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Incidence chart for disabilities amongst students in year 2019-20

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Incidence chart for disabilities amongst students in year 2019-20

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Deafness is a low incidence disability occurring between 1 and 2 times per 1000 children.

Deafness is defined by IDEA Sec. 300.8 (c) (3) as

Statute/Regs Main » Regulations » Part B » Subpart A » Section 300.8 » c » 3

(3) 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.

Technology and technological advancements are of a huge importance to deaf students, and the sooner technological intervention such as Surgical treatment, prosthetic treatment (including implants and microphones), speech training, computer-assisted instruction, and telecommunications are considered, the better the outcome for the child. (Boothroyd, A. (1990))

Technological assistance is considered so important that it may in some cases for instance in the use of a multimedia system that it may in some scenarios replace the teacher altogether. Poobrasert, O., & Cercone, N. (2009)

The technology available to assist with deaf students is too vast to mention, but it cannot be stressed enough that the earlier the intervention, the better outcome for the student.

References

Boothroyd, A. (1990). Impact of technology on the management of deafness. Volta Review, 92(4), 73-82.

Poobrasert, O., & Cercone, N. (2009). Evaluation of educational multimedia support system for students with deafness. Journal of Educational Multimedia and Hypermedia, 18(1), 71-90.

Boothroyd, A. (1975). Technology and Deafness. Volta
Review, 77(1), 27-34.

Cleland, J., Arnold, R., & Chesser, A. (2005). Failing finals is often a surprise for the student but not the teacher: identifying difficulties and supporting students with academic difficulties. Medical teacher, 27(6), 504-508.

Gade, R. (2018, May). Identifying Students Struggling in Courses by Analyzing Exam Grades, Self-reported Measures and Study Activities. In The Interplay of Data, Technology, Place and People for Smart Learning: Proceedings of the 3rd International Conference on Smart Learning Ecosystems and Regional Development (Vol. 95, p. 167). Springer.

Li, J., Thompson, R., & Shulruf, B. (2019). Struggling with strugglers: using data from selection tools for early identification of medical students at risk of failure. BMC medical education, 19(1), 1-6.

Chard, D. J., & Kameenui, E. J. (2000). Struggling first-grade readers: The frequency and progress of their reading. The Journal of Special Education, 34(1), 28-38.

Solari, E. J., Denton, C. A., & Haring, C. (2017). How to reach first-grade struggling readers: An integrated instructional approach. Teaching Exceptional Children, 49(3), 149-159.

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Students with visual impairment are students with any kind of vision loss. This can be someone that is completely blind or someone who is partially blind.

I will focus on partial blindness, or visual impairments since Joshua covered blindness.

According to the American Community Survey, in 2019 there were 547,083 students with a vision impairment under the age of 18 in the U.S. Which 50% are males and 50% are females. This is classified as a low incidence level.

Signs

Some of the signs of a student with visual impairment are that they constantly rub their eyes and/or constant eye redness. Some might be sensitive to extreme light and might have a hard time see objects at a distance such as the whiteboard, the teacher, or other students. They might also have trouble reading and often close one eye to focus. Misaligned eyes are also a sign that the student may have a visual impairment.

Assertive Technology & Accommodations

Students may need to be seated in front of the class in order to see the board, overhead display, or the teacher better. It is recommended to the parents to take the kid with a doctor to get prescribed glasses. Some students might need extra lighting or assistance in taking notes. Teachers should also enlarge materials for the students. To make the student more independent, it is encouraged for the student to have its own magnifying glass. As a teacher, it is important to verbalize instructions as much as possible and alternate lessons between activities that rely on vision with activities that don't in order to prevent eye fatigue.

References

KidsHealth. (n.d.). Visual impairments factsheet. https://kidshealth.org/en/parents/vision-factsheet.html

NCCD.(n.d.). Classroom adjustments: Vision impairments. Retrieved August 11, 2021, from https://www.nccd.edu.au/professional-learning/classroom-adjustments-vision-impairment

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Low incidence: As per the 2019 Annual Report from the American Printing House for the Blind (APH), based on data from 2018, there are about 55,249 legally blind students in the USA, meaning less than 1% of students are legally blind.  Legally blind does not necessarily mean the loss of all vision, but refers to those who have a central visual acuity of 20/200 or less in their better eye. This does not include all those with vision difficulty, which is a much greater population (1).

Blindness comes in degrees, and the majority of legally blind people (considered as legally blind by United States law) are able to see to some extent. Only about 15% of legally blind people lack all vision- other legally blind people may either struggle with peripheral vision or with being able to see objects from a distance (20/200 vision means that an object that someone with typical vision would be able to see 200 feet away will only perceived by a blind person within a distance of 20 feet) (2).

Technology and techniques that can help those who are legally blind:

Handheld Magnifiers- For students who still have some degree of vision, a handheld magnifier can be used. These are often relatively inexpensive and can be used in conjunction with pre-existing class material. The degree of magnification should be discussed with a specialist.

Braille– For students who are unable to see even with magnification, it may be necessary for them to have access to Braille resources. Learning Braille allows students to read and write and acquire the requisite literary skills needed to succeed in the classroom. Braille products can be purchased or created with special tools.

Braille Notetaker- A Braille Notetaker is a device which can allow students to input notes in braille, read in braille, complete assignments, and even browse the internet. They have many of the functions a laptop or ipad might provide geared towards the need of visually impaired people.

Audio Books- Audio books are books recorded with human voices that can be accessed through use of technology. These are highly useful in allowing blind students access to texts, although it is advised that it shouldn’t replace braille among students who are severely visually impaired- braille is still needed for students to develop literary skills.

Handheld Digital Recorder- A handheld digital recorder can help students in notetaking and reviewing what the teacher has said. (3)

References

1. American Foundation for the Blind. (2020, September). Statistics About Children and Youth with Vision Loss. https://www.afb.org/research-and-initiatives/statistics/statistics-blind-children

2. Kozarsky, A. (2020, October), What Does It Mean to Be Legally Blind?. Webmd.  What Does It Mean to Be Legally Blind? (webmd.com).

3. Tebo, L. A Resource Guide to Assistive Technology for Students with Visual Impairment. Quality Indicators for Assistive Technology Services. TEBO_VI_Resource_Guide.pdf (qiat.org).

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Incidence: SLD is high incidence, comprising 47.4% of all children receiving special education services.

According to the Individuals with Disabilities Education Act (IDEA), the term “specific learning disability” is defined as “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.”

Accommodations for students with SLD include Universal Design (UD), which focuses on accessibility for students. Actions taken in the name of UD may include things such as demonstrating information in multiple ways, summarizing and reviewing lesson content frequently, and using multi-modal methods to present classroom material.

Other potential accommodations include providing students with taped copies of classes, assigning a peer note-taker or providing student with a copy of the lesson outline. Students with SLD may also require extra time to complete assignments and may need to be assessed using alternative exam methods.

Further strategies include:

·        “Chunking” - breaking long tasks into smaller segments

·        Providing written, verbal, and visual cues to draw attention to important information

·        Repetition of instructions

·        Larger print or pre-highlighted texts

·        Not presenting multiple pieces of information that may be conceptually confusing together

·        Teach phonics, sight words, and context clues

·        Asks questions before reading a text so that students know which information to attend to

·        Teach self-monitoring techniques such as summarization of a recently-read passage

·        Text to Speech or screen-reading software

·        OCR software applications

·        Audio books

·        Auditory word processing software

·        Electronic dictionaries

·        Predictive text programs

·        On-screen keyboards

·        Providing response accommodations

·        Providing time accommodations such as more frequent breaks

·        Voice recognition software

REFERENCES

Texas Council for Developmental Disabilities. (n.d.). Specific learning disabilities. Project IDEAL. http://www.projectidealonline.org/v/specific-learning-disabilities/.

US Department of Education. (2018). Sec. 1401 (30). Individuals with Disabilities Education Act.   https://sites.ed.gov/idea/statute-chapter-33/subchapter-i/1401/30.

University of Washington. (2012). Academic accommodations for students with learning disabilities. Academic Accommodations for Students with Learning Disabilities | DO-IT. https://www.washington.edu/doit/academic-accommodations-students-learning-disabilities.

Rexach, M. (Ed.). (2020, May 7). Accommodations for students with learning disabilities - child-testing. Child Testing. https://child-testing.com/resource-center/accommodations-for-students-with-learning-disabilities/.

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Autism – Krista Low
Blindness – Joshua Low
Deafness – Charlie Low
Developmental Delay - Low
Emotional Disturbance – Chris High
Hearing impairment – Michael Low
Intellectual Disability- Swetal Low (moderate to severe) and High (mild)
Multiple Disabilities David Low
Orthopedic impairment- Neetika Low
Other Health Impairment - Low
Specific Learning Disability – Chelsea High
Speech or Language impairment – Yoona High
Traumatic Brain Injury – Sarah Low
Visual Impairment – Daniel Low

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

Deafness

Other Health Impairments

Developmental Delay

Traumatic Brain Injury

Autism Spectrum Disorders

Moderate to Severe Intellectual Disabilities

Multiple Disabilities

Reference

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

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Definition: According to the federal Individuals With Disabilities Education Act (IDEA), an orthopedic impairment is defined as a bone-, joint-, or muscle-related disability that is so severe that it negatively affects a child’s educational performance. Causes of orthopedic impairment range from genetic abnormalities (such as those that cause a missing arm or leg) to disorders like cerebral palsy, polio, stroke, muscular dystrophy as well as other issues. Children may be born with an orthopedic impairment or they may acquire it at some point in life.

Orthopedic Impairment Incidence: LOW INCIDENCE
According to NCBI the data for impairments and diseases associated with children, orthopedic impairments make a 2.9% of all impairments in children.(National Academy of Sciences, 97, Bookshelf ID: NBK233581) . According to IDEA in 2019-20 the incidence were less than 1%. This confirms that the orthopedic impairment are low incidence amongst students.

Assistive technology for students with Orthopedic Impairment
A student may experience fatigue, and have limited physical exertion for this the possible technological solutions are correct keyboard positioning, flexible equipment in positioning of screens, keyboards, table tops etc.

A student may be slower to type so to improve typing speed word completion or prediction programs can be installed and also abbreviation expansion programs.
A student may make error in typing due to tremors, or is unable to use multiple keystroke commands, in such cases modified keyboard system can be used, key guards for computers and mouse of joystick controllers can be added.

In case of inability to use hands, voice recognition program, joystick or touch sensors by feet can be used.
If the student has poor posture and body alignment then customized seating with straps can be used.

For non-ambulatory students wheelchairs or scooters with ramps, elevators in buildings can be used.
For limited mobility students, crutches, canes, walkers can be used.
(Thompson et al, 1998, pg 17, 18)

Other strategies for assisting students with orthopedic impairment
Schedules: School can arrange the schedule in such a way so student can prevent long travels from one class to another.
Participation: Teachers may have to alter their expectation with student participation in physical activities as the students may get tired quicker than students with no physical impairments.
Extended time: Teachers could give time extension whenever possible, or let the student complete some assignments at home.
Keep it real – Educators should also remember to treat the learner as a typical student while accommodating their physical disabilities.

Both the teacher and school administration need to be heavily involved in making learning a success for a student with orthopedic impairment. Parents play a vital role at home but cannot do much at school.

References:
https://jan.ucc.nau.edu/~ldg/ese424/class/students/oi/orthopedic.html

https://files.eric.ed.gov/fulltext/ED419310.pdf

https://www.verywellfamily.com/what-is-orthopedic-impairment-2162506#:~:text=According%20to%20the%20federal%20Individuals,affects%20a%20child's%20educational%20performance.

https://www.ncbi.nlm.nih.gov/books/NBK233581/

https://www.verywellfamily.com/what-is-orthopedic-impairment-2162506

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This is a broad category that "include[s] anxiety disorder, schizophrenia, bipolar disorder, obsessive-compulsive disorder, and depression (Some of these may also be covered under “other health impairment.”)," according to IDEA. [1] Similarly, the Substance Abuse and Mental Health Services Administration (SAMHSA) defines Serious Emotional Disturbance, which "include persons under the age of 18 who experience a psychiatric disorder that causes substantial impairment in one or more functional domains during the previous 12 months." [2]

Incidence: According to Pew Research Center, 5.1% of students served by IDEA in the 17-18 school year have emotional disturbance, while 14.4% have other health impairments. [3] Since some of those with emotional disturbances may also have other health impairments, I decided to combine the incidence rate for both. In that case the incidence rate is close to 20%. This same categorical incidence rates and combined categorical incidence rates, according to NCES, is observed during the 19-20 school year as well. [4] Since data from 2 different school years show consistency, I would classify emotional disturbance as high incidence.

Assistive technologies
Other accommodations

References
1. https://www.understood.org/articles/en/conditions-covered-under-idea
2. https://ps.psychiatryonline.org/doi/full/10.1176/appi.ps.201700145
3. https://www.pewresearch.org/fact-tank/2020/04/23/as-schools-shift-to-online-learning-amid-pandemic-heres-what-we-know-about-disabled-students-in-the-u-s/
4. https://nces.ed.gov/programs/coe/indicator/cgg

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The Individuals with Disabilities Education Act (IDEA) defines Intellectual Disability (ID) to be significantly subaverage general intellectual function which exists concurrently with deficits in adaptive behavior. It manifests during a person’s developmental period and can be associated with a genetic syndrome such as Down Syndrome or can be the rest of illness (i.e. meningitis), head trauma or exposure to toxins (i.e. lead or mercury) (US Department of Education, 2018; American Psychiatric Association, 2017)

Low Incidence: ID affects about 1% of the population, and of those about 85% have mild intellectual disability. Males are more likely than females to be diagnosed with ID (American Psychiatric Association, 2017). In SY2019-20, 6% of students served under IDEA had an ID (National Center for Education Statistics, 2021).

Many ID students struggle with the following difficulties that challenge classroom participation (Classful, 2021):

Difficulty in developing social and communication skills

Increased time needed for cognitive processing of tasks or new learning materials

Difficulty in understanding new or different information

Difficulty understanding or comprehending concepts that are abstract in nature

Difficulty processing information sequentially

Strategies to Support ID Students in the Classroom (Classful, 2021):

·       Breaking down each learning task into small steps helps ID students through individual actions instead of taking on the bigger concept all at once.

·       Incorporating hands-on learning to provide a more kinesthetic approach for ID students. (i.e. demonstrating concepts to show how they function in the real world)

·       Using visual aids like charts to learn specific subjects and to map student’s progress in completing tasks.

·       Using video or photos to visually involve ID students to learn concepts.

·       Incorporating music alongside concepts or lessons can help ID students retain information and allow better engagement in learning.

Assistive Technology to Support ID in the Classroom (Neese, 2021):

Text-to-Speech (TTS) Software: Some ID students commonly exhibit disabilities such as blindness, dyslexia or another visual impairment. TTS is designed to help students who have difficulties in reading standard print. The technology works by scanning and then reading the words to the student in a synthesized voice, using a large number of speech sounds that make up words in any given context. An example of TTS is the Kurzweil 3000.

Writing Tool Software / Online: Some ID students require engaging in the writing process through smaller tasks. Writing tool software or a program online that breaks down the tasks of outlining, note taking and draft writing into simpler steps is helpful. An example is Co:Writer.

Assistive Listening System: Some ID students are hard of hearing and exhibit other auditory problems that affect learning. Assistive listening systems are composed of a microphone, a type of transmission technology and a device for capturing and bringing the sound to the ear. Other listening systems available are FM systems for students with sensorineural hearing loss which work using radio broadcast technology, and sound-field systems for students that exhibit hearing loss and language delays and other developmental delays which use a microphone that projects sound through mounted speakers around the classroom (this one is good for a situation where the hearing needs of all students need to be met).

Sip-and-Puff System: Some ID students need support in controlling an electronic device such as a mouse, joystick or keyboard. Sip-and-Puff products use a head mounted or gooseneck user interface so that students can use such devices with ease. They are powered by USB technology. An example of a provider is: Origin Instruments.

References

American Psychiatric Association (2017). What is Intellectual Disability? Retrieved: https://www.psychiatry.org/patients-families/intellectual-disability/what-is-intellectual-disability

Classful (2021). Students with an Intellectual Disability (5 Methods to Help). Retrieved: https://classful.com/students-with-an-intellectual-disability/

National Center for Education Statistics (2021). About a third of disabled US students have a ‘specific learning disability,’ such as dyslexia. Retrieved: https://nces.ed.gov/programs/coe/indicator/cgg

Neese, B. (2021). 15 Assistive Technology Tools and Resources for Students with Disabilities. TeachThought. Retrieved: https://www.teachthought.com/technology/15-assistive-technology-tools-resources-for-students-with-disabilities/

US Department of Education (2018). IDEA, Sec. 300.9 (c) (6). Retrieved: https://sites.ed.gov/idea/regs/b/a/300.8/c/6

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High incidence: Approximately 20% of children in the US receiving special education services are receiving services for speech and language disorders.

Definition of “Speech or Language Impairment” under IDEA

“(11) 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.”

Speech and language impairment comes in many forms and conditions vary with characteristics. These conditions can make reading, comprehending, speaking, and writing challenging.  Treatments are available through pathologists

Some characteristics of language disorders include:

improper use of words and their meanings,

inability to express ideas,

inappropriate grammatical patterns,

reduced vocabulary, and

inability to follow directions.

These symptoms can be mistaken for other disabilities such as autism or learning disabilities, so it’s important that the child receives an evaluation as soon as possible and help as needed.

Assistive Technology:

Augmentative and alternative communication (AAC) is the use of symbols, aids, strategies, and techniques to enhance the communication process. This includes sign language, various communication boards, and both manual and electronic devices to help those who have trouble with communication.

Some examples of AAC include:

1. Unaided communication systems – Rely on the user's body to convey messages. Examples include gestures, body language, and/or sign language. One advantage of unaided communication systems is that it does not require any technology beyond the person's body.

2. Low-tech AAC - Any type of aid that does not require batteries or electricity. This includes things like a simple pen and paper to write messages on, as well as pictures boards, that can be carried to aid communication. On picture boards, users can point to images, words, pictures, drawings, or letters in order to communicate their message. The pointing might be done with the user's hands, other body parts, eye gaze, or a pointer held in the hands or mouth.

Electronic Fluency Devices-to help improve the fluency of people with stutters.

Delayed Auditory Feedback (DAF)- play the user's voice back delayed by a fraction of a second. DAF devices may resemble hearing aids or headphones with a microphone. There are also apps that can use DAF on phone calls.

Frequency Altered Feedback (FAF)- Frequency Altered Feedback devices are similar to DAF but rather than delaying the user from hearing their own voice, they change the pitch at which the user hears their own voice.

High-tech AAC: Speech Generating Devices-produces digitized speech when the user either types a message or presses on images, words, or letters.

References

1. LibGuides: Speech disorders: Common assistive technologies. Common Assistive Technologies - Speech Disorders - LibGuides at the University of Illinois at Urbana-Champaign. (n.d.). https://guides.library.illinois.edu/c.php?g=613892&p=4265891.

2. Speech and language impairments. Center for Parent Information and Resources. (n.d.). https://www.parentcenterhub.org/speechlanguage/.

3. U.S. Department of Health and Human Services. (n.d.). Assistive devices for people with hearing, voice, speech, or language disorders. National Institute of Deafness and Other Communication Disorders. https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders.

4. A brighter future: Solar for schools. Performance Services. (n.d.). https://www.performanceservices.com/resources/a-brighter-future-solar-for-schools.

5. Speech and language impairments defined. Special Education Guide. (2013, August 10). https://www.specialeducationguide.com/disability-profiles/speech-and-language-impairments/.

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Note: Autism self-advocacy groups are overwhelmingly advocating for the use of identity-first language rather than person-first language. Therefore I'll be using IFL (i.e. autistic student, autistic person, etc.) rather than PFL (student with autism, person with autism, etc.) in accordance with the wishes of the autistic community.

Definition:
The Individuals with Disabilities Act defines autism as "“a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term autism does not apply if the child’s educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in [IDEA]."

Symptoms:
(the amount of and specific symptoms vary from autistic person to autistic person - almost no one displays every single symptom)

Strong, pervasive interests in specific topics

Executive dysfunction struggles (i.e. organization, time management, etc.)

Routines are very important, and can become when they are disrupted without notice

Sensitive to stimulus, i.e. bright lights, loud sounds

Interoception - may not feel sensations such as hunger or needing to go to the bathroom

Engaging in stimming behavior as a means of self-regulation - e.g. rocking back and forth, bouncing, playing with hands

May have difficulty with coordination and movement - including speech

May have difficulty controlling the volume of their speech and may speak very loudly or very quietly

Some may be nonverbal and use communication means other than speech

May engage in echolalia (repetition of phrases and questions previously heard)

Different methods of communication styles - autistic people have a tendency to be more straightforward and direct

May have difficulty understanding neurotypical forms of communication and social cues

May have trouble reading tone and facial expressions to understand subtlety (i.e. difficult to read emotions if it is not made explicitly clear)

Difficulty making eye contact

Assistive Technologies:

Having a sensory corner or room can help autistic students to decompress when experiencing a meltdown or feel overstimulated.

Nonverbal autistic students can use alternative forms of communication, such as an AAC board (low-tech) or an iPad (high-tech). An AAC board is essentially a board with several pictures that the autistic user can point at to demonstrate a specific need or question. Some nonverbal students may even type on computers to communicate, while still having difficulty verbally forming words.

While each autistic student will stim differently, provide or allow materials based on their specific stim. A student with a bouncing stim may find it beneficial to sit on an exercise ball rather than a chair. A student with a chew stim would be best served with chewelry (rubber materials designed to chew on) rather than chewing on fingers, pencil caps, etc. Allowing autistic students to stim is important, as it is a self-regulatory behavior.

Most autistic people find communication through technology (i.e. email, text message, etc.) to be easier to understand without the nuances of in-person communication (tone, facial expressions, body language, etc.)

Other Strategies:

Avoid whole-body learning. Whole-body learning is a theory implemented in several schools across the nation, with an emphasis on aspects such as quiet hands and eyes on the teacher. For autistic students with a need to stim and to who eye contact can be very stressful, forcing eye contact and stillness requires most of their attention - meaning they will, ironically, be unable to focus on the lesson.

Teach social skills (such as sharing, taking turns, etc.) through modeling, drama, and roleplay activities.

Behaviorism (rewarding positive behavior and punishing negative behavior through external rewards) has historically been the predominant method of managing autistic students. Instead, what generally will serve the student best is observing the child's existing behaviors and folding them into the classroom (i.e. normalizing their stims to the other students, incorporating their special interests into the lessons).

Follow a daily routine, and give warning if you're going to deviate from it.

Teach organizational skills: priority, sequencing, breaking assignments down into segments, how to start and how to ask for help when stuck

Modify the specific assignments and amount of work assigned as needed.

Sources:
Dater, B. (2016, September 10). Let's talk about language and autism. The Asperger / Autism Network (AANE). https://www.aane.org/lets-talk-language-autism/.

Evans, M. (n.d.). About autism. Autistic Self Advocacy Network. https://autisticadvocacy.org/about-asan/about-autism/.

Stanborough, R. J. (2020, July 20). Communication board for autism and other conditions. Healthline. https://www.healthline.com/health/communication-board#what-is-it.

Stubblefield, H. (2019, September 19). Echolalia: Causes, symptoms, types, diagnosis, and treatment. Healthline. https://www.healthline.com/health/echolalia.

Elementary school. The Asperger / Autism Network (AANE). (2019, September 8). https://www.aane.org/resources/family-and-friends/elementary-school/.

The definition of Autism Under idea Part C. Special Education Guide. (2020, December 5). https://www.specialeducationguide.com/disability-profiles/autism/.

Armstrong, T. (2013). Chapter 4: The Gifts of Autism. In Neurodiversity in the classroom. essay, Hawker Brownlow Education.

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Low incidence (1.9%)

According to the IDEA, “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”.  (2018)

Key to accommodating any student with multiple disabilities is adaptiveness. Each student will have a different combination of disabilities which affects them in unique ways. Pay attention to the student’s IEP, be flexible, and communicate with all stakeholders frequently. The key question: “How does the combination of these disabilities affect the child’s learning, balance, use of the senses, thinking, and so on?” (Center for Parent Information & Resources, 2019)

Assistive technologies:

·       For communication (text-to-speech devices; cards with pictures; concrete representations

·       Hearing aids

·       Tactile overlays for tablets and laptops (Flener, 2019)

·       Alternative forms for textbooks (braille, audio)

·       BookCreator for creating multi-sensory-experience books (Wilks, 2019)

·       Seating accommodation (wheelchair accessible, powered or unpowered; walking aids; bars)

·       Text readers

·       Digital dictionaries, thesauri, and portable spellcheckers (WATI, 2009)

·       Talking word processing, and voice recognition software (WATI, 2009)

Other strategies:

·       Create and utilize IEPs

·       Reduce students’ dependence on communication partners (WATI, 2009)

·       Consider what motivates the learner. Connect what motivates the learner (what they enjoy) with communication

·       Consider what may be over-stimulating to the student

·       Encourage early communication

·       Priority seating

·       Additional practice and reinforcement

·       Encouraging independence

·       Partial participation where appropriate

·       Allowing intelligence level and medical issues to guide classroom placement (Special Education Guide, 2021)

References

Center for Parent Information & Resources. (2019). Multiple Disabilities. Parent Center Hub. https://www.parentcenterhub.org/multiple/

Flener, B. (2019, 3, 7). TactileTalk Toolkit and Guidebook for iPad. Paths to Literacy. https://www.pathstoliteracy.org/technology/tactiletalk-toolkit-and-guidebook-ipad

IDEA. (2018, 5, 25). Sec. 300.8 (c) (7). Individuals with Disabilities Education Act.   https://sites.ed.gov/idea/regs/b/a/300.8/c/7

Special Education Guide. (2021). Multiple Disabilities. Special Education Guide. https://www.specialeducationguide.com/disability-profiles/multiple-disabilities/

WATI. (2009). Assistive Technology for the Composition of Written Material. http://www.wati.org/wp-content/uploads/2017/10/Ch14-MultipleChallenges

Wilks, T. (2019, 3, 7). Using Book Creator To Make Engaging Literacy Materials. Paths to Literacy. https://www.pathstoliteracy.org/technology/using-book-creator-make-engaging-literacy-materials

Special Education Guide. (2021). Multiple Disabilities. Special Education Guide. https://www.specialeducationguide.com/disability-profiles/multiple-disabilities/

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Orthopedic Impairment and mind map - Neetika

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Orthopedic Impairment and mind map - Neetika

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Depending on the extent of the impairment it is possible that the student requires only basic assistance from teachers. In case of more severe impairment, according to the above mind map a student with orthopedic impairment would require a lot of assistance from school administrations. Ramps, elevators, wheel chair assistance etc.

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Incidence: Low Incidence- according to CDC, leading cause of death for children with disabilities, in fact, 1.5 million in US per year sustain a TBI (cdc).

Symptoms:  The mayo clinic divides TBI issues into three categories- physical symptoms, intellectual problems and communication problems.  They explain that intellectual problems can be cognitive- memory, learning, reasoning, judgment, attention or concentration or executive functioning problems- problem solving, multi tasking, organization, planning, decision making, beginning and completing tasks.  Communication problems like difficulty understanding speech or writing (mayo clinic).  According to brainline.org, for children with TBI,  “Memory impairment (recalling and retaining information) is one of the most common deficits associated with pediatric TBI” (brianline.org).  Finally, physical functioning may be more limited. Brainline.org says that “physical functioning can also be markedly impaired following severe TBI. Loss of function in all or some extremities, spasticity, decreased motor speed, and poor coordination in fine or gross motor movements may require physical and environmental accommodations and/or assistance with self-care skills (feeding and toileting) in the school setting” (brainline.org).

Strategies in the classroom:

Because traumatic brian injury requires a recovery process, the treatment is not a quick fix.  It is about creating an environment where the person can heal.

A detailed evaluation of the student will determine what area the student is most struggling with and the evaluation will determine what specific strategies would help the student.  If attention is an issue, quiet the environment (noise, light, activity level can be reduced).

Seating charts to sit near the teacher or particular peer may be appropriate

Dividing work tasks into smaller chunks

Earplugs to reduce noise

Designated space to rest

Physical disabilities need to be thought of in the arrangement of classroom- to learning stations, ability to get to bathroom, get food breaks if needed

Be prepared for increased fatigue- give breaks

Paraphrase and summarize often

Use visual clues and modals when giving directions

Repeat often

Assistive Technologies:

Digital clocks (instead of standard ones with arms)

Talking clock or talking calendar

Checklists for academic and non academic tasks

Homemade labels with pictures

Voice recorders with oral reminders

Handheld micro computers to save reminders, passwords, etc.

References

1. https://www.brainline.org/article/assistive-technology-individuals-traumatic-brain-injury, Accessed 8/5/2021

2. https://www.brainline.org/article/classroom-interventions-students-traumatic-brain-injuries, Accessed 8/5/2021.

3. https://www.mayoclinic.org/diseases-conditions/traumatic-brain-injury/symptoms-causes/syc-20378557, Accessed 8/5/2021

4. https://www.ws.edu/student-services/disability/teaching/brain.shtm, accessed 8/5/2021

5. https://www.cdc.gov/traumaticbraininjury/pubs/tbi_report_to_congress.html#:~:text=Traumatic%20brain%20injury%20(TBI)%20is,people%20are%20hospitalized%20and%20survive., accessed 8/5/2021

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14 Categories of Students with Disabilities

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14 Categories of Students with Disabilities

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Reference
Arella, F. (2018, April 7). Students with disabilities: Special education categories. YouTube. https://www.youtube.com/watch?v=cFtg2xub10E.

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Students with Disabilities: Special Education Categories

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Definition
The United States IDEA (Individuals with Disabilities Education Act) defines hearing impairment as an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of deafness in this section (

Sec. 300.8 (c)).

A hearing impaired child shall have one (1) or more of the following characteristics:
(a) Inability to communicate effectively due to a Hearing Impairment;
(b) Inability to perform academically on a level commensurate with the expected level because of a Hearing Impairment; or
(c) Delayed speech and/or language development due to a Hearing Impairment

Incidence
Hearing impairment (hard of hearing) is a low incidence disability. According to the Tennessee Department of Education, '“Low incidence” is a general term used to describe disabilities that occur in low numbers, or are less common, within the general population.'
As defined by the IDEA, “low incidence disability” means—

(A) a visual or hearing impairment, or simultaneous visual and hearing impairments;

(B) a significant cognitive impairment; or

(C) any impairment for which a small number of personnel with highly specialized skills and knowledge are needed in order for children with that impairment to receive early intervention services or a free appropriate public education.

Low incidence disabilities generally do not exceed 1% of the school-aged population at any given time
In the 2017-18 school year about 1.1% of students served under the IDEA had hearing impairment

Assistive Technologies

Hearing aids (makes sounds louder)

Cochlear implants (electric stimulation to cochlear nerve in ear for better hearing)

Telecoil (t-coil) (improves hearing aids and cochlear implants in public places)

Streamer (sends sound from a device to hearing aid),

Hearing loop, FM, or infrared (IR) system (can send sound to a hearing aid or headphones in public places)

Assistive Listening Devices (ALDs) (hand held amplifiers with microphones)

Hearing device Bluetooth technology (similar to streamer)

Captioning (on-screen text of audio of a video or film)

Communication Access Realtime Translation (CART) (verbatim text of spoken presentations provided for live events)

Visual fire alarms

Accommodations

Preparing staff to be qualified educational interpreters

Assist children with low incidence disabilities, particularly deaf and hard of hearing children in school and school related activities

Early intervention and preschool programs

Voice articulation

Sign language

Note takers

Be animated

Speak with hands

Hearing habilitation services for children focus on:

Adjusting to hearing loss

Making the best use of hearing aids and cochlear implants

Exploring hearing assistive technology systems that might help

Learning to identify and distinguish sounds

Enjoying the sounds of life

Also

Camps

Communication service for one-time events

Consumer education

Finding an interpreter

Hearing aid information

Resource specialist

Telephone access

Tuition waivers

References
American Speech-Language-Hearing Association. (n.d.). Support services for children. American Speech-Language-Hearing Association. https://www.asha.org/public/hearing/support-services-for-children/.

Arella, F. (2018, April 7). Students with disabilities: Special education categories. YouTube. https://www.youtube.com/watch?v=cFtg2xub10E.

Franklin, B., & Bros. (2010, January 31). https://forums.atozteacherstuff.com/index.php?threads/high-and-low-incidence-disabilities.102888/. atozteacherstuff.com. https://forums.atozteacherstuff.com/index.php?threads/high-and-low-incidence-disabilities.102888/.

Hearing Loss Association of America. (2021, June 29). Hearing assistive technology. Hearing Loss Association of America. https://www.hearingloss.org/hearing-help/technology/hat/.

National Deaf Center on Postsecondary Outcomes The University of Texas at Austin. (2021). Topic: Assistive technology. National Deaf Center. https://www.nationaldeafcenter.org/topics/assistive-technology.

Schaeffer, K. (2020, July 27). As schools shift to online learning amid Pandemic, Here's what we know about disabled students in the U.S. Pew Research Center. https://www.pewresearch.org/fact-tank/2020/04/23/as-schools-shift-to-online-learning-amid-pandemic-heres-what-we-know-about-disabled-students-in-the-u-s/.

Tennessee Department of Education. (n.d.). Low incidence. Tennessee State Government - TN.gov. https://www.tn.gov/education/student-support/special-education/low-incidence-.html.

Tennessee Department of Education. (n.d.). Standards for Special Education Evaluation & Eligibility. Tennessee State Government - TN.gov. https://www.tn.gov/content/dam/tn/education/special-education/eligibility/se_eligibility_hearing_imp.pdf.

Texas Health & Human Services Commission. (n.d.). Deaf & hard of hearing. Texas Health and Human Services. https://www.hhs.texas.gov/services/disability/deaf-hard-hearing.

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

U.S. Department of Education. (2019, November 7). Section 1462 (C) (2) (E). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/statute-chapter-33/subchapter-iv/part-b/1462/c/2/E.

U.S. Department of Education. (2019, November 7). Section 1462. Individuals with Disabilities Education Act. https://sites.ed.gov/idea/statute-chapter-33/subchapter-iv/part-b/1462.

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Some strategies to help with some disabilities:
https://coggle.it/diagram/YRJmhUzMKJ7YyFfi/t/identify-and-help-a-struggling-student-ss1/b742a5dcf22d8f21d93c4bdec3d552827c0bbe4adb1f483889447b36304c1ddb

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

Low-incidence disabilities - inclusion resource. Google Sites. (n.d.). https://sites.google.com/site/inclusionresourcenotebook/disability-areas/low-incidence-disabilities.