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- A developmental disability significantly affects communication and social
interaction.
- Generally evident before age three
- Affects a child’s educational
performance.
http://sinche.uom.gr/sites/default/files/14_disability_categories_under_idea.pdf

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- Hearing and visual impairments, or the combination
- Causes severe communication and other developmental needs
- Education needs to be
accommodated in special education programs
- http://sinche.uom.gr/sites/default/files/14_disability_categories_under_idea.pdf

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- A hearing impairment
- Severely impaired in processing linguistic information through
hearing, with or without amplification, that adversely affects a child's educational performance.
- http://sinche.uom.gr/sites/default/files/14_disability_categories_under_idea.pdf

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A delay in one
or more of the following areas: physical development; cognitive development; communication; social
or emotional development; or adaptive [behavioral] development.
http://sinche.uom.gr/sites/default/files/14_disability_categories_under_idea.pdf

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A condition exhibiting one or more of the following characteristics:
(a) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(c) Inappropriate types of behavior or feelings under normal circumstances.
(d) A general pervasive mood of unhappiness or depression.
(e) A tendency to develop physical symptoms or fears associated with personal or school problems.
http://sinche.uom.gr/sites/default/files/14_disability_categories_under_idea.pdf

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Multiple disabilities refers to a combination of conditions such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.  Students with severe disabilities are typically included under this umbrella terminology.
However, multiple disabilities do not include deaf-blindness as it has its own classification under IDEA.

Assistive technology to help Students with Multiple Disabilities (Which Assistive technology (AT) to use will depend on the disability involved)
These are some examples of helpful AT:

Computers

Augmentative/alternative communication systems

Communication board

Head sticks

adaptive switches

Resource:
https://www.parentcenterhub.org/multiple/

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Meaning and Definition of Multiple Disabilities

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This article talks about the meaning of Multiple Disabilities along with some examples. We also briefly look at some useful tips for parents of children with Multiple Disabilities.

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"Hearing impairment" is a technical term used by IDEA to classify hearing loss in children. Hearing impairment is defined as any decrease in hearing, whether permanent or fluctuating that negatively affects a child's ability to perform in school.  Deafness is defined by the Act as a hearing impairment that is so severe that impairs the processing of language information in with or without the support of hearing amplification.

3 types of hearing loss according to the American Speech-Language-Hearing Association:

Conductive hearing loss

Sensorineural hearing loss

Mixed hearing loss

Assistive Technology for Students with Hearing Impairment:

Assistive Listening Devices (ALDs) are personal technology that can help a person with hearing impairment to communicate in one-to-one conversations.

Hearing Aids: amplification devices that amplify sound. Hearing aids need to be used in a quiet and structured environment, and the user to be close to the sound source.

Frequency-Modulated (FM) Amplification Systems: FM amplification systems create a link between the teacher (with microphone) and the hearing aid for the HI student.

Audio Loops: Audio Loops are adaptations of Frequency-Modulated (FM) amplify sound directly through to the hearing aid.

Infrared Systems: this new technology uses a transmitter to send the sound invisibly to hearing-impaired listeners.

Cochlear Implants: enables the wearer to hear sounds previously indistinguishable by bypassing the damaged part of the inner ear and stimulating the healthy nerves.

Captioning is the text of the audio portion of a video or film displayed directly on the video or film, often on the bottom of the screen.

Communication Access Realtime Translation (CART) is the verbatim text of spoken presentations on live events. The text is provided on a computer screen or projected for display on a larger screen.

Resource:
https://www.hearingloss.org/hearing-help/technology/hat/

Accommodations for Students with Hearing Impairment

Seating arrangement. Have student sit closer to the front of the class to speech read (read lips) or hear teacher more clearly.

Consider seating changes. Arrange chairs in your in a U-shape or circle so that students with hearing loss can better interact with classmates.

Designate a quiet area for  student to work.

Use an FM system. To help a student with hearing problems hear their teachers better in a noisy classroom.

Face students when you speak. Talk slowly and clearly, and don't yell. As long as they have their devices on, you can speak in a normal tone.

Use lots of pictures, graphics, and text labels.

Use technology to make learning easier.

Allow extra time for the student to respond. Allow extra time on tests.

Repeat directions/questions if necessary

Frequently check for the student’s understanding

Assign a note-taker to share their notes with the DHH student

Talk about and celebrate differences. Focus on the interests that kids share. Be mindful of bullying, and keep a zero-tolerance policy for that behavior.

Encourage participation in classroom activities, physical education, and extracurricular activities.

Resource:
https://www.wacsep.org/cms/lib4/CA01001768/Centricity/Domain/57/DHH%20Accommodations%20and%20Strategies.pdf

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Hearing impairment, deafness, or hearing loss refers to the total or partial inability to hear sounds.

Symptoms may be mild, moderate, severe, or profound. A patient with a mild hearing impairment may have problems understanding speech, especially if there is a lot of noise around, while those with moderate deafness may need a hearing aid.

Some people are severely deaf and rely on lip-reading to communicate with others. People who are profoundly deaf can hear nothing at all and can find themselves totally reliant on lip-reading or sign language.

In the United States, around of people over the age of 18 years report some level of hearing loss.

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Hearing loss refers to either partial or total reduction in the ability to hear sounds.

Some diseases or circumstances that can cause deafness include:

The inner ear is home to some of the most delicate bones in the body, and damage to the eardrum or middle ear can cause hearing loss and deafness in a range of ways.

It is important to distinguish between the different levels of hearing loss.

Hearing loss: This is a reduced ability to hear sounds in the same way as other people.

Deafness: This occurs when a person cannot understand speech through hearing, even when sound is amplified.

Profound deafness: This refers to a total lack of hearing. An individual with profound deafness is unable to detect sound at all.

The severity of hearing impairment is categorized by how much louder volumes need to be set at before they can detect a sound.

Some people define profoundly deaf and totally deaf in the same way, while others say that a diagnosis of profound deafness is the end of the hearing spectrum.

Sound waves enter the ear, move down the ear or auditory canal, and hit the eardrum, which vibrates. The vibrations from the eardrum pass to three bones known as the ossicles in the middle ear.

These ossicles amplify the vibrations, which are then picked up by small hair-like cells in the cochlea.

These move as the vibrations hit them, and the movement data is sent through the auditory nerve to the brain. The brain processes the data, which a person with functional hearing will interpret as sound.

There are three different types of hearing loss:

1) Conductive hearing loss

This means that the vibrations are not passing through from the outer ear to the inner ear, specifically the cochlea. This type can occur for many reasons, including:

an excessive build-up of earwax

an ear infection with inflammation and fluid buildup

a perforated eardrum

malfunction of the ossicles

a defective eardrum

Ear infections can leave scar tissue, which might reduce eardrum function. The ossicles may become impaired as a result of infection, trauma, or fusing together in a condition known as ankylosis.

2) Sensorineural hearing loss

Hearing loss is caused by dysfunction of the inner ear, the cochlea, auditory nerve, or brain damage.

This kind of hearing loss is normally due to damaged hair cells in the cochlea. As humans grow older, hair cells lose some of their function, and hearing deteriorates.

Long-term exposure to loud noises, especially high-frequency sounds, is another common reason for hair cell damage. Damaged hair cells cannot be replaced. Currently, research is looking into using stem cells to grow new hair cells.

Sensorineural total deafness may occur as a result of congenital deformities, inner ear infections, or head trauma.

3) Mixed hearing loss

This is a combination of conductive and sensorineural hearing loss. Long-term ear infections can damage both the eardrum and the ossicles. Sometimes, surgical intervention may restore hearing, but it is not always effective.

Hearing loss can affect speech ability depending on when it occurs.

Prelingual deafness

This is an inability to fully or partially hear before learning how to utter or understand speech.

An individual with prelingual deafness was born with a congenital deformity or will have lost hearing during infancy.

In the majority of cases, people with prelingual deafness have hearing parents and siblings. Many are also born into families who did not already know sign language. They consequently also tend to have slow language development. The few who were born into signing families tend not to face delays in language development.

If children with prelingual deafness are given cochlear implants before the age of 4 years, they can acquire oral language successfully.

Oral language and the ability to use social cues are very closely interrelated. That is why children with hearing loss, especially those with severe symptoms, may not only experience delayed language development, but also slower social development.

As a result, children with prelingual deafness risk becoming socially isolated, unless they attend a school that has a well-run special needs department with other children who have the same condition.

Children who identify with a "deaf subculture," or those who have learned how to use sign language, might feel less isolated. However, some young people might experience isolation if their parents have not yet learned sign language.

There are cases of children with profound deafness who find themselves on the outer fringes of their hearing peers' social circles while not being fully accepted by peers with total deafness, due to a lack of fluency in sign language.

Post-lingual deafness

Most people with hearing loss have post-lingual deafness. They acquired spoken language before their hearing was diminished. A medication side effect, trauma, infection, or disease may have caused losing their sense of hearing.

In most people with post-lingual deafness, hearing loss onsets gradually.

Household members, friends, and teachers may have noticed a problem before they acknowledged the disability. Depending on the severity of hearing loss, the individual may have had to use hearing aids, receive a cochlear implant, or learn how to lip-read.

People who experience hearing loss face different challenges, depending on when it occurs and how long it takes to develop. They might have to become familiar with new equipment, undergo surgery, learn sign language and lip reading, and use various communication devices.

A feeling of isolation is a common problem, which can sometimes lead to depression and loneliness. A person with post-lingual hearing loss also has to face the often-distressing process of coming to terms with a disability. The condition may also pose challenges for household members, loved ones, and close friends, who have to adapt to the hearing loss.

Miscommunication can place a strain on relationships, not only for the person with the hearing impairment, but also the people around them. If the hearing loss is gradual and has not yet been diagnosed, family members may mistakenly believe that the individual with the condition is becoming more distant.

Single-sided deafness (SDD), or unilateral deafness, refers to hearing impairment in just one ear, while bilateral deafness is hearing impairment in both.

People with a unilateral hearing impairment may find it hard to carry on a conversation if the other person is on their affected side. Pinpointing the source of a sound may be more difficult, when compared with those who can hear well in both ears. Understanding what others are saying when there is a lot of environmental noise might be hard.

With little to no background noise, a person with unilateral deafness has virtually the same communicative abilities as a person with functional hearing in both ears.

Babies born with unilateral deafness tend to have developmental speech delays. They may find it harder to concentrate when they go to school. Social activities may be more challenging than it is for children with no hearing problems.

The symptoms of hearing impairment depend on its cause. Some people are born without being able to hear, while others suddenly become deaf due to an accident or illness. For most people, symptoms of deafness progress gradually over time.

Some conditions may have hearing loss as a symptom, such as tinnitus or stroke.

Hearing impairment in infants

The following signs may indicate a hearing problem:

Before the age of 4 months, the baby does not turn their head toward a noise.

By the age of 12 months, the baby still has not uttered a single word.

The infant does not appear to be startled by a loud noise.

The infant responds to you when they can see you, but respond far less or do not respond at all when you are out of sight and call out their name.

The infant only seems to be aware of certain sounds.

Hearing impairment in toddlers and children

These signs might become more evident in slightly older children:

The child is behind others the same age in oral communication.

The child keeps saying "What?" or "Pardon?"

The child talks in a very loud voice, and tends to produce louder-than-normal noises.

When the child speaks, their utterances are not clear.

There are four levels of deafness or hearing impairment. These are:

Mild deafness or mild hearing impairment: The person can only detect sounds between 25 and 29 decibels (dB). They may find it hard to understand the words other people are saying, especially if there is a lot of background noise.

Moderate deafness or moderate hearing impairment: The person can only detect sounds between 40 and 69 dB. Following a conversation using hearing alone is very difficult without using a hearing aid.

Severe deafness: The person only hears sounds above 70 to 89 dB. A severely deaf person must either lip-read or use sign language in order to communicate, even if they have a hearing aid.

Profound deafness: Anybody who cannot hear a sound below 90dB has profound deafness. Some people with profound deafness cannot hear anything at all, at any decibel level. Communication is carried out using sign language, lip-reading, or reading and writing.

Patients who suspect something is wrong with their hearing will initially go and see their doctor.

The doctor will talk to the patient and ask several questions regarding the symptoms, including when they started, whether or not they have gotten worse, and whether the individual is feeling pain alongside the hearing loss.

A physical examination

The doctor will look into the ear using an otoscope. This is an instrument with a light at the end. The following may be detected during the examination:

a blockage caused by a foreign object

a collapsed eardrum

an accumulation of earwax

an infection in the ear canal

an infection in the middle ear if a bulge is present in the eardrum.

cholesteatoma, a skin growth behind the eardrum in the middle ear.

fluid in the ear canal

a hole in the eardrum

The doctor will ask questions about the person's experiences with hearing, including:

Do you often find yourself asking people to repeat what they said?

Do you find it hard to understand people on the telephone?

Do you miss the doorbell when it rings? If so, does this happen frequently?

When you chat with people face-to-face, do you have to focus carefully?

Has anybody ever mentioned to you that you might have a problem with your hearing?

Do you find more people mumble today than they used to?

internal you hear a sound, do you often find it hard to determine where it is coming from?

When several people are talking, do you find it hard to understand what one of them is telling you?

Are you often told that the television, radio, or any sound-producing device is too loud?

Do you find male voices easier to understand than female voices?

Do you spend most of each day in a noisy environment?

Have you often found yourself misunderstanding what other people say to you?

Do you hear rushing, hissing, or ringing sounds?

Do you avoid group conversations?

If you answered "yes" to most of the above questions, see a doctor and have your hearing checked.

General screening test

A doctor may ask the patient to cover one ear and describe how well they hear words spoken at different volumes, as well as checking sensitivity to other sounds.

If the doctor suspects a hearing problem, they will probably be referred to either an ear, nose, and throat (ENT) specialist or an audiologist.

Further tests will be carried out, including:

A tuning fork test: This is also known as the Rinne test. A tuning fork is a metal instrument with two prongs that produces a sound when it is struck. Simple tuning fork tests may help the doctor detect whether there is any hearing loss, and where the problem is.

A tuning fork is vibrated and placed against the mastoid bone behind the ear. The patient is asked to indicate when they no longer hear any sound. The fork, which is still vibrating, is then placed 1 to 2 centimeters (cm) from the auditory canal. The patient is asked again whether they can hear the fork.

As air conduction is greater than bone conduction, the patient should be able to hear the vibration. If they cannot hear it at this point, it means that their bone conduction is superior to their air conduction.

This suggests a problem with sound waves getting to the cochlea through the ear canal.

Audiometer test: The patient wears earphones, and sounds are directed into one ear at a time. A range of sounds is presented to the patient at various tones. The patient has to signal each time a sound is heard.

Each tone is presented at various volumes, so that the audiologist can determine at which point the sound at that tone is no longer detected. The same test is carried out with words. The audiologist presents words at various tones and decibel levels to determine where the ability to hear stops.

Bone oscillator test: This is used to find out how well vibrations pass through the ossicles. A bone oscillator is placed against the mastoid. The aim is to gauge the function of the nerve that carries these signals to the brain.

Routine screening of children

The American Academy of Pediatrics (AAP) recommends that children have their hearing tests at the following times:

when they start school

at 6, 8, and 10 years of age

at least once when they are in middle school

once during high school

Testing newborns

The otoacoustic emissions (OAE) test involves inserting a small probe into the outer ear; it is usually done while the baby is asleep. The probe emits sounds and checks for "echo" sounds bouncing back from the ear.

If there is no echo, the baby might not necessarily have a hearing problem, but doctors will need to carry out further tests to make sure and to find out why

Help is available for people with all types of hearing loss. Treatment depends on both the cause and severity of the deafness.

Sensorineural hearing loss is incurable. When the hair cells in the cochlea are damaged, they cannot be repaired. However, various treatments and strategies can help improve quality of life.

Hearing aids

These are wearable devices that assist hearing.

There are several types of hearing aid. They come in a range of sizes, circuitries, and levels of power. Hearing aids do not cure deafness but amplify the sound that enters the ear so that the listener can hear more clearly.

Hearing aids consist of a battery, loudspeaker, amplifier, and microphone. Today, they are very small, discreet, and can fit inside the ear. Many modern versions can distinguish background noise from foreground sounds, such as speech.

A hearing aid is not suitable for a person with profound deafness.

The audiologist takes an impression of the ear to make sure the device fits well. It will be adjusted to suit auditory requirements.

Examples of hearing aids include:

Behind-the-ear (BTE) hearing aids: These consist of a dome called an earmold and a case, with a connection linking one to the other. The case sits behind the outer ear, with the connection to the dome coming down the front of the ear. The sound from the device is either electrically or acoustically routed to the ear.

BTE hearing aids tend to last longer than other devices, as the electrical components are located outside the ear, meaning that there is less moisture and earwax damage These devices are more popular with children who need a sturdy and easy-to-use device.

In-the-canal (ITC) hearing aids: These fill the outer part of the ear canal and can be seen. Soft ear inserts, usually made of silicone, are used to position the loudspeaker inside the ear. These devices fit most patients straight away and have better sound quality.

Completely in the canal (CIC) hearing aids: These are tiny, discreet devices but not recommended for people with severe hearing loss.

Bone conduction hearing aids: These assist people with conductive hearing loss, as well as those unable to wear conventional type hearing aids. The vibrating part of the device is held against the mastoid with a headband. The vibrations go through the mastoid bone, to the cochlea. These devices can be painful or uncomfortable if worn for too long.

Cochlear implants

If the eardrum and middle ear are functioning correctly, a person may benefit from a cochlear implant.

This thin electrode is inserted into the cochlea. It stimulates electricity through a tiny microprocessor placed under the skin behind the ear.

A cochlear implant is inserted to help patients whose hearing impairment is caused by hair cell damage in the cochlea. The implants usually improve speech comprehension. The latest cochlear implants have new technology that helps patients enjoy music, understand speech better even with background noise, and use their processors while they are swimming.

According to the National Institutes of Health (NIH), there were about 58,000 adults and 38,000 children with cochlear implants in the U.S. as of 2012. The World Health Organization (WHO) says approximately 219,000 people globally use one, most of them in industrial countries.

On the outside, a cochlear implant consists of:

A microphone: This gathers sound from the environment.

A speech processor: This prioritizes the sounds that matter more to the patient, such as speech. The electrical sound signals are split into channels and sent through a very thin wire to the transmitter.

A transmitter: This is a coil secured with a magnet. It is located behind the outer ear and transmits the processed sound signals to the internally implanted device.

On the inside:

A surgeon secures a receiver and stimulator in the bone beneath the skin. The signals are converted into electrical impulses and sent through internal wires to the electrodes.

Up to 22 electrodes are wound through the cochlea. The impulses are sent to the nerves in the lower passages of the cochlea and then directly to the brain. The number of electrodes depends on manufacturers of the implant.

Children will usually have cochlear implants in both ears, while adults tend to have just one.

Some people with hearing impairment may have speech problems, as well as difficulties in understanding speech from other people.

A high percentage of people with hearing impairment can learn other ways of communicating.

Lip reading and sign language can replace or complement oral communication.

There is a range of sign languages that are, in some cases, wildly different to one another.

Lip reading

Also known as speechreading, lip reading is a method for understanding spoken language by watching the speaker's lip, facial and tongue movements, as well as extrapolating from the data provided by the context and any residual hearing the patient might have.

People who became hearing impaired after they learned to speak can pick up lip reading rapidly; this is not the case for those who are born hearing-impaired.

Sign language

This is a language that uses signs made with the hands, facial expressions, and body postures, but no sounds. It is used mainly by those who are deaf.

There are several different types of sign languages. British Sign Language (BSL) is very different from American Sign Language (ASL). For instance, BSL uses a two-handed alphabet, whereas American sign language uses a one-handed alphabet.

Some countries use the sign language introduced by missionaries from far away. Norwegian sign language, for example, is used in Madagascar.

Sign language is completely different from the spoken form, word order, and grammar in BSL is not the same as it is in spoken English. ASL is more grammatically similar to spoken Japanese than spoken English.

Nothing can prevent the hearing problems that occur from birth or hearing impairments due to illnesses or accidents.

However, some measures can be taken to reduce the risk of losing some of your sense of hearing.

The structures in the ears can be damaged in several different ways. Long-term exposure to noise above 85 dB - the volume of a typical lawnmower - can eventually cause hearing loss.

The following measures may help protect your hearing:

TV, radio, music players, and toys: Do not set the volume too high. Children are especially sensitive to the damaging effects of loud music. Noisy toys can put children's hearing at risk.

Headphones: Focus on isolating the sounds you want to hear and blocking out as much environmental sound as is possible, instead of drowning it out with high volume.

Occupational health: If you work in a noisy environment, such as discos, nightclubs, and pubs, wear earplugs or earmuffs.

Leisure venues: If you go to pop concerts, motor racing, drag racing, and other noisy events, wear earplugs.

Cotton swabs: Do not prod them into adult or infant ears. The same applies to Q-tips or tissues.

Hearing can often deteriorate with age, but the risk can be reduced by taking the correct preventive measure early on.

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Deafness and hearing loss: Causes, symptoms, and treatments

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People with a hearing impairment, hearing loss, or deafness will have either a partial or a total inability to hear sound. Some will rely on lip reading to communicate. Here, we explain the difference between hearing loss and deafness, and the types, causes, and symptoms of both.

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7. Intellectual Disability (formerly known as Mental Retardation)

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7. Intellectual Disability (formerly known as Mental Retardation)

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Intellectual disability (ID), once called mental retardation, is described as having below-average mental ability and skills necessary for day-to-day living. People with ID are still able to learn new skills. However, they learn more slowly than others.

Someone with ID affects functioning in these two areas:

Intellectual functioning- known as IQ.  Person’s ability to learn, reason, make decisions, and solve problems.

Adaptive behaviors - Skills necessary for daily life activities, such as communication, interact with others, and independent living.

Resource:
https://www.psychiatry.org/patients-families/intellectual-disability/what-is-intellectual-disability

Accommodations for Students with Intellectual Disabilities

Using small steps - breaking down learning task into small and easy steps.

Modify teaching to be more hands-on - abstract concept is difficult for students with ID. Teacher demonstration makes students with ID understand the concept better.

Think visual

Feedback book or chart - immediate and consistent feedback benefits students with ID. Feedback book allows the student to see their progress.

Encourage music in the classroom

Provide visual stimulus-  help students with ID to focus and involved in their learning.

Assistive Technology to Help Students with Intellectual Disability

Tools of common use such as hearing aids,

Pens with special grip,

Alternative computer peripherals like keyboards and mouse

speech-to-text recognition tools

spell and grammar checkers

touch control devices

AT visualizers

Advanced computer-enabled communication tools

Graphic Organizers

Resource:

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

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As one of the most common developmental disabilities found within mainstream schools, most teachers will work with students with an intellectual disability frequently during their careers.

As such a vast, overarching umbrella, there are many different definitions and levels of difficulty for students with ID, making it even more essential to provide excellent strategies and a suitable learning environment for children that need that extra helping hand.

Diagnosed and supported by the Individuals with Disabilities Education Act, or IDEA, students with ID and their educators are provided with plenty of resources and tools to ensure they receive the education they need, with the accommodations they require to succeed.

Understanding students with an intellectual disability?

A broad category that includes various skill levels, severities, and support requirements, an intellectual disability can involve problems with an individual functioning intellectually and/or adaptively.

Examples of difficulties around intellectual functioning can include problem-solving, the ability to communicate effectively, or the capacity to learn. Adaptive functioning and behavior may include specific challenges such as hygiene, routines, or even day-to-day social skills. Some of the most common causes of ID are:

Genetic conditions - most commonly caused by abnormal genes inherited from the parent or due to errors in the combination of genes during development. IDs under this category may include Down syndrome and PKU or Fragile X Syndrome.

Gestational problems - a result of the baby not developing properly inside the mother. There are many causes for ID due to problems during pregnancy. Drinking during pregnancy or contracting a serious infection can cause this.

Birth problems - in prolonged or difficult births, where the baby may not be getting enough oxygen, the child's chance of an ID is greatly increased.

Health issues - various diseases and health concerns can lead to intellectual disabilities, such as measles or whooping cough. Malnutrition, poisoning, or lack of access to prompt medical care can also result in ID due to ill health.

Intellectual disability is not classified as a disease or a mental health problem. Over 425,000 children in the US have a form of intellectual disability and require special education or other accommodations within mainstream schools to succeed and learn effectively. While there is no cure for ID, there is plenty of evidence that with extra time and patience, children and individuals with this disability can accomplish and achieve many things, both in life and academically.

Students with an intellectual disability in the classroom

For children with an intellectual disability, certain aspects of development and learning can be stressful, difficult, or otherwise inaccessible. These challenges are especially obvious in the classroom, with many students with ID struggling with learning effectively. These characteristics can lead to impaired understanding and difficulty understanding concepts or 'keeping up' with other students.

For many ID children, the following difficulties may apply:

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

Difficulty processing information sequentially

Because ID is a blanket term - similar to autism spectrum disorder in the classroom - children with this disability can require higher support and resources or none. With intellectual disabilities understood more than ever before when it comes to the needs and support of individuals with this disability, there is ample information for teachers and parents to provide insight into what an intellectual disability is.

For students with an intellectual disability, this is often not the only reason they struggle to work in a mainstream school environment. Between 40-60% of students with ID are also on the spectrum, leading to further difficulties in effective communication and learning.

Teaching students with an intellectual disability

When offering students with ID a fulfilling, suitable, and productive learning environment, it's important to consider the accommodations and requirements the child may need to perform as well in a mainstream education setting as other students. As such, employing practical strategies can be the perfect place to start.

These strategies are more versatile than simply applying to ID; there is also a great deal of crossover with the challenges faced by students with other learning difficulties, such as ADHD or autism spectrum disorder. As such, developing the insight and techniques needed to support students with ID can benefit a range of children.

Here are just a few of the teaching methods that educators can employ to support students with an intellectual disabilities:

Using small steps

For students with an intellectual disability, breaking down each learning task into small, easy-to-digest steps can be invaluable. 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.

This step-wise approach is the basis of many different learning models for all kinds of students, with each step and level of investment varying according to the specific requirements of the individual student.

Modify teaching to be more hands-on

Students with ID are known to struggle with abstract concepts individually, making some traditional teaching styles incompatible with their specific challenges. Opting to go more hands-on with teaching can provide a more kinesthetic approach for students.

An example of this would be teaching gravity by demonstrating how it functions in the real world by dropping an object to illustrate the force.

Think visual

The visual world and what is directly in front of the child are important factors in teaching a student with ID. They tend to do best in environments where visual aids or support is provided, whether to learn specific subjects or map their completed progress. Using charts with ID students has proven to be highly effective, especially with direct, immediate feedback.

For more insight into these teaching methods and why they are suitable for students with ID, this article on AAC offers further information and guidance.

Five ways to incorporate intellectual disability strategies into your classroom

While there are many general strategies and suggestions surrounding ID in the classroom, implementing those opportunities, and including them in your curriculum, is a different challenge altogether. But in mainstream schools, it's essential to balance offering support to your students and providing a well-rounded teaching experience.

These five methods offer simple, effective ways to incorporate elements of ID-suitable guidelines into any classroom with minimal disruption and excellent results:

1. Use baby steps

Start by breaking each lesson down into its simplest, most vital components. These steps can be provided to ID students alongside teaching a wider class to ensure they can keep up and develop the same understanding as their peers. To reduce frustration and encourage participation, this method is highly effective.

2. Incorporate more physical learning experiences

Whether using physical items to support learning in sciences or maths or simply offering a direct way for students to connect their learning to the real world, this method can be invaluable for all your students to help them develop their knowledge more well-rounded way.

3. Start a feedback book or chart

Students with ID can greatly benefit from immediate and consistent feedback. Using a feedback book or chart can create a record of that feedback, allowing the student to look back and see their development in black and white.

4. Encourage music in the classroom

Music can be a vital part of learning and development for any student, but for those with ID, it can be an especially powerful motivator. Music alongside concepts or lessons can help them retain information and offer greater engagement in the subject.

5. Provide visual stimulus

Whether it's simply drawing the concept, you're describing on a whiteboard or providing students with video or photographic content to study. ID students find it easier to focus when visually involved in the learning process.

With an intellectual disability such a common difficulty for many students, it's vital to ensure that they receive the same level of care and attention when it comes to their education as any other student. At the same time, teachers, educators, and parents must work together to ensure they provide the best environment for every student.

How we can help you with students with an intellectual disability

Platforms like Classful provide educators with the resources they need to make their classroom the best it can be for intellectually disabled students, and have never been quicker or easier. We do all the hard work for you, and you raise the money you need to support your favorite teacher and improve the educational possibilities of students with intellectual disabilities in the classroom.

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Students with an Intellectual Disability (5 Methods to Help) - Classful

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As one of the most common developmental disabilities found in schools, most teachers will help students with an intellectual disability during their career.

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Orthopedic Impairment is defined as a disability relating to bones, joints, or muscles, that adversely affects child's education performance.

Causes of Orthopedic Impairment
* Musculoskeletal Disorders or Congenital anomaly [birth defects]

Defects or disorders of the bones and muscles. Limb deficiency - missing part or all of a limb due to trauma, disease, or a birth disorder such as clubfoot.

* Neuromotor Impairments

Involves the central nervous system (brain and spinal cord) that affects the child’s ability to move, feel, or use certain parts of the body. Spina bifida, cerebral palsy, and spinal injuries are types of neuromotor impairments.

* Degenerative Diseases
Impairment caused by disease. Degenerative diseases such as muscular dystrophy affect motor movement. It is a genetic disorder that causes a loss of muscle mass and progressive weakness over time.

Assistive Technology for Students with Orthopedic Impairment

speech recognition software

screen reading software

augmentative and alternative communication devices (such as communication boards)

academic software packages for students with disabilities

For mobility:

canes

walkers

crutches

wheelchairs

specialized exercise equipment

specialized chairs, desks, and tables for proper posture development

Resource:
http://www.projectidealonline.org/v/orthopedic-impairments/

Accommodations for Students with Orthopedic Impairment

Special seating arrangements, larger tables

Note-taking assistance

Instruction focused on impairments in and the improvement of gross and fine motor skills

Securing assistive technology and augmentative communication devices

Extended time to complete assignments, and;

Teacher awareness of student’s condition and its affect (such as tiring easily).

Resource:
https://www.brighthubeducation.com/special-ed-physical-disabilities/71266-common-classroom-modifications-for-students-with-orthopedic-impairments/

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Orthopedic impairment is defined as a child's disability relating to a bone, joint, or muscle, that is severe enough to directly affect the child's educational performance. It can be caused by many different factors including genetic abnormalities, disorders such as cerebral palsy, or an injury that has caused a missing limb or has impaired a muscle.

The extent to which a child's education is affected can vary greatly, depending on the level of impairment. Many children with an orthopedic impairment do still have normal cognitive abilities, so these children require mainstream education wherever possible and in the least restrictive environment as appropriate.

Causes of Orthopedic Impairment

Some of the main reasons why children have orthopedic impairments include the following:

Musculoskeletal Disorders

Orthopedic disorders include defects or disorders of the bones and muscles, such as a limb deficiency. A child may be missing part or all of a limb due to trauma, disease, or a birth disorder such as clubfoot.

Clubfoot is a fairly common birth defect in which a baby is born with their foot or feet pointing downward and inward, with the soles of the feet facing inward toward one another, due to shortened tendons. In about 50% of all cases of clubfoot, both feet are affected. Early treatment for clubfoot is recommended before the baby is walking.

Neuromotor Impairments

A neuromotor impairment involves the central nervous system (brain and spinal cord). The impairment affects the child's ability to move, feel, or use certain parts of the body. Spina bifida, cerebral palsy, and spinal injuries are types of neuromotor impairments.

The most common motor and movement disability in children is cerebral palsy. This actually refers to a group of permanent conditions that affect movement and coordination, and it can develop before, during, or soon after birth. Symptoms are usually not obvious at birth but become more apparent within 2-3 years.

Degenerative Diseases

Degenerative diseases such as muscular dystrophy affect motor movement, and they are characterized by the structure or function of a body tissue progressively worsening. Muscular dystrophy refers to a group of genetic disorders that cause a loss of muscle mass and progressive weakness over time. There are treatments available to help many people manage their muscular dystrophy.

Orthopedic Impairments from Other Causes

An orthopedic impairment can also result from other factors such as an amputation, injury due to an accident, or severe burns that have resulted in damage to the bones and muscles.

Joint deformities such as developmental dysplasia of the hip (DDH) is a birth defect resulting in the ball-and-socket joint not developing properly in babies and young children. This causes the hip joint to be loose and, in some cases, leads to hip dislocation. If left untreated, it can prevent the hip joint from developing properly and lead to hip pain, reduced function, and osteoarthritis in the child.

Orthopedic Care in Little Rock, Arkansas

If you have an orthopedic impairment or a musculoskeletal issue that is impacting your quality of life, contact board-certified orthopedic surgeon Dr. William Hefley for an evaluation and to discuss your treatment options. Dr. Hefley treats a broad range of orthopedic conditions and injuries, and he specializes in treating shoulder, hip, and knee conditions.

While Dr. Hefley is highly experienced in performing arthroscopic and minimally invasive joint replacement surgery, he also uses an array of nonsurgical modalities - including stem cell and PRP (platelet-rich plasma) therapy - to treat orthopedic injuries and conditions. The medical staff at Bowen Hefley Orthopedics is here to improve your quality of life and get you moving again.

If you would like more information about our services, or to schedule an appointment with Dr. Hefley at one of our convenient locations, call us today at (800) 336-2412, or you can use our convenient online appointment request form. We look forward to seeing you here!

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What Is an Orthopedic Impairment? | Bowen Hefley Orthopedics

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Orthopedic impairment is defined as a child's disability relating to a bone, joint, or muscle, that is severe enough to directly affect the child's educational performance. It can be caused by many different factors including genetic abnormalities, disorders such as cerebral palsy, or an injury that has caused a missing limb or has impaired a muscle.

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Other Health Impairment (OHI) covers a range of conditions. IDEA has stated OHI means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems that adversely affects educational performance.

These are the conditions that IDEA has mentioned:

asthma

ADD or ADHD

diabetes

epilepsy

heart condition

hemophilia

lead poisoning

leukemia

nephritis

rheumatic fever

sickle cell anemia

Tourette syndrome

Other health impairments that are not mentioned in IDEA as it is considered as not t exhaustive, but rather provide problems that children have that could make them eligible for special education and related services under the category of other health impairment.

fetal alcohol syndrome (FAS),

bipolar disorders,

dysphagia, and

other organic neurological disorders.

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Other Health Impairment | Center for Parent Information and Resources

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Disorders in psychological processes that limit using or understanding language. Examples are: perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

Signs of specific learning disabilities:

Persistent difficulties in reading, writing, arithmetic, or mathematical reasoning

Inaccurate or slow and effortful reading or writing

Poor written expression that lacks clarity

Difficulties remembering number facts

Inaccurate mathematical reasoning

What to do when a student has a specific learning disability?
1. Get to know the child’s specific diagnosis
2. Find a specialist
3. Classroom accommodations
4. Create and follow individualised educational plans

Resources:
http://sinche.uom.gr/sites/default/files/14_disability_categories_under_idea.pdf
https://www.churchillstl.org/learning-disability-resources/specific-learning-disabilities/

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An open or closed head injury to the brain caused by an external physical force (blow, bump or jolt), resulting in total or partial functional disability or psychosocial impairment, or both, that negatively affects a child's educational performance.
The result can be 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.

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

Treatments:
For mild TBI, the main treatment is rest and pain-relievers.
For moderate to severe TBI, treatments may include: surgery, medicine, and/or rehabilitation therapies.

Resources:
http://sinche.uom.gr/sites/default/files/14_disability_categories_under_idea.pdf
https://medlineplus.gov/traumaticbraininjury.html

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Examples are: stuttering, impaired articulation, language impairment, or voice impairment.
Speech and language therapists are usually the most helpful in these cases.

Some tips for teachers:
1. Learn about the student’s specific disability.
2. Recognize that you can make a difference in this student’s life.
3. Search the student's Individual Education Plan
4. Accommodate when necessary in the classroom.
5. Consult with others, especially professionals.
6. Find materials that may be available.
7. Communicate with the student's guardians and educational leaders.

Resources: http://sinche.uom.gr/sites/default/files/14_disability_categories_under_idea.pdf
https://www.parentcenterhub.org/speechlanguage/#teachers

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14. Visual Impairment Including Blindness

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14. Visual Impairment Including Blindness

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

Children and youth with visual impairment should still have access to a range of services for their education and social support. Students with visual impairment should work with certified professionals who in turn work with other educational team members to ensure that the students have access to the general education curriculum and the related services that are identified on their Individualized Education Programs.

Resources:
http://sinche.uom.gr/sites/default/files/14_disability_categories_under_idea.pdf
https://www.cde.state.co.us/cdesped/sd-vision