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Cohort Voting Data Percentages of High & Low Incidence for each IDEA Disability

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Cohort Voting Data Percentages of High & Low Incidence for each IDEA Disability

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Cohort Incidence Voting Form for IDEA-Recognized Disabilities (Responses)

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Traumatic Brain Injury: Low Incidence (Erica Allen)

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Traumatic Brain Injury: Low Incidence (Erica Allen)

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Definition

Traumatic brain injury (TBI)  is 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.

How can it be identified?

There must be documentation of the adverse effect of the injury/disability on the child’s ability to learn and participate in school. This negative impact must be substantial. Students who have sustained TBIs often demonstrate uneven patterns of strengths and weaknesses and inconsistent performance from day to day.

According to the Brain Injury Association of America, some common early characteristics of traumatic brain injury include headache, dizziness, memory problems, disorientation, nausea and vomiting. Later symptoms can include additional issues such as fatigue, mood swings, tinnitus, difficulty concentrating, anxiety and depression. Characteristics of more severe brain injury may include seizures, slurred speech, loss of consciousness, numbness in fingers or toes,  or dilated pupils.

Some effects of TBI are not apparent until years after the injury. A child can still qualify under the TBI category even if the injury occurred years ago. Skills can change rapidly during recovery from a TBI as an injured student heals, necessitating more frequent assessment.

Prevalence / Research on Impact

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.

Strategies for Support

To work constructively with students with TBI, educators may need to:

First assess students using this flow chart for special education services referral to identify specific student needs

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

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 devices fall into three categories:

Devices for Memory and Organization: These assistive technology devices focus on helping the student with memory and organization difficulties, and may include calendar boards, voice organizers, PDS devices, and specialized watches.

Devices for Accessing Information: These assistive technology devices focus on supporting the student in accessing the instructional materials, and may include speech recognition software, screen reading software, and academic software packages for students with disabilities.

Devices for Positioning & Mobility: These assistive technology devices focus on helping the student physically participate in educational activities, and may be observed as canes, wheelchairs, specialized beds, or crutches.

References
Davies, S. (2016). Assessment of Students with Brain Injuries. Oregon TBI Teams Training Series Sponsored by the Center for Brain Injury Research and Training
https://cbirt.org/sites/cbirt.org/files/resources/Susan%20Davies_TBI%20Assessment%20Handout_10.26.16.pdf

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

Project Ideal. (n.d.). Traumatic Brain Injury. Retrieved July 09, 2021, from http://www.projectidealonline.org/v/traumatic-brain-injury/

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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Visual Impairment: Low Incidence  - Natalie Abel

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Visual Impairment: Low Incidence  - Natalie Abel

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Link to individual mind-map https://miro.com/app/board/o9J_l7RS1vw=/

IDEA Definition of Disability

Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.

Research Impact

Visual impairment is classified as a low-incidence disability. Low -incidence disabilities reflect in students that make up 20% of all students with disabilities.

Strategies to Support

Plan ahead! Ensure that students have the compulsory reading list ahead of time, so required texts that can be reproduced into audio or Braille.

Provide students with additional reading time as reading braille can take-up to three times longer to read

Prepare material in electronic format as this makes it easier to provide material in accessible formats

Use verbal teaching strategies as this provide greater learning opportunities for visually impaired students

Plan ahead on how you communicate to students when they can’t see what you are doing

Develop alternative formats to written comments for providing feedback on assignments

Teach in themes as it can help students make connections between topics, while expanding vocabulary, concepts and skills beyond topics in isolation

Utilise low and high technology options

Access teaching resources like recorded presentations to help communicate concepts to visually impaired students

Advocate for students and ensure they have access services such as note-takers

Ensure the classroom environment is accommodating for guide-dogs or other assistive tools

Adapt physical education and recreational activities as necessary

Inform the student of changes to the physical environment

For more information on assessment strategies check-out this website: https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/blind-vision-impaired

For more Early Childhood Education teaching information check-out this website: https://www.pathstoliteracy.org/blog/strategies-helping-children-visual-impairments-develop-listening-skills

See Youtube link at the bottom for practical examples teaching strategies.

Assistive Technology

"Technology is a tool to unlock learning and expand the horizons of students...Technology can be a great equalizer...It enhances communication and learning and expands the world of blind and visually impaired persons in many significant ways." - Koenig, A. & Holbrook, C. (Foundation of Education, 2nd Edition, Vol. 2)

It is essential that any child entering the education system with a visual impairment participates in assistive technology assessment. A basic assessment would include:

Diagnose of medical eye condition

Functional vision assessment

Learning/literacy media assessment

Environmental Considerations

Lighting

Positioning

Glare

Contrast

Increasing Access to Font

Font style

Font size

Bold

Color

Layout

Optical Aids

Eyeglasses

Magnifiers

Telescopes - helpful for reading things such as signs or watching games. They work best in high contrast and large distances situations.

CCTV - CCTV (closed circuit television) can magnify things and display them on a television screen.

Auditory

Recordings

Talking Calculators, dictionaries, etc.

Tactile Graphics

It is important to note that literacy is about more than just printed text. We must provide tactile manipulatives to assist student learning. This is an extremely important consideration in the Early Childhood Education setting as reading

Maps

Graphs

Diagrams

Pictures

Braille

There are low and high tech braille options.

Low-tech

Slate & Stylus

This tool is equivalent to the pencil and pencil and paper. The slate is a pair of metal sheets hinged together with holes to serve as a guide for punching in the braille with stylus.

Perkins Brailler

This tool acts as a typewriter. It has 6 keys that type braille.

High-tech

This tool is a portable notetaker that acts like a small word processor. Students can download text to a computer and use text-to-speech functions as well as other helpful software.

Computer Access

Englaring software (e.g. Zoomtext)

Screen Reader (e.g. text-to-speech programs that reads aloud)

Tactile access (e.g. refreshable braille displays that electronic devices can he connected too

This blog provides personal insight into how assistive technology can transform the learning experiences of students:

https://www.edutopia.org/blog/assistive-technology-one-to-one-andrew-marcinek

Resources

https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/blind-vision-impaired

https://www.pathstoliteracy.org/overview-assistive-technology

https://assistivetechnologyresourcegenie.weebly.com/low-and-high-incidence-disabilities.html
https://www.iup.edu/disabilitysupport/resources/teaching-students-who-are-blind-and-visually-impaired/
https://sites.google.com/site/inclusionresourcenotebook/disability-areas/low-incidence-disabilities

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Visual Impairment Strategies: Moving From Object Activities to Contracted Braille

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Definition of Deafness under the IDEA: Deafness is defined as “a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification.”

Effect of Deafness:
Hearing loss or deafness does not affect a person’s intellectual capacity or ability to learn. It is much more difficult for deaf children to learn vocabulary, grammar, word order, idiomatic expressions, and other aspects of verbal communication. For children who are deaf or have severe hearing losses, early, consistent, and conscious use of visible communication modes (such as sign language, fingerspelling, and Cued Speech) and/or amplification and aural/oral training can help reduce this language delay.

Strategies to support:
Children who are deaf generally require some special education services to receive an adequate education. Such services may include:

regular speech, language, and auditory training from a specialist;

amplification systems;

services of an interpreter for those students who use sign language(https://deafchildren.org/)

favorable seating in the class to facilitate lip-reading;

captioned films/videos;

the assistance of a notetaker, who takes notes for the student with a hearing loss, so that the student can fully attend to instruction;

instruction for the teacher and peers in alternate communication methods, such as sign language(https://deafchildren.org/); Eye gaze/eye pointing/Facial expression/body language/gestures/Head nod yes/no/Vocalizations/word approximations/Object/picture/photo symbols/Communication symbols/Sign language/Facilitated Communication via Assistive Technology

Assistive Technology to support
1. Accommodations 101: Assistive Listening Devices
https://www.youtube.com/watch?v=0QbRLAr1VFM&t=17s
2. Cochlear implants
https://www.nationaldeafcenter.org/sites/default/files/Cochlear%20Implants_%20An%20Introduction.pdf
3. Telecommunications
https://www.nationaldeafcenter.org/sites/default/files/Telecommunications_%20Devices%20and%20Software.pdf
4. Telecommunications: VRS, VRI, and TRS
https://www.nationaldeafcenter.org/sites/default/files/Telecommunications_%20VRS,%20VRI,%20and%20TRS.pdf
5. Visual Fire Alarms
https://www.nationaldeafcenter.org/sites/default/files/Visual%20Fire%20Alarms.pdf
Hearing loop (or induction loop) systems
https://www.youtube.com/watch?v=JfA4sBEL8GU
FM systems
here is a video example use FM system in the classroom:
https://www.youtube.com/watch?v=oYg3IddLepg

Resources:
1. https://www.parentcenterhub.org/hearingloss/#def
2. https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders
3. https://deafchildren.org/
4. https://www.youtube.com/watch?v=JfA4sBEL8GU
5. https://www.youtube.com/watch?v=oYg3IddLepg
Providing Services and Accommodations for Deaf and Hard of Hearing Students in a Mainstream Classroom:

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Providing Services and Accommodations for Deaf and Hard of Hearing Students in a Mainstream Setting

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Specific learning disability (High Incidence): Dysgraphia (Trish Stewart)

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Specific learning disability (High Incidence): Dysgraphia (Trish Stewart)

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Dysgraphia is a language-based learning disorder that manifests as difficulties with spelling and/or trouble putting thoughts on paper. It is a neurological disorder that generally appears when children are first learning to write but can persist up to adulthood if not attended to.

The impact with instructions/incidences

Most students with dysgraphia also suffer from dyslexia. It is estimated that between 5% to 20% of children have some form of dysgraphia. It may remain unrecognized through the early school years as a child’s writing ability continues to develop; dysgraphia may remain undiagnosed until adulthood. The is no cure, but it can be treated through intervention.

How can it be identified?

Trouble forming letters shapes

Tight, awkward, or painful grip on a pencil

Difficulty following a line or staying within margins

Trouble with sentence structure or following rules of grammar when writing, but not when speaking

Difficulty organizing or articulating thoughts on paper

Pronounced difference between spoken and written understanding of a topic

Strategies to support

Providing the student with larger pencils with special grips, or other writing instruments

Availing the student with paper with raised lines to help with margins

Permitting extra time on writing-related assignments and tasks

Allowing alternative methods to showcase learning and work, like oral or recorded responses

Assistive technology to assist

·       Word Processing. For many students, having regular access to word processing systems during writing times can be very helpful.

·       Voice to Text Software.

·       Proofreading Software.

Sources

https://dsf.net.au/what-is-dysgraphia/#:~:text=also%20have%20Dyslexia.-,Dysgraphia%20can%20appear%20as%20difficulties%20with%20spelling%20and%2For%20trouble,help%20prevent%20or%20reduce%20problems.

https://www.additudemag.com/what-is-dysgraphia-understanding-common-symptoms/#:~:text=It%20is%20a%20learning%20disability,of%20writing%20deficit%20like%20dysgraphia.

https://study.com/academy/lesson/assistive-technology-for-students-with-dysgraphia.html

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Speech or Language Impairment (High Incidence) (Seiichi Tsuiki)

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Speech or Language Impairment (High Incidence) (Seiichi Tsuiki)

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IEP Flowchart Process:
https://miro.com/app/board/o9J_l70G8j4=/

Definition of disability:
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.

Research on Impact:
Speech impairment is classified as high incidence. Nationally in the US approximately 20% of students receiving special education services are being supported for language or speech disorders. 55% of 3, 4 and 5 years old children with a disability receive speech or language supports.

Strategies to Support:

Early identification of speech disorders is essential to support children.

Encourage and accept all forms of communication

Teach active listening skills.

Give time to think and respond.

Rhyming bingo, clapping, or stomping to syllables.

Speech therapist to present language units to entire class.

Be a good speech model.

Develop a procedure for the student to ask for help.

Ensure the student has access to their portable communication device all the time in all situations.

Assistive Technology:
Augmentative and alternative communication (AAC) devices.
https://miro.com/app/board/o9J_l8cLDag=/

Low-Tech AAC:
Any device that does not require batteries or electricity. Picture boards. Pen and paper.

Unaided Communication Systems:
Sign language, gestures or body language.
https://www.nidcd.nih.gov/health/american-sign-language

Delayed Auditory Feedback (DAF)- Delayed Auditory Feedback devices 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 hearing their own voice, they change the pitch at which the user hears their own voice.

Resources:

https://sites.ed.gov/idea/regs/b/a/300.8/c

https://www.cdc.gov/ncbddd/childdevelopment/language-disorders.html

https://dphhs.mt.gov/schoolhealth/chronichealth/developmentaldisabilities/speechorlanguageimpairment

https://guides.library.illinois.edu/c.php?g=613892&p=4265891

https://www.nidcd.nih.gov/health/american-sign-language

https://www.teachingenglish.org.uk/article/speech-language-impairment

https://do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Strategies.html

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Other Health Impairment: Low Incidence (by Colby Yee)

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Other Health Impairment: Low Incidence (by Colby Yee)

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1. Other Health Impairment (OHI) is an encompassing term for disabilities that are associated with finite strength, vitality or alertness (2020). It's definition is broad and because of that, it includes many different conditions, which include, but are not limited to- heart conditions, ADD, ADHD, Tourette's, and many other disabilities (2020).

The video Other Health Impairment: Students with Disabilities provides a comprehensive overview to the category. Please click the link below to watch.

https://www.youtube.com/watch?v=xnSvLRD1VMo

2. Due to the unique and widely encompassing nature of OHI, students with disabilities that are classified into the OHI category could have a disability that is either high or low incidence dependent on the specific disability (Low and High Incidence Disabilities).

3. How a teacher or caregiver supports a student with a disability in the classroom will vary depending on the disability that a student has. Since OHI is a widely encompassing category, support is specific to the disability. If a student is classified under OHI because they have Tourette Syndrome, the Tourette Association of America might suggest the following:
a. offer separate test locations
b. create safe spaces in the classroom or outside of the classroom when they are displaying symptoms
c. allow additional breaks for the student
(Classroom Strategies and Techniques 2020)

4. Using specific tools to support students with an OHI will vary on the specific condition that the student has. For example, Yokui Terada, author of 17 Ways to Help Students with ADHD Concentrate, gives teachers/caregivers of students with ADHD many different suggestions to support them. See the link below to check out some of their suggestions.

5. Sources

Colorado Department of Education. (2020, August). Guidance for Determining Eligibility for Special Education Students with Other Health Impairment .

Low and High Incidence Disabilities. Assistive Technology Resource GENIE. (n.d.). https://assistivetechnologyresourcegenie.weebly.com/low-and-high-incidence-disabilities.html.

Teachings in Education. (2020). Other Health Impairment. https://www.youtube.com/watch?v=xnSvLRD1VMo.

Terada, Y. (2018, June 28). 17 Ways to Help Students With ADHD Concentrate. Edutopia.
https://www.edutopia.org/discussion/17-ways-help-students-adhd-fidget.

Tourette Association of America. (2020, January 14). Classroom Strategies and Techniques. Tourette Association of America. https://tourette.org/resources/overview/tools-for-educators/classroom-strategies-techniques/.

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2. Fidgets

Fidgets are small objects that help keep students' hands occupied. You can buy these on Amazon or use objects like beaded bracelets or Rubik's Cubes. Teacher tip: Avoid flashy objects like fidget spinners, which can be a distraction to other students.

3. Silly Putty

Silly Putty, Play-Doh, or Sticky Tack can also keep students' hands occupied.

4. Velcro

Tape a strip of the rough side of Velcro under the student's desk. It gives them something to touch. Many other objects can work, such as emery boards or straws.

5. Gum or Chewable Necklaces

Chewing gum can help keep some ADHD students focused. In no-gum classrooms, necklaces with chewable pieces can also work. You can also wrap airline tubing or rubber bands at the ends of pencils for students to chew.

6. Doodling

Doodling can help many students focus, not just ones with ADHD. Some students also benefit if they can draw during storytime or a lesson.

7. Background Noise/Music

A fan in the back of the room can help some students focus. Letting them listen to music on headphones (as long as it doesn't interfere with what's happening in class) can also help. One teacher had success with an aquarium in the back of the room-students liked hearing the calming swish of the water.

8. Chair Leg Bands

Tie a large rubber band (or yoga band) across both front legs of the chair for students to push or pull against with their legs.

9. Bouncy Balls

Also known as yoga balls, stability balls, or exercise balls. These are potentially great for all students, not just ones with ADHD.

10. Swivel Chairs

Kids can twist a little bit from side to side. A rocking chair also works.

11. Wobble Chairs

Similar to swivel chairs or disk seats, these chairs let students rock within their seats. Teacher tip: Don't let students wobble too much-they may fall off!

12. Disk Seats

These sit on a chair and allow students to rock in their seats, which is not as dangerous as rocking the entire chair. Cushions can also work.

13. Standing Desks

Great for all students, not just ones who need to fidget. Learn how students brought standing desks into their classroom in " Using Stand Up Tables in the Classroom." If it's within your budget, you can also use treadmill desks.

14. Desks with Swinging Footrests

A built-in footrest can help reduce the noise that comes with foot tapping.

15. Stationary Bikes

Putting a stationary bicycle at the back of the classroom is a great way to help students be active.

16. Classroom Space for Moving Around

Clear an area at the side or back of the room to let students stand, stretch, dance, pace, or twirl.

17. Flexible Work Locations

Students don't have to do their learning at their desk-they can work at the windowsill or move from one desk to another. Having different learning stations can benefit all types of students. For ideas on setting up your classroom, check out " 7 Learning Zones Every Classroom Must Have."

Many thanks to our Facebook commenters who contributed to this list:

Amanda Becker, Amanda Nagy Magee, Angela L. García, Angela Peery, Barbara Linkus, Beverly Becker Wood, Bonnie Reeves, Brian Gagnon, Cherish A Eagen, Crissy Fleetwood, Debbi Allred, Don Myers, Dot McGee, Fin Scott, Helen Zukauskas, Holly Zuidema, Hollyann Moriarty Pierce, Jana Colvin, Jane Reed, Jennifer Preuss Schmidt, Jim Hansen, John N Kelly Sefcik, Judith Anderson, Katharine Healey Dalton, Laura Maslin Bradley, Laura Miranda, Laurie Baumbach Krivitz, Lindsay Russell Hyland, Lissa L. Rapoport, MaLinda Luker, Mandy Eller, MaryAnne Finch, Matt Winkler, Moe Margetts, Olivia Christine, Pat Melvin, Risa Blum Mendelson, Robyn Gunther, Sandra Churchwell Voss O'Brien, Sarah Holmes, Shannon Costella, Sylvia Morales Lopez, Tana Williamson, Tricia Musson Wright, Valerie Wilmot, and Virgil Miller

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17 Ways to Help Students With ADHD Concentrate

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Fidgets are small objects that help keep students' hands occupied. You can buy these on Amazon or use objects like beaded bracelets or Rubik's Cubes. Teacher tip: Avoid flashy objects like fidget spinners, which can be a distraction to other students. Silly Putty, Play-Doh, or Sticky Tack can also keep students' hands occupied.

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Orthopedic Impairment: Low Incidence (by Colby Yee)

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Orthopedic Impairment: Low Incidence (by Colby Yee)

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1. An orthopedic impairment is defined as a bone, joint, or muscle impairment. These impairments can be something that a student is born with, or something that happens to them later in life due to an accident or situation (Logsdon, 2020). The video linked below, The IDEA's Special Education Categories: Orthopedic Impairment gives a very comprehensive definition, and includes Orthopedic Impairment's relationship to IDEA.

2. Similar to the Other Health Impairments category under the IDEA, this category has a wide variety of disabilities that could be diagnosed beneath it. That being said, I believe this impairment would most often be classified under the low incidence category (Low and High Incidence Disabilities). This is because a student who is classified as having an Orthopedic Impairment may be qualified as having a serious physical impairment (Low and High Incidence Disabilities).

3. There is no one way to support students who are classified as having an orthopedic impairment. As this classification is wide-encompassing, support for those with an orthopedic impairment will be specific to their disability (Logsdon, 2020).

One way in which teachers and caregivers can support students who have orthopedic impairments, is to simply include them within everyday classroom environments. This aligns with the IDEA law (Logsdon, 2020). Students with an orthopedic impairment do not have any cognitive limitations, and therefore have the same capacities to succeed intellectually as a student without an orthopedic impairment (Logsdon, 2020).

Teachers may need to differentiate their lessons with respect to the areas of content, process, product, and learning environment in order to best support the needs of students with an orthopedic impairment.

4. Much assistive technology exists and is widely used to support students with orthopedic impairments. These include crutches, canes, or potentially even voice recognition software, for students who have the inability to write or require support with writing (Logsdon, 2020).

5. Sources

Logsdon, A. (2020, April 14). How Orthopedic Impairments Affect Special Needs Students' Education. Verywell Family. https://www.verywellfamily.com/what-is-orthopedic-impairment-2162506.

Low and High Incidence Disabilities. Assistive Technology Resource GENIE. (n.d.). https://assistivetechnologyresourcegenie.weebly.com/low-and-high-incidence-disabilities.html.

Your Special Education Rights. (2013). The IDEA's Special Education Categories: Orthopedic Impairment. https://www.youtube.com/watch?v=kfLMfL-Rbl0.

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The IDEA's Special Education Categories: Orthopedic Impairment

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Multiple Disabilities: Low Incidence (Maera Palma)

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Multiple Disabilities: Low Incidence (Maera Palma)

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Multiple Disabilities (MD) is a combination of two or more individual disabilities that causes severe educational needs and for which the needs cannot be accommodated in special education programs solely for one of the impairments.

Research Impact
Since the term multiple disabilities is general and broad, it is important to ask:

Which individual disabilities are involved?

How severe is each disability?

How does each disability affect learning and daily living?

How does the combination of these disabilities affect the child's learning, balance, use of the senses, thinking and etc?

Note:
Some children/students with MD do not have a clear diagnosis of their disabilities because it is a rare condition.  The need for a "name" to put around the disabilities is important in accessing services to meet the needs of growth and development.

MD can be:

Intellectual disabilities/mental retardation and Visual Impairment

Intellectual disabilities/mental retardation and Orthopedic Impairment

Cerebral Palsy and Mental Retardation/Hearing/Speech/Visual Problems

Deaf-blind

Students/Individuals with MD may show the following characteristics:

May become fearful, angry and upset in the face or forced or unexpected changes

May execute self-injurious behaviour

May display immaturity inconsistently with chronological age

May exhibit impulsive behaviour and low frustration level.

Limited speech impairment or communication

Difficulty in basic physical mobility

Tendency to forget skills through disuse

Trouble generalising from one situation to another

A need for support in major life activities (domestic, community use, vocation)

Implications (Medical and Educational)
-Children/Individuals with multiple disabilities have a variety of medical problems such as seizures, sensory loss, hydrocephalus and scoliosis.
-Education Programs need to incorporate a variety of components and assess needs in four areas: domestic, leisure/recreational, community and vocational.
-Instructions should include: Expression of Choice, communication, functional skill development and age-appropriate social skills training.

Assistive Technology to support
The use of technology to teach skills to students with severe disabilities has a moderate to strong evidence base depending on the type of technology. There are two primary modes of technology interventions:

1. Video Prompting and Modeling

-for teaching social communications
-functional and behavioural skills
2. Computer-assisted Instructions
3. Tablets and Mobile Technology with systemic instruction

Recommendation for using AT:

use systematic instruction to teach use of technology

regularly investigate and use technology to remain fluent and up to date with technological innovations

record and assess data on students’ use of technology

remain knowledgeable about how and why traditional effective interventions for teaching skills to students with severe disabilities work and assess whether the use of technology may be more efficient in teaching skills

pursue ongoing opportunities for PD on current technological advances for teaching students with severe disabilities

Accommodation Strategies
For students to make adequate progress, teachers need access to the most effective instructional procedures available. Students with moderate to severe MD will benefit from systematic instructions as a teaching practice to teach academic skills.

Know the needs, play to the strengths

Make modifications

Allow partial participation, as necessary

Consider AT (Assistive Technology)

Provide accessible instructional materials

Practice and Reinforce

Support related services in the classroom

Address behaviour issues, based on what the law requires and different effective strategies such as Behaviour Suite

Require support of a paraprofessionals

Encourage the student’s independence through Self-Directed Learning (Pictorial self-instruction, Learning Model of Instruction and Directed Inquiry)

Plan for student’s transition from school to adult world

Consider Peer Tutoring to promote social interactions and academic engagement

Act 1, Mindmap: Referral Protocol and Procedures for students with learning difficulties

Sources
https://granite.pressbooks.pub/understanding-and-supporting-learners-with-disabilities/chapter/multiple-disabilities/
https://en.wikipedia.org/wiki/Multiple_disabilities
https://www.ocecd.org/MultipleDisabilitiesResources.aspx

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Intellectual Disability: High Incidence (Federico Rojas) 

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Intellectual Disability: High Incidence (Federico Rojas) 

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Definition and Causes/Origins

Defined by the APA as a “developmental condition that is characterized by significant deficits in both intellectual functioning and adaptive behavior, including conceptual, social and practical skills.”

Core Features include:

·      Limited intellectual functioning (intelligence) - including learning, reasoning and problem-solving.

·      Limited adaptive behavior, which is the collection of conceptual, social, and practical skills in our everyday lives.

·      Originates before the age of 18.

Can originate prenatally (e.g., genetic or chromosomal factors, inborn errors of metabolism, maternal alcohol or drug consumption during pregnancy, etc.), perinatally (e.g., anoxia, infections, trauma, etc.), and/or postnatally (e.g., malnutrition, brain injury, etc.).

It is estimated that the exact causes of approximately 40 percent of all cases of intellectual disability are unknown.

How can it be identified?

IQ tests are the most common method of identifying intellectual disabilities (ID). People who score under 75 in an IQ test are considered to be suffering from an intellectual disability.

Intellectual disability is identified as mild (most people with intellectual disability are in this category), moderate or severe. The symptoms of intellectual disability begin during childhood or adolescence. Delays in language or motor skills may be seen by age two. However, mild levels of intellectual disability may not be identified until school age when a child may have difficulty with academics.

The Center for Disease Control (CDC) lists the following signs and symptoms of ID for children:

·      Trouble with basic motor skills (sitting, crawling, walking, etc.)

·      Learning to talk at a later age, speech impediments, etc.

·      Finding it hard to remember things.

·      Having trouble understanding social rules.

·      Having trouble seeing the results of their actions.

·      Problems keeping up in school.

·      Difficulty with basic life skills (getting dressed, going to the bathroom, etc.)

Research on impact

Approximately 6.5 million people (3% of the population) in the United States have an intellectual disability. Moreover, it is estimated that around 2.6% of the world’s population has an intellectual disability. This makes it a high-incidence disability.

Strategies/Accommodations to support

·      Get the student’s attention before communicating. This can be done out loud or with a gesture.

·      Use visual instructions to help model tasks.

·      Help student break down tasks as simply as possible.

·      Teachers can modify their existing curriculum by introducing each learning task as a series of short, individual actions instead of looking at the bigger picture.

·      Since ID students tend to struggle with abstract thinking, employ more hands-on activities kinesthetic learning.

·      Provide learning materials to parents in advance so that the learning process can begin earlier.

·      Repeat instructions whenever possible.

·      Reinforce learning by using real-life examples and environments.

·      Consider giving positive feedback and correction immediately when children are learning a task or behavior.

Assistive Technology

·      Speech-to-text software.

·      Word prediction software.

·      Text-to-speech software.

·      Large-print and tactile keyboards.

·      Memory aids.

·      Video-modelling social skills.

·      Slant boards to support writing.

Sources

American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Arlington, Virginia: American Psychiatric Publishing.

AllPlay Learn. (2021) Intellectual Disability. https://allplaylearn.org.au/primary/teacher/intellectual-disability/

Blackhurst, A. (2005). Perspectives on applications of technology in the field of learning disabilities. Learning Disabilities Quarterly, 28, 175-178.

Center for Disease Control. (2020). Facts About Intellectual Disability. https://www.cdc.gov/ncbddd/childdevelopment/facts-about-intellectual-disability.html

Special Olympics. (2018). Intellectual Disability. YouTube.
https://www.youtube.com/watch?v=K6WmGhY8Q4I

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Hearing impairment: Low Incidence (Trish Stewart)

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Hearing impairment: Low Incidence (Trish Stewart)

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Hearing impairment can be permanent or fluctuating, it is different from deafness in that deafness is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification. Deafness may be viewed as a condition that prevents an individual from receiving sound in all or most of its forms. In contrast, a child with hearing loss can generally respond to auditory stimuli, including speech.

The impact with instructions/incidences

It causes delays in the development of speech and language, and those delays then lead to learning problems, often resulting in poor school performance and poor academic performance is often accompanied by inattention and sometimes poor behavior.

If a teacher turns his back on the students while teaching, his voice will be directed toward the blackboard, causing a student with hearing loss to miss part of the lesson. Oral changes to homework assignments, an unfamiliar accent or a teacher who talks too rapidly can all hinder the learning progress of a student with hearing loss.

Classroom environment, certain subjects are just intrinsically more difficult for a child with hearing loss. While the ability to hear affects all aspects of academic achievement, perhaps the areas most affected are those involving language concepts. Vocabulary, language arts, sentence structure and idiomatic expressions are extremely difficult for a child affected by hearing loss to grasp.

One in eight people suffer from hearing impairment. In most cases a hearing loss cannot be cured. Hearing loss is typically treated with hearing aids.

How can it be identified?

·       By asking a series of questions to detect delays in a child's normal development.

·       By assessing a parent's concern about language and speech development.

·       It can also be medically diagnosed.

Strategies to support

·       Use captions when teaching.

·       Make use of available technology.

·       Use visual stimulus.

·       Arrange the classroom and seating in a way that these children can see your face and the faces of their classmates.

·       Keep unnecessary noise to a minimum.

Assistive technology to assist

·       Hearing aids

·       Cochlear implants

·      Bone conduction devices

Sources

https://www.dallasear.com/solutions-for-pediatric-hearing-loss.html#:~:text=Children%20with%20hearing%20loss%20can,hearing%20aids%2C%20which%20amplify%20sound.

https://dphhs.mt.gov/schoolhealth/chronichealth/developmentaldisabilities/hearingimpairment

https://mediaaccess.org.au/latest_news/education/five-tips-for-teachers-of-students-with-hearing-impairment

https://www.healthyhearing.com/report/52433-How-hearing-loss-affects-school-performance

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Emotional Disturbance: High Incidence (Evan Loveless) https://miro.com/app/board/o9J_l7V3LuM=/   

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Emotional Disturbance: High Incidence (Evan Loveless) https://miro.com/app/board/o9J_l7V3LuM=/   

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Definition
A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, adversely affecting educational performance.

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

Also including the following conditions

schizophrenia

Anxiety disorders

Bipolar disorder

Conduct disorders

Eating disorders

obsessive-compulsive disorder

psychotic disorders

How Can it Be Identified?

Children with Emotional disturbances may exhibit the following behaviors or characteristics.

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).

Prevalence
The U.S. Department of Health and Human Services' (DHHS') 1999 report, Mental Health: A Report of the Surgeon General, estimates that at least one in five (20%) children and adolescents has a mental health disorder at some point in their life from childhood to adolescence.

Support Strategies

Personalized check-ins: This is when a teacher evaluates the mental state of the student while giving verbal reassurance that they will be there for the student no matter how bad the student may feel.

"2x10 Strategy" This is a program in which the teacher talks to the student for two minutes a day for ten days in a row about anything that the student is interested in as long as the conversation is not vulgar or profane.

Journal Writing, Students can be encouraged to write a journal that only they can see for safe self-expression. Research indicates that writing can be therapeutic.

Assistive Technology

Voice to text software

Self-Authoring programs

REFERENCES

Desautels, L. (2017, April 26). Reaching students with emotional disturbances. Edutopia. https://www.edutopia.org/article/reaching-students-emotional-disturbances-lori-desautels

Emotional Disturbance. (n.d.). Dphhs.Mt.Gov. Retrieved July 10, 2021, from https://dphhs.mt.gov/schoolhealth/chronichealth/developmentaldisabilities/emotionaldisturbance

Peterson, J. B., Higgins, D. M., & Pihl, R. O. (n.d.). Self Authoring - What is Self Authoring? Selfauthoring.Com. Retrieved July 10, 2021, from https://www.selfauthoring.com/

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Deaf-Blindness: Low Incidence (Victoria Quai Hoi)

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Deaf-Blindness: Low Incidence (Victoria Quai Hoi)

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Link to Individual Mind Map: https://coggle.it/diagram/YOf27WSrMC2wJakE/t/-/a5991351887e6795dcd4de935931a8ce03aff8763588191b2ab56d723805fef4

Definition of the disability:
Deaf-blindness is defined in IDEA regulations as:
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.

Research on impact:
Each year, the National Deaf-Blind Child Count is reported on behalf of the U.S. Department of Education in collaboration with the National Center on Deaf-Blindness (NCDB). In 2019, state deaf-blind projects reported that 11,335 children were eligible to receive services from their projects. Of these, 10,716 were eligible to receive deaf-blind project services. State deaf-blind projects consistently report that most state education agencies report students with deaf-blindness as developmentally delayed, multiply disabled, and/or visually impaired or hearing impaired, rather than deaf-blind. According to the NCDB, the population of children who are deaf-blind is one of the lowest incidence yet most diverse group of learners receiving early intervention and special education services. Deaf-blindness is a complex disability that is often misunderstood. For these reasons, continued evolution and adaptation of local, state, and national services is required.

Deaf-blindness does not mean a total inability to see or hear. Though, this may be the case for some children, many children who are deaf-blind have some usable vision and/or hearing. The range of sensory impairments included in the term "deaf-blindness" is vast. Children and young adults who are deaf-blind differ by type and level of hearing and vision loss, age of onset of vision and hearing loss, physical and health requirements, cognitive functioning, expressive and receptive communication forms, and educational histories.

Strategies/Accommodations to support:

IEP team should include a member who is knowledgeable about the impact of deaf-blindness and also about specialized communication methods and instructional approaches. If there is not an individual with deaf-blind expertise, administration should obtain technical assistance and look for professional development opportunities.

Make yourself physically available to the student and involve yourself in sensory-seeking behaviors or actions.

Conduct a learning media assessment to determine appropriate learning media and strategies.

Develop the use of tactile skills as early as possible.

Use hand-under-hand signing.

Arrange furniture to provide easy movement in open space. Discuss all furniture arrangement and rearrangement with students.

Provide whole group instruction from a non-cluttered background area, and avoid unneeded movement. Keep background sounds and visual clutter to a minimum.

Use full spectrum lighting whenever possible.

Use touch cues, name cues, and concrete symbols for anticipating activities consistently.

Provide increased exposure to accessible language (sign, speech, AAC, print, Braille).

Use 1:1 instruction to support access and engagement as well as to allow for frequent tactual feedback.

Exploring objects should be done in a non-directive way to allow for the student to have control.

Plan for time allowances; students may need more time to complete work or respond to questions.

Explore the use of sighted guide, self-protective techniques and trailing skills, and land marking skills and techniques.

Help the student learn strategies to advocate for necessary adaptations and  communicate needs.

Assistive Technology:

Braille translation software

Braille printer

Screen reader

Screen enlargement software

Braille notetakers

Optical character reader

Hand-held magnifier

Alerting devices

Resources:

1. https://www.nationaldb.org/products/national-child-count/report-2019/introduction/

2. https://www.nationaldb.org/info-center/deaf-blindness-overview/

3. https://granite.pressbooks.pub/understanding-and-supporting-learners-with-disabilities/chapter/deaf-blindness/

4. http://www.projectidealonline.org/v/deaf-blindness/

5. https://www.cde.state.co.us/cdesped/sd-db_factsheetwp_tipsforteachers_usher

6. https://www.pathstoliteracy.org/resources/supporting-communication-learners-who-are-deaf-blind-andor-have-multiple-disabilities

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A Look Inside Perkins Deafblind Classroom

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Autism

Definition of the disability:

It is a developmental disability affecting both verbal and nonverbal communication and social interaction.

Research of impact:

Generally, visible signs appear before the age of three, significantly affecting a child’s academic performance. Other symptoms often relate to autism are repetitive movements and activities, reluctance to change in daily routines and environments, and uncommon reaction to sensory experiences.

Strategies to support:

Learn about the student from the student.

Teach according to interest.

Encourage talking.

Allow choice.

Different ways of expressing ideas.

Assist when organizing and transition.

Create safe and comfortable classroom environments.

Breaks in between activities.

Be inclusive. https://miro.com/welcomeonboard/UVdNRTQzS1FEalNXcTEyd05xOHdIYzhJVzNVbDJFZ0VYWUZRRnA5OEl3TXZvcEdPdFlmajFsVkRoeGFDNG5aNXwzMDc0NDU3MzU3NTI1MzM3NTIw

Assistive Technology to support:

Physical activities benefit children with autism in many ways, such as social skills, fitness, and motor skills.

https://www.autismspeaks.org/expert-opinion/autism-exercise-benefits

Play, both with or without toys, help with the development of social skills.

https://www.marcus.org/autism-resources/autism-tips-and-resources/improving-interest-in-toys-and-games

Mirror exercise: increase coordination, body awareness, and social skills.

https://www.healthline.com/health/exercises-for-kids-with-autism#5.-Mirror-exercises

Sources:

https://sites.ed.gov/idea/regs/b/a/300.8/c

https://www.readingrockets.org/article/supporting-students-autism-10-ideas-inclusive-classrooms

https://www.autismspeaks.org/expert-opinion/autism-exercise-benefits

https://www.marcus.org/autism-resources/autism-tips-and-resources/improving-interest-in-toys-and-games

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-Defined as a severe disabling condition with expected incidence rate of less than one percent of total statewide enrollment in special education.
-Not common and quite serious

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-They make up the 80% of all students with disabilities
Characteristics:
1. Often hard to distinguish from students without disabilities (especially in non-school setting)
2. Display a combination of academic, behavioural and social problems
3. Able to meet standards when highly structured interventions are put into place

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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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Individuals with Disabilities Education Act (IDEA) 

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Individuals with Disabilities Education Act (IDEA) 

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America's special education law that gives rights and protection for students with disabilities.
IDEA places two big responsibilities on their states and public schools to support students with disabilities:

1. Free Appropriate Public Education (FAPE)

2. Procedural Safeguards for Parents (rights and protection)

Video Sources:
1. List of Disabilities and Descriptions
2. Special Education Law

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Individuals with Disabilities Education Act

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The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.

The IDEA governs how states and public agencies provide early intervention, special education, and related services to more than 8 million (as of school year 2022-23) eligible infants, toddlers, children, and youth with disabilities.

Infants and toddlers, birth through age 2, with disabilities and their families receive early intervention services under IDEA Part C. Children and youth ages 3 through 21 receive special education and related services under IDEA Part B.

Additionally, the IDEA authorizes:

Formula grants to states to support special education and related services and early intervention services.

Discretionary grants to state educational agencies, institutions of higher education, and other nonprofit organizations to support research, demonstrations, technical assistance and dissemination, technology development, personnel preparation and development, and parent-training and -information centers.

Congress reauthorized the IDEA in 2004 and most recently amended the IDEA through Public Law 114-95, the Every Student Succeeds Act, in December 2015.

In the law, Congress states:

Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.

Other Laws for Children with Disabilities

The U.S. Department of Education's Office for Civil Rights (OCR) provides additional resources of interest for individuals with disabilities and their families.

OCR does not enforce the IDEA; however, OCR does enforce the Rehabilitation Act of 1973, Section 504 and Americans with Disabilities Act of 1990, Title II rights of IDEA-eligible students with disabilities.

To learn more, visit the OCR's Frequently Asked Questions About Section 504 and the Education of Children with Disabilities.

Visit OCR's website for additional resources.

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About IDEA - Individuals with Disabilities Education Act

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The IDEA is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.