health of babies by preventing birth defects, premature birth, and infant mortality. They carry out this mission through research, community services, education and advocacy to save babies' lives. March of Dimes researchers, volunteers, educators, outreach workers and advocates work together to give all babies a fighting chance against the threats to their health: prematurity, birth defects, low birthweight.

1275 Mamaroneck Avenue
White Plains, NY 10605

Phone: 914-428-7100; 888-663-4637
Email: askus@marchofdimes.com
Web: www.marchofdimes.com

National Rehabilitation Information Center (NARIC)

The core mission of the Center is to collect and disseminate the results of research funded by the National Institute on Disability and Rehabilitation Research (NIDRR). NARIC staff members have been dedicated to providing direct, personal, and high-quality information services to anyone throughout the country.

4200 Forbes Boulevard, Suite 202
Lanham, MD 20706

Email: naricinfo@heitechservices.com
Web: www.naric.com

Spina Bifida Association of America

The Spina Bifida Association (SBA) serves adults and children who live with the challenges of Spina Bifida. Since 1973, SBA has been the only national voluntary health agency solely dedicated to enhancing the lives of those with Spina Bifida and those whose lives are touched by this challenging birth defect. Its tools are education, advocacy, research, and service.

4590 MacArthur Boulevard, N.W., Suite 250
Washington, DC 20007

National Institute of Neurological Disorders and Stroke (NINDS)

The mission of NINDS is to reduce the burden of neurological disease - a burden borne by every age group, by every segment of society, by people all over the world. NINDS conducts, fosters, coordinates, and guides research; operates research projects, program projects, and research center grants; and collects and disseminates research information related to neurological disorders.

National Institutes of Health
National Institue of Neurological Disorders and Stroke
P.O. Box 5801
Bethesda, MD 20824

Web: www.ninds.nih.gov

References

Gargiulo, R.M. (2006). Special education in contemporary society: An introduction to exceptionality. Belmont, CA: Thomson Wadsworth.

Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2007). Exceptional lives: Special education in today's schools. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

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Orthopedic impairment is defined as a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

# data[].attributes.headline
Assistive TechnologyDue to the various levels of severity of orthopedic impairment, multiple types of assistive technology may be used. As with any student with a disability, the assistive technology would need to address a need of the student to be able to access the educational curriculum. For students with orthopedic impairments, these fall into three categories:Devices to Access Information: These assistive technology devices focus on aiding the student to access the educational material. These devices include:speech recognition softwarescreen reading softwareaugmentative and alternative communication devices (such as communication boards)academic software packages for students with disabilitiesDevices for Positioning and Mobility: These assistive technology devices focus on helping the student participate in educational activities. These devices include:caneswalkerscrutcheswheelchairsspecialized exercise equipmentspecialized chairs, desks, and tables for proper posture developmentOrganizations

# data[].attributes.subject
Assistive TechnologyDue to the various levels of severity of orthopedic impairment, multiple types of assistive technology may be used. As with any student with a disability, the assistive technology would need to address a need of the student to be able to access the educational curriculum. For students with orthopedic impairments, these fall into three categories:Devices to Access Information: These assistive technology devices focus on aiding the student to access the educational material. These devices include:speech recognition softwarescreen reading softwareaugmentative and alternative communication devices (such as communication boards)academic software packages for students with disabilitiesDevices for Positioning and Mobility: These assistive technology devices focus on helping the student participate in educational activities. These devices include:caneswalkerscrutcheswheelchairsspecialized exercise equipmentspecialized chairs, desks, and tables for proper posture developmentOrganizations